#8 Online Graduate Education Programs in the Nation!

U.S News and World Report ranked our online programs (Childhood Education, Early Childhood Education, Reading) top in NYS and throughout the northeast and 8th nationally!

Distance Learning Option for CAS and PhD in Literacy

We are pleased to announce that starting in spring 2018, the CAS in Literacy and PhD in Literacy doctoral programs will be available in a distance learning format. We capitalize on over 17 years of online teaching at the master’s level to transition to further opportunities for the doctoral level courses. However, while our master’s courses are asynchronous (student log on at any time of day), most of the doctoral courses will be synchronous, in which students from a distance participate via video in the regular campus seminar.

The department already uses several strategies with students who live at a distance. For example, we use the Zoom and GoToTraining Platforms for orientations, doctoral level workshops (e.g., writing a dissertation), and department level presentations/discussions. These platforms encourage collaboration and participation of students who live further away and might not travel to Albany beyond regular coursework requirements. Similarly, we have piloted and successfully used Zoom as an online platform for students completing dissertations at a distance (e.g, they accept a faculty position at another institution while finishing the dissertation). This video platform allows for similar types of conversations that a faculty and student might have within a campus office, but available across longer distances. Further, we have engaged students in research data analysis experiences by bringing students into research conversations via GoToTraining. We have found these platforms allow for similar types of experiences and mentoring, and even increase attendance at our doctoral events for current campus-based students who live outside of a one-hour radius.

We anticipate this transition to a distance learning format will facilitate involvement by potential students from across the state and country who regularly request to be involved in our program (either for the full program or a specific course). Be sure to contact us if you wish additional information: vgoatley@albany.edu.

Dr. Donna Scanlon, professor in Literacy Teaching and Learning, was inducted into the Reading Hall of Fame at the International Literacy Association's annual conference in Orlando in July 2017.
Dr. Jaime Puccioni has been awarded a $180,000 3-year grant from the Foundation for Child Development to study the differential impact of preschool teachers’ outreach efforts on measures of school readiness for children from economically disadvantaged backgrounds by way of parental involvement.
Dr. Kelly Wissman honored with 2017 SUNY Chancellor's Award for Excellence in Teaching
Dr. Cheryl Dozier received a University at Albany President's Award for Exemplary Public Engagement for her Building Professional Learning Communities to Improve Student Achievement/TLQP project with Albany City Schools. 
Trudy Walp, lecturer and online program manager in Literacy Teaching and Learning, was recognized with a 2017 University at Albany President’s Award for Excellence in Teaching.

U.S. News & World Report ranks the University at Albany's School of Education in the Top Ten in the Nation for Online Graduate Education
Dr. Donna Scanlon, professor in Literacy Teaching and Learning who has built a national reputation as a researcher, scholar and educator in children’s literacy, has been awarded the State University of New York (SUNY) Chancellor's Award for Excellence in Scholarship and Creative Activities
Dr. Kelly Wissman, Associate Professor in the Department of Literacy Teaching and Learning is a recipient of the 2016 University at Albany Excellence in Teaching Award.
State University of New York Chancellor Nancy L. Zimpher has announced that UAlbany lecturer Helen Stuetzel is a recipient of the 2015-2016 Chancellor’s Award for Excellence in Adjunct Teaching.

Congratulations to Dr. Stephanie Affinito--a 2016 Open SUNY Online Teaching Ambassador. She is recognized by the Open SUNY Center for Online Teaching Excellence (COTE).



Master's Students:

Advanced Registration
Registration begins on Wednesday, October 17. You may not contact your advisor to discuss your coursework for the spring term and to get your AVN. CPNs will be available for on campus classes starting the first day of advanced registration. Please email the department coordinator for a CPN. Please note that these CPNs are for non-approval list courses only. If you plan to take a course that is an approval list course (see below), then contact the department to be placed on the list.

Online Classes
For online classes, please follow the online waitlist policy.

Approval Lists
Approval lists are now open. If you plan to take a practicum course (600, 601, 605, 620, 623, 677) this spring, please email the department to be placed on the approval list. This will guarantee a seat in the practicum course that you need. Failure to send an email may result in the class being closed and you not getting into the class

Graduating Students:

If you intend on becoming certified, all students must apply through the TEACH system. Instructional seminars will be hosted by the School of Education for anyone seeking certification. For specific questions and help with NYS certifications, contact the staff in Pathways into Education (PIE) right here in the School of Education. Among their many services, they provide UAlbany graduate students with information about teacher certification, NYS Teacher Certification Exams, and assists students in applying for teacher certification. Program Codes and certification application information can be found at: https://www.albany.edu/education/teacher_certification_applying_initial_provisional.php.

Recent Publications

Grifenhagen, J.F., Barnes, E.M., Collins, M.F., & Dickinson, D.K., (2017). Talking the talk: Translating research to practice. In O.N. Saracho (Ed), Research in Young Children's Literacy and Language Development. New York: Routledge.

Barnes, E.M. & Puccioni, J., (2017). Shared book reading and preschool children’s academic achievement: Evidence from the Early Childhood Longitudinal Study- Birth Cohort. Infant and Child Development. Advanced on-line publication. Doi: 10.1002/icd.2035

Barnes, E.M., Dickinson, D.K. (2017). Teachers commenting during book reading. Journal of Educational Research. 110(5), 515-527. Doi: 10.1080/00220671.2015.1134422

Barnes, E.M., Dickinson, D.K. (2017). The impact of teachers’ commenting strategies on children’s vocabulary growth. Exceptionality, 25(3), 186-206. Doi: 10.1080/09362835.2016.1196447

Wissman, K.K., Burns, M.N., Jiampetti, K., O’Leary, H., & Tabatabai, S. (2017). Teaching global literature in elementary classrooms: A critical literacy and teacher inquiry approach. New York, NY: Routledge.

Dozier, C. & Stephens, S.J. (2017). Becoming responsive teachers during a practicum-based study abroad experience: Learners leading to new perspectives. In H. An (Ed.), Handbook of research on efficacy and implementation of study abroad programs for P-12 teachers (pp.209-224). IGI Global.

Dozier, C. (2016). “My grandma is my gold.” Learning from young writer in Belize. Language and Literacy Spectrum.

Johnston, P.H., Dozier, C., & Smit, J.M. (2016). How language supports adaptive teaching through a responsive learning culture. Theory Into Practice, 55(3), 189-196.

Affinito, S. (2016, March/April). Modeling digital learning: Transforming teacher learning with digital tools. Literacy Today, 8 – 9.

Barnes, E.M., Dickinson, D.K., & Grifenhagen, J.F. (2016). Facilitating academic language in early childhood classrooms. The Reading Teacher. 70(1), 39-48.

Greene, Delicia. "We Need More 'US' in Schools": Centering Black Adolescent Girls' Literacy and Language Practices in In-School Online Spaces, The Journal of Negro Education (JNE), Special Issue Theme: Why We Can't Wait: (Re) Examining the Opportunities and Challenges for Black Women and Girls in Education.

Scanlon, D.M., Anderson, K.L., & Sweeney, J.M. (2016). Early Intervention for reading difficulties: The Interactive Strategies Approach (2nd ed.). New York, NY: Guilford Press.

Wissman, K. (2016). “No more paperwork!”: Student perspectives on multimodal composing in response to literature. In K. Hinchman & D. Appleman (Eds.), Adolescent Literacy: A handbook of practice-based research. New York, NY: Guilford Press.

Puccioni, J.L. (2015). Predictors of reading achievement: Time on reading instruction and approaches to learning. Literacy Research: Theory Method, and Practice, 64(1), 249-266.

Bean, R.M., Kern, D., Goatley, V.J., Ortlieb, E., Shettel, J., Calo, K., Marinak, B., Sturtevant, E., Elish-Piper, L., L’Allier, S., Cox, M.A., Frost, S., Mason, P., Quatroche, D., & Cassidy, J. (2015). Specialized literacy professionals as literacy leaders: Results of a national survey. Literacy Research and Instruction, 54(2), 83-114.

Barnes, E.M. (2015).  Academic language in early childhood classrooms.  American Speech and Hearing Association’s Perspectives on Language Learning and Education, 22(3), 85-92.

Wissman, K. K., Staples, J. M., Vasudevan, L., & Nichols, R.E. (2015). Cultivating research pedagogies with adolescents: Created spaces, engaged participation, and embodied inquiry. Anthropology & Education Quarterly, 46(2), 186-197.

Deeney, T., & Dozier, C.L. (2015). Constructing successful video reflection experiences in practicum settings. In E. Ortlieb & E. Cheek (Eds.), Literacy Research, practice and evaluation (vol. 5). Video reflection in literacy teacher education and development: Lessons from research and practice (pp. 41-57). Bingley, West Yorskhire, UK: Emerald Publishers.

Lee, S. & Scanlon, D. M. (2015). The Effects of the Interactive Strategies Approach on At-Risk Kindergartners' Spelling. Reading and Writing: An Interdisciplinary Journal, 28(3), 313-346.

Puccioni, J. (2015). Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories. The Journal of Educational Research, 108(2), 130-147.

Puccioni, J. & Michaels, L. (2015). Mobile phone use and children’s literacy learning. In Z. Yan (Ed.), Encyclopedia of Mobile Phone Behavior (pp. 519-527).). Hershey, PA: IGI Global.