(M.A.Ed. in Curriculum and Instruction)

This program is offered to State of Virginia Licensure applicants only. Other applicants including International students should apply for English Education (M.A.Ed. in Curriculum and Instruction)

Campus: Virginia Tech Blacksburg Campus

Instructions: Residential/On Campus 

The English Education programs at Virginia Tech meld traditional issues of teaching writing, language and literature with newly emerging practices and research in adolescent literacy, new literacies, multimodal technologies and teaching and learning in 21st-century classrooms.

VDOE Approved

30

Credits of Coursework

Field Internship Opportunities

100%

Faculty Commitment

Our English Education Program

This program is designed for students interested in teaching middle or high school English, grades 6-12, who have successfully completed an undergraduate major in English. The MAED in English Education includes a combination of graduate coursework (e.g., educational foundations, methods of teaching English) and fieldwork (e.g., a 3-hour early field internship during the fall semester and a 9-hour student teaching internship during the spring semester). Students admitted to the program are required to complete 9-12 hours of coursework before beginning the early field internship. The program requires a minimum of 15-18 months to complete. There is also a two-year option.

Why Study English Education Here?

The English Education programs at Virginia Tech prepare English teachers, teacher educators, and scholars to be successful in the context of increasingly standardized education reforms. Working from the perspective that learning should be a generative act, faculty guide students in the exploration of concepts that make student-centered, dialogic approaches central constructs in the study of teaching and learning. Courses in the program focus on literacy development and consider the roles of language and culture in approaches to teaching that bring classroom content into dialogue with students’ lives in 21st century classrooms. 

What You’ll Study
The M.A.Ed. in English Education includes a combination of graduate coursework (e.g., educational foundations, methods of teaching English) and fieldwork (e.g., a 3-hour early field internship during the fall semester and a 9-hour student teaching internship during the spring semester). Students admitted to the program are required to complete 9-12 hours of coursework before beginning the early field internship.

Foundations: (9 credits)
EDCI 5104: Schooling in American Society
EDEP 5154: Psych Foundations in Education
EDCI 5554: Educating Exceptional Learners

Research: (3 credits)
EDCI 5784: Inquiry Based Learning with Digital Technology

Concentration: (9 credits)
EDCI 5724: Teaching in the Middle and Secondary School I (English)
EDCI 5744: Teaching in the Middle and Secondary School II (English)
EDCI 5444: Teaching Adolescent Readers

Cognate: (6 credits)
EDCI 6264: Comprehension Processes and Content Area Reading
EDCI 5454: Teaching Composition (Preferred) OR
EDCI 5524: Behavior Management in K-12 Classrooms
EDCI 5614: Digitally Mediated Learning
EDCI 5124: Gender in Education
EDEP 5194: Research on the Assessment of Student Achievement    

Field Experience: (12 credits)
EDCI 5964: Field Experience, 3 credits, fall
EDCI 5754: Internship, 9 credits, spring

Additional Electives
EDEP 5114: Learning and Cognition (Fall)
EDCI 5134: Gender and Education (Fall)
EDCI 5784: Topics in Diversity and Multicultural Education (Fall)
EDCI 5174: Informal Learning and Youth
EDCI 6034: Education and Anthropology
EDIT 5614: Digitally Mediated Learning (Spring)
EDCI 5784: Philosophy of Education Technology (Spring)
EDCI 5784: Schooling and Post-Civil Rights (Spring)

Testing Requirements

  • Register for and pass the Praxis Core and Praxis II tests. The Praxis II test required for admission is English Language Arts: Content Knowledge (5038). Passing scores on both the Praxis Core and Praxis II are required for admission into the program. Students can pass out of the Praxis Core exam with a state-approved SAT or ACT score.
  • Register for and pass the reading and writing sections of the Virginia Communication and Literacy Assessment (VCLA).

Learn more about the full licensure requirements
Students may enter the program on several different tracks: 5th Year Program (Dual Status) or 2 Year Program.
The program is NCATE approved and meets the National Council of Teachers of English (NCTE) guidelines. The Virginia Tech licensure program has reciprocity with 35 + states and/or territories.

Career and Professional Development
This program is designed for students interested in teaching middle or high school English, grades 6-12. Most of students pursuing our program become English or writing instructors.

Blacksburg Campus
This degree program is offered at the Blacksburg campus. The Blacksburg campus offers students the full services of the university, including an extensive library, technology support, and the Graduate Life Center. 

Our Faculty 

Research Interests

  • English education
  • Dialogic pedagogy
  • High-stakes testing
  • Qualitative methodology
  • Writing instruction and creativity

Trevor T Stewart, Assistant Professor

collaborate
Trevor T Stewart, Assistant Professor

Research Interests

  • Rural education
  • Adolescent literacy
  • Place-based pedagogy
  • Special populations in rural communities

Amy Price Azano

collaborate
Amy Price Azano, Assistant Professor

English Education Research Highlights

Azano, A. P. (2017). Book review of Serving gifted students in rural settings. Journal of Research in Rural Education, 32(2), 1-3.

Azano, A. P., Callahan, C. M., Brodersen, A., & Caughey, M. (2017). Responding to the challenges of gifted education in rural communities. Global Education Review, 4(1), 1-16.

Azano, A. P., & Tackett, M. E. (2017). Perceptions of teachers and parents on the educational experiences of students with autism in a remote rural community. The Rural Educator (in press- October).

Stewart, T. T. (2018). Dialogue, inquiry, changing roles, and the dialogical self. In F. Meijers & H. Hermans (Eds.), The Dialogical self in education. Cultural psychology of education, Vol. 5, (pp. 35-47). Cham, Switzerland: Springer.

Boggs, G. L., Stewart, T. T., & Jansky, T. (2018). Economic relevance and planning for literacy instruction: Reconciling competing ideologies. Journal of Adolescent & Adult Literacy, 61(5), 553-565.

Stewart, T. T., & Boggs, G. L. (2016). Emerging dialogic structures in education reform: An analysis of urban teachers’ online compositions. Dialogic Pedagogy: An International Online Journal, 4, 142-161.

Azano, A. P., & Stewart, T. T. (2015). Exploring place and practicing justice: Preparing pre-service teachers for success in rural schools. Journal of Research in Rural Education, 30(9), 1-12. 

Related Programs

Students interested in applying to the English Education Licensure Preparation Program (M.A.Ed. in Curriculum and Instruction) should contact the program leader, Dr. Trevor T. Stewart, by email at lttstew@vt.edu.

State of Virginia Licensure Applicants
Spring: October 15 (Target deadline. Applications are reviewed on a rolling basis and students are admitted after Oct 15 when space is available)
Summer I: May 1
Summer II: June 1
Fall:  August 1
Other Applicants
This program is offered to State of Virginia Licensure applicants only. Other applicants including International students should apply for English Education (M.A.Ed. in Curriculum and Instruction)

CONTACT US

Trevor Stewart
Program Leader
309 War Memorial Hall
540-231-8335
ttstew@vt.edu

School of Education (SOE) Programs
soeprograms@vt.edu

 

School of Education
226 War Memorial Hall (0313)
370 Drillfield Drive
Blacksburg, VA 24061