(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.
15-18 Months to Complete
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 program is NCATE approved and meets the National Council of Teachers of English (NCTE) guidelines. The program also offers opportunity for additional endorsement in journalism for interested candidates. 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
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)
Students may enter the program on several different tracks: 5th Year Program (Dual Status) or 2 Year Program.
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.
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.
English Education Research Highlights
Azano, A. P. (2019). A place for local in critical global literacies. English Journal, 108(3), 108-110.
Azano, A. P., Tackett, M. E., & Sigmon, M. L. (2017). Understanding the puzzle behind the pictures: A content analysis of children’s picture books about autism. AERA Open, 3(2), 1-12.
Azano, A. P. (2015). Addressing the rural context in literacies research: A call to action. Journal of Adolescent & Adult Literacy, 59(3), 267-269.
Meth, J. M., & Azano, A. P. (2012). Negotiating the rub between cultures: Teacher talk and sustained shifts in practice. English Education, 44, 354-374.
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.
Students interested in applying to the English Education (M.A.Ed. in Curriculum and Instruction) should contact the program leader, Dr. Trevor T. Stewart, by email at firstname.lastname@example.org.
Visit our office at 226 War Memorial Hall (0313), 370 Drillfield Drive, Blacksburg, VA 24061
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
Spring: October 15
Summer I: January 1
Summer II: February 1
Fall: April 1