English Language and Literature Master’s program at Virginia Polytechnic Institute and State University

The M.A.Ed. in English Education includes a combination of graduate coursework (including educational foundations, methods of teaching English) and fieldwork (including 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.

Successful graduates of our English Education Teacher Preparation Program will be eligible for licensure in Virginia. The Virginia Tech licensure program has reciprocity with over 35 states and or territories.

Our graduates have the perfect mix of theory and practice, which helps them land a job after graduation and prepare them for ongoing professional and personal growth.

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. All students must register for and pass the Praxis II test: English Language Arts: Content Knowledge (5038) and the Virginia Communication and Literacy Assessment (VCLA). The Praxis Core test is no longer required.

Students may enter the program on one of two different tracks:.

EDCI 5724: Teaching in the Middle and Secondary School I (Joint English and HSSE).

EDCI 5744: Teaching in the Middle and Secondary School II (Joint English and HSSE).

EDCI 5784: Graduate Seminar: Case Studies in Education. Developing Professional Disposition.

EDCI 5264: Comprehending Processes and Reading in the Content Areas.

EDCI 5784: Graduate Seminar: Inquiry-Based Learning with Digital Technology.

Introduction to gender in the context of education. This course is intended to raise awareness of how gender is implicated in teaching and learning in K-12 schooling and higher education. School policy as it relates to gender equality and sex education. Theoretical frameworks for gender analysis in education. Pre-requisite: Graduate standing required.

Explores basic processes involved in comprehension: the role of concepts text structure, task demands, and the role of the reader includes teaching strategies for comprehending and using information in content area texts and in job related materials.

Analysis and application of research-based instructional and behavioral techniques for supporting individuals in the K-12 classroom. Trends, assessment, ethics, and collaborative involvement in behavior management. Pre: Graduate standing.

Analysis of purpose, rationale, and foci of educational programs, and related services for individuals with special needs. Identification of characteristics associated with each exceptionality. Review of procedures for assessment, eligibility decisions, and the development of individualized educational programs. of selected instructional strategies, environmental adaptations, and special materials. Examination of findings concerning program efficacy.

EDCI 5724: Teaching in the Middle and Secondary School I (Joint English HSSE).

Introduces concepts and methods that enhance the teaching of specific academic disciplines (English, history and social sciences, science, mathematics, foreign languages, and music) in combination with a field studies course.

EDCI 5744: Teaching in the Middle and Secondary School II (Joint English HSSE).

Intensive instruction in methods of teaching an academic discipline (English, history and social science, science, mathematics, foreign languages, and music). Emphasis on classroom management, use of instructional technology, planning and delivery.

Psychological theories and models which serve as a basis for educational models and practice. Emphasis on conceptions of learning and cognitive process. Pre: Graduate standing.

Emphasizes applying human learning and developmental theories to classroom settings including school learning theories, child and adolescent cognitive development, instructional strategies, classroom management, student motivation, and learning assessment strategies. Graduate Standing Required.

The program operates on a cohort model. Members of a given cohort attend all of the same classes in the same sequence and pursue common plans of study.

Students in cohorts learn from and help each other with the successful completion of coursework and professional networking. Students who participate in cohort models generally report a strong sense of belonging and are likely to complete their programs of study in a timely manner.