[picture]Teaching of English
This program encourages students to seek a balance between breadth and specialization by offering an assortment of both methods and content courses. Methods courses focus on the design and implementation of curriculum as well as on multiple strategies and methods for the teaching of literature, writing, and language. Content courses, including literature and writing courses, model the various practices that are useful in teaching secondary students in English classrooms.

The Teaching of English Program offers the following M.A. degrees: Teaching of English leading toward Initial New York State Certification (38 points), and Teaching of English leading toward Professional Certification in New York State in Teaching of English (34 points).

The Master of Education (Ed.M.) degree is a 60 point program designed for individuals interested in advanced study in the field. The Ed.M. degree represents a commitment to research that students refine as they focus on a particular area of inquiry, and provides opportunities to examine issues of pedagogy, theory, and research. A research study is required as a culminating project.

The Ed.M. degree is well-suited for individuals who are currently teaching and who wish to concentrate further on their studies within the field of English education and/or individuals who are thinking about undertaking doctoral work in English Education. In most cases, individuals applying for the Ed.D. program in the Teaching of English are required to first complete the Ed.M. program.

The primary purpose of our doctoral program is preparation for and implementation of research and scholarly activities within the field of English Education. Students who enter the doctoral program in English Education must have at least five years of teaching experience at either the secondary school or college level, and have completed graduate work at an accredited institution. The work students undertake in the English Education program will help them to refine their theoretical, pedagogical, and research expertise. Through these experiences, students will identify a particular area of inquiry for their dissertation research.

Both the Ed.D. and Ph.D.* programs in English education consist of theoretical, pedagogical, and research-oriented work. Students eventually focus their interests around a particular area of inquiry, which is informed by a broad reading of theory and research studies. This work becomes consolidated and refined through the dissertation, a study that evidences original research and pedagogical perspectives.

Each student, upon entry into the program, is assigned an academic advisor who will advise on program plan, certification exams, and all coursework.
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[thumbnail] The Impact and Implications of the New York State Mandated Regents End-of-Course Exit Examinations: Perceptions of English and Social Studies Teachers in Selected Suburban Public High Schools
by J. Bisso (2004)
uploaded by: Pocket Masters

[thumbnail] The Teacher's Grammar Book
by J. Williams (1999)
uploaded by: Pocket Masters

[thumbnail] Preparing to Teach Writing : Research, Theory, and Practice
by J. Williams (2003)
uploaded by: Pocket Masters

[thumbnail] Integrated Curriculum and Service Learning: Linking School-based Knowledge and Social Action
by K. Kesson & C. Oyler (12/1999)
uploaded by: Celia Oyler

[thumbnail] John Dewey and the Art of Teaching : Toward Reflective and Imaginative Practice
by D. Simpson, M. Jackson & J. Aycock (2005)
uploaded by: Pocket Masters

[thumbnail] American School Language: Culturally Patterned Conflicts in a Suburban High School
by H. Varenne (1983)
uploaded by: Herve Varenne

[thumbnail] Contextualizing Difficulties in Literacy Development
by E. Weiner (circa 2005)
uploaded by: Pocket Masters

[thumbnail] The Tech-Savvy English Classroom
by T. Finley (2003)
uploaded by: Pocket Masters

[thumbnail] Linking Science and Literature Through Technology: Thinking About Interdisciplinary Inquiry in Middle School
by E. Howes, G. Hamilton & D. Zaskoda (12/2003)
uploaded by: Pocket Masters

[thumbnail] Being in Authority, Being an Authority: Disrupting Students'/Teachers' Practices in Literacy Education
by J. Albright (12/2002)
uploaded by: Pocket Masters

[thumbnail] Acquisition of the English Article System by Speakers of Polish in ESL and EFL Settings
by M. Ekiert (12/2004)
uploaded by: Pocket Masters

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