M.A. in English Education
Overview of the Program
Designed for in-service, secondary English and literacy teachers, the MAE:EE offers coursework that explores the literacies and identities that adolescents and young adults bring to the English classroom; provides space to reflect on current classroom practices in order to curate teaching identities; and troubles discourses that present a challenge to creating equitable and inclusive learning ecologies for students in Montana. In addition to refining pedagogical praxis, the MAE:EE provides a collegial community of scholars and teachers that allows educators to interrogate and explore their own lines of inquiry with regard to the teaching of secondary English within their teaching contexts. MAE:EE students will explore general issues related to practices and policies within the academic field of English Education, develop and inquire into a particular area of interest related to their teaching contexts and responsibilities, and engage in English department coursework (i.e. literary studies, rhetoric/composition, and linguistics), as well as potentially take courses in related fields of study (e.g. Native American Studies and Education).
Core Principles of the Program
Three core principles function as the philosophical, intellectual, and ideological underpinnings of the MAE:EE: 1. Teachers as Critical Theorists and Pedagogues: This program is committed to critical perspectives of English Education, literacy, learning, pedagogy, youth, curriculum, and schooling 2. Teachers as Public Intellectuals: This program recognizes that the work and social position of teachers extends well beyond the classroom into the community and socio-political sphere. 3. Teachers as Scholars of English: This program insists (adapted from the National Writing Project core beliefs) that the best teachers of English are themselves continuously engaging in the practices and processes of the discipline of English.
Coursework Overview
The MAE:EE centers on four courses (12 credits) that focus on pedagogical content knowledge. Additional graduate courses within English (up to 12 credits) stretch across the domains of English and literacy teachers: the teaching and learning of literature, writing, linguistics, literacies, interactions, and place, as well as professional paper (6 credits) or thesis credits (9 credits). The Yellowstone Writing Project, which continues to attract master teachers from across the state, is a significant, though not required, component of our MA program. MAE:EE and English courses can be accessed remotely (via online courses and remote seminars). Students local to the Bozeman area are welcome to attend seminars in person.
| MAEE Required Courses (12 credits) | 12 | |
| ENGL 560 | Foundations of English Education (English Foundations and Critical English Education) | 3 |
| ENGL 561 | Introduction to Research in English and Literacy Studies (Introduction to Research Methods in English and Literacy Education) | 3 |
| ENGL 562 | Place-based English and Literacy Curriculum (Place-Based English & Literacy Curriculum) | 3 |
| ENGL 563 | Topics in Teaching English Language Arts and Literacy in the Middle/High School (Special Topics in Teaching English Language Arts and Literacy in the Middle/High School (Max 6 credits)) | 3 |
| Professional Paper (6 credits) or Thesis (10 credits) | 6-10 | |
| Elective Courses (8-12 credits) | 8-12 | |
| Studies in Critical Theory | ||
| Writing Theory and Practice | ||
| Focused Research Seminar | ||
| Assessment and Evaluation in Education | ||
| Applied Educational Research | ||
| Mentoring New Teachers | ||
| Construction of Curriculum | ||
| American Indian Studies for Ed | ||
| History & Philosophy of Education | ||
| Brain Science, Educational Research, and Teaching | ||
| Schools & Diverse Communities | ||
| Native Americans: Dispelling the Myths | ||
| Indigenous Planning: Strategic Economic and Human Development Approaches | ||
| Total Credits | 30 | |