When you choose Teachers College, Columbia University for your graduate studies in English Education, you’re choosing a program that emphasizes inquiry and research with a strong focus on urban education. You’ll become part of a collaborative and diverse community where you’ll not only learn how to teach, but also how to advocate for progressive change in society. You’ll be encouraged to think broadly as an educational leader, and you’ll do it all in New York City at the first graduate school of education in the nation.
The M.A. in Teaching of English (INSTEP) degree is geared toward inservice teachers who wish to further their teaching, research, and leadership skills while remaining full time teachers in their communities.
The Ed.M. in English Education degree is well suited for individuals who are currently teaching and who wish to concentrate their studies further within the field of English education and/or individuals who are thinking about undertaking doctoral work in English education, but feel a need to first expand their grasp of current issues in the field.
The primary purpose of the doctoral programs in English Education at Teachers College is to advance knowledge relevant to the teaching and learning of English and to prepare expert teachers of English for careers as scholars, researchers, and teacher educators in the field of English education. The doctoral programs in English Education are open to a wide range of interests, backgrounds, and professional ambitions in its applicants. However, all students are expected to become conversant with the principal theories, research methods, and pedagogical traditions of the field of English education. Beyond these fundamentals, students work in close consultation with faculty members to develop individualized programs of study. Applicants to the doctoral programs ordinarily possess a master’s degree in English, Education, or a related field and have three to five years of prior teaching experience at the secondary school or college level.
Dr. Marcelle Mentor contributed to an article titled, “When People Say They Don’t See Race, I Ask Them If They Don’t See Me” through EdWeek. The piece is part of a six-part series featured on EdWeek, which covers contributions from faculty at universities as well as other educators in New York City and the USA. This sixth post explores, “Why colorblindness continues to be perpetuated in the field of education and the cost of not addressing it."
"Before deeply investigating the disparities in their suspension data, school districts must first acknowledge and affirm the humanity of black girls. They must understand how their practice of disproportionately suspending them is an infringement on their humanity. Black girls deserve to be seen for their complexity and should not have certain aspects of their behavior stereotyped as defiant and deviant. Stereotypes flatten their experiences."