An examination of multiple approaches to reading traditional and contemporary texts using theory, criticism, and textual practices.
Literary selections are examined through various critical frameworks emphasizing the way texts are constructed and how readers negotiate meaning with texts.
This course focuses on young adult literature, including discussions on issues of adolescent diversity, urban experience, gender and the teaching of adolescents, and literature.
Contemporary literary selections are explored within particular socio-cultural contexts, including geographical, racial, ethnic, and political perspectives.
This course focuses on practical aspects of teaching English, including lesson and unit plans, effective teaching strategies, evaluation and assessment, curriculum design, and integration of language arts.
The course focuses on helping teachers examine theoretical and pedagogical principles relevant to teaching literary and non-literary texts with emphasis on helping struggling adolescent and young adult readers.
Students will examine challenges and opportunities in the production, performance, and the educative power of drama.
The course integrates theory and practice for teachers. Topics include the textual character of genres, critical perspectives on writing instruction, research on writing, evaluation and assessment of writing, and classroom methods for teaching writing. This course is taught with A&HE 4156, Writing: Nonfiction, as part of a 6-credit block.
This course focuses on how new technologies have impacted and enabled emerging practices in the learning and teaching of English.
A non-fiction writing workshop. This course is taught as part of 6 credit block with A&HE 4151: Teaching of writing.
Experience in reading and writing poetry, designing curriculum, and determining effective teaching practices.
An examination of diverse theoretical perspectives and pedagogical principles for teaching Shakespeare.
This seminar is designed to support practicing teachers as they compose and expand their teaching lives. The seminar will provide teachers with a community of colleagues with whom they can explore instructional strategies, pedagogy, and the challenges of contemporary teaching. This course is ordinarily offered online for students in the INSTEP MA program only. Offered fall semester only.
This course will offer experienced teachers an opportunity to revisit, reimagine and re-articulate those principles and methods at the core of what they do in the classroom. Each semester, the course will concentrate on one of the following: the Teaching of Writing (critical perspectives on writing instruction, research on writing, evaluation and assessment of writing, and classroom methods for teaching writing), the Teaching of Reading (critical issues in the teaching of literary and non-literary texts) or English Methods (approaches to unit and course design, the integration of language arts). Students are encouraged to experience each concentration.
An examination of narrative theories, narrative design, and philosophies of composition.
Majors only. Students may satisfy state certification requirements by participating in the supervised teaching program in the Fall and Spring semesters. Students should plan to reserve part of each day Monday through Friday for classroom experience.
Majors only. A series of guided observations of schools, teachers, and students, which are supplemented by opportunities to report and systematically reflect on observations.
Permission of instructor required. Research and independent study under the direction of a faculty member. Students work individually or with others.
Examines the conventions and practices of discourse communities, including the philosophical and intellectual traditions that influence the writing and publication of research.
Examines the role of practitioner qualitative research in knowledge production, teaching, and learning.
This course examines "popular" texts and popular culture through modern and post-modern theoretical lenses.
The course examines the applicability of rhetorical theories and composition research.
Provides opportunities for students to participate in workshops conducted by master practitioners and to develop projects for implementation in schools and other field settings. 45 hours for mentoring sessions could do an addition 45 hours for project design, research, and implementation
Required of all Ed.M., Ed.D. and Ph.D. students. This course facilitates the writing of a paper representing the results of an independent research project.
This course is an advanced seminar in literature and in critical theory as it relates to the reading, writing, and teaching of literature. May include an intensive study of a particular literary text, author, genre, or period.
This course examines how gender, class, race, ethnicity, and sexual orientation issues may impact learning and teaching in classrooms. This course also emphasizes and models culturally responsive teaching.
This course allows students to reflect systematically on their teaching practice, particularly as it relates to taking leadership stances among their colleagues, in their schools, and within their districts. Students will design and implement practice-based research that will document ways they engage and dialogue as literacy leaders. As such, this course serves as a capstone to the Ed M program.
An examination of politically-sensitive issues in curriculum, instruction, and assessment with an introduction to political theories that interrogate policy and practice in the English language arts.
An examination of problems and issues in the teaching of English to diverse populations of students in contemporary college classrooms.
Permission of instructor required. A survey of approaches to and examples of narrative research, including oral history, life history, biography, autobiography, and autoethnography.
This advanced course will provide context for students to build on their prior knowledge of various genres of narrative research (biography, autobiography, testimonial, oral history, or life history, for example), to engage in sustained study of a variety of theoretical and methodological perspectives that might frame their research, and to develop further their own narrative research projects.
Permission of instructor required. Provides opportunities for instructional experimentation and research in classrooms and other field settings.
Permission of instructor required. Provides opportunities to function in an apprenticeship role in teaching or research in the context of a college English classroom or other field setting.
Permission of instructor required. Provides opportunities to function in an apprenticeship role in teaching or research in the context of a secondary English classroom or other field setting.
Must be taken at least once during course of doctoral study. Doctoral seminar will focus on research and theory in a special domain of English education. Designed to help students gain expertise in a particular area and to help students develop research projects in that area.
Examination of literary and theoretical texts and forms of public pedagogies that illustrate diverse postmodern discourses in approach and principles.
Permission of instructor required. Advanced research and independent study under the direction of a faculty member. Students work individually or with others. 45 hours for mentoring sessions could do an addition 45 hours for project design, research, and implementation
Permission of instructor required. Designed to help students complete an acceptable dissertation proposal.
Permission of instructor required. All Ed.D. and Ph.D. students upon successful defense of dissertation proposal must be continuously registered for Dissertation Advisement until the final defense of the dissertation.
Program Director: Bob Fecho
Teachers College, Columbia University
327 Horace Mann Hall
Email: pa_enged@tc.edu