ENED - English Education

English Adolescence Education majors are introduced to teaching in this foundational course, which combines 25 hours of classroom observation with reading, writing, and discussion about the principles and practices of English Adolescence Education. The course provides an introduction to current pedagogical theory and practices.

English Adolescence Education majors extend their study of theories and techniques of engaged pedagogy through reading, writing, and discussion. Progressive pedagogies, new literacies, differentiated learning, and anchor standards are among the topics considered.

Designed primarily for English Adolescence Education majors, this course explores the theoretical and practical implications of technology for the nature of literacy. The course presents approaches to helping secondary students improve their literacy through the use of technology.

Students participate in 25 hours of classroom observation in the secondary schools and then draw on the observations, readings, and program course work in exploring advanced issues in pedagogical theory and practices.

Examines the writing process as it applies to primary-grade students and offers developmentally-appropriate approaches for teaching drafting, revising, and editing.

A study of children's picture storybooks and their use across the elementary school curriculum, combined with the craft of writing stories for children and the art of teaching story writing to them.

The course presents a study of a range of texts written for, by and about children in the 8-12 year old range. Students will learn about the cognitive, social and psychological development typical of this time in children's lives and will consider these changes in relation to children's home, school and community experiences. Students will discuss and prepare to teach these texts in an inclusive manner to a wide range of students through the use of a number of "best practices" for literature instruction.

Study of and written responses to a broad variety of texts written for, by, and about adolescents. Examination of the adolescent experience as it is depicted in this literature, with an emphasis on multicultural education, cultural diversity, and the educational system. Students will discuss and prepare to teach adolescent literature to children from diverse cultural and linguistic backgrounds.

Study of and practice in strategies for teaching the process of writing: pre-writing, drafting, revision, editing, and publication. Includes methods of assessing and writing.

Study of philosophical, sociological, and psychological theories of language, linguistics, and learning theory used to explore the nature of the reading process, how people learn to read, how people make meaning from print and other media, and how teachers might help students become more capable readers.

Analysis of the writing process as it applies to elementary students. Approaches to teaching writing as a means of learning throughout the elementary-school curriculum.

Practical approaches for helping elementary and middle school students experience and enjoy many forms of poetry. Includes reading, writing and collecting poems.

This course will allow students to gain several constructive meanings of diversity issues that are associated with five major multicultural theories circulating mostly within the U.S. field of education. Additionally, through engaging in the processes of being analytical, critical, and self-reflexive, students will be challenged to grapple with the complexity and controversy of teaching diversity issues. Moreover, students will examine how gender, class, race, ethnicity and sexual orientation issues inform their instructional goals, curriculum planning/implementation, and practices in the teaching of literature, language, and composition in K-12 English Language Arts classrooms.

Variable-content course; topic announced in the online Course Offerings each semester that the course is offered.

As preservice teachers, you know that when you have your own classrooms, you will probably be teaching at least one Shakespeare play as part of the curriculum. The following question then arises: "How do I get my students interested in Shakespeare?" This class will focus on Shakespeare plays commonly found in the high school curriculum. As we work closely with the texts, we will explore a range of pedagogical strategies for engaging students in the plays. Drama in the classroom is one effective approach, so we will be learning various strategies that get students up on their feet. Because of the pedagogical focus, we will be concentrating on a few plays and then working with them in depth.

Workshop designed to immerse students in the processes of preparing high-school students to read literature. Emphasis on pre-reading activities, construction of discussion questions and classroom activities, development of units for teaching literature, and participation in activities. Students will complete their e-Portfolio in ENED 450. Permission of instructor.

Principles, materials and methods for teaching English. Note: Must be taken before student teaching.

The course serves as a complement to student teaching experiences in English Adolescence Education and examines professional issues that arise in classrooms with emphasis on learner-initiated and shaped professional development.

Student Teaching in the Secondary School - English Grades 7-12: A field assignment to teach in secondary education. Assignments provided by subject area in grades 7 through 12; arrangements made by Office of Field Experiences.

Student Teaching in the Secondary School – English High School: A field assignment to teach in secondary education. Assignments provided by subject area in high school; arrangements made by Office of Field Experiences.

Student Teaching in the Secondary School - English Middle School: A field assignment to teach in secondary education. Assignments provided by subject area in middle school; arrangements made by Office of Field Experiences.

This is a 1.5 credit independent experience for the graduate students to work one-on-one with a faculty member on a topic related to the student's research focusing particularly on pedagogical issues. It is equivalent to the already existing ENGL 502, Directed Study, adding the option of the ENED prefix to indicate its pedagogical specificity, for students in the program leading to professional teaching certification.

Study of and practice in approaches to teaching writing, with emphasis on whole language instruction. Survey of recent research in written composition and its applications in the secondary classroom.

Required for all MA+Certification. candidates. Gives recognition and validation for the thoughtful completion of all parts of the required Structured Field Experience

Study of components of English with emphasis chosen from linguistics, criticism, composition, media, and/or learning theories. Focus is on the implications for teaching English at the secondary level.

This required supervised research course for graduate students in English provides an opportunity for working oneonone with a faculty mentor that will culminate in a final degree project subsequent to this class (thesis, action research thesis, professional development essay, comprehensive exam). Students will finish their project research, gain faculty feedback for proposals and drafts, finalize faculty committees and review professional opportunities in the field. Students conducting classroom research as part of their degree projects will also obtain necessary permissions from the Institutional Review Board and school authorities and carry out their research in preparation for writing their final reports. Students must have a minimum overall GPA of B in order to enroll in Degree Project Research. [NOTE: identical description for ENED 690, with prerequisites ENGL 500 and ENED 502 ]

The culminating project for all graduate students in English, taken together with the capstone course (ENGL 695), demonstrating successful completion of advanced research in the field of English studies. Students choose one of several different degree projects. A final grade in 696 of B or above indicates successful completion of the degree project, including all required written and oral portions and, in the case of thesis/action research thesis, submission to the AP for Graduate Studies and to Reed Library for electronic archiving.