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The Master of Arts in English Education is a one-year intensive program designed to prepare inservice teachers for careers as exemplary educators and leaders in English language instruction. This dynamic course of study culminates with an applied project that directly impacts instruction in Language Arts classrooms. Students in the MA English Education program develop a deep understanding of the language arts by learning how to access, analyze, and apply theoretical frames and best practices for teaching students in grades 7-12. The program balances the refining of disciplinary knowledge with pedagogical application of that knowledge in classrooms. Students take a variety of relevant courses including: advanced methods courses in reading and writing, adolescent literature, and research methods for teachers. The program encourages students to employ academic research and inquiry to address questions they have about their own students’ learning.
The MA English Education program is located on ASU’s Tempe Campus, a vibrant, urban setting in the heart of metropolitan Phoenix. The location provides access to diverse earning environments that foster inquiry into best practices for teaching the English Language Arts.
The Master of Arts in English Education consists of 30 hours of graduate courses (i.e. courses that carry a 500-level credit or above. These courses are carefully sequenced over the course of one full year (full academic year plus summer). Students in the MA English Education participate in a cohorted program in which all students admitted in an academic year take courses together for the duration of the program. Courses meet in face-to-face, hybrid, and online settings.
The required courses in the Master of Arts in English Education are:
Fall Semester: ENG 501 Approaches to Research, ENG 506 Methods and Issues in Teaching Language; ENG 507 Methods and Issues in Teaching Composition.
Spring Semester: 2 cohorted elective courses (level 500 and above), ENG 592 Research (Please note: the default when registering is 1 credit hour and it must be changed to 3 credit hours), ENG 606 Advanced Studies in English Education.
Summer Semester (Session A): ENG 593 Applied Project (Please note: the default when registering is 1 credit hour and it must be changed to 3 credit hours); ENG 594 Central Arizona Writing Project
Summer Semester (Session B): ENG 540 Teaching Young Adult Literature
Applied Project (ENG 593 – 3 hours): Students in the MA English Education will produce a project under the supervision of the Applied Project director and orally present it at the end of the semester applied project showcase. One additional committee member is required. Applied projects may include: curriculum design, professional portfolio, teacher inquiry research project, etc.
When filling in the Plan of Study (iPOS), students will list the required courses in the appropriate sections:
Required Core (12 credit hours)
Electives or Research (12 credit hours)
Other Requirements (3 credit hours)
Culminating Experience (3 credit hours)
Please review the application procedures on the website.
First Application Review Deadline: January 15
Final Application Review Deadline: June 15
Note: The committee reviews applications shortly after the deadline. The application must be complete with all supporting documents before review. This is the applicant's responsibility. Please plan accordingly when submitting an application.
Qualifications: Graduate Education requires a grade point average of “B” (3.0) or better in the last two years of work leading to the bachelor’s degree. Applicants for the MA English (English education track) should have an undergraduate major in English, a related educational field, or teaching experience in the English Language Arts at the secondary level.
Candidates must submit the following:
Important Notice to Current International Students: In order for international students to maintain good standing for their VISAs, they must take a minimum of 9 credit hours per semester (i.e., 3 classes), 6 of which should be face-to-face classes.
Acevedo's research focuses on teacher identity, preparing pre- and in-service teachers, queer young adult literature, the teaching of writing, and masculinity/machismo in Caribbean/Puerto Rican communities.
Blasingame focuses on young adult literature, Indigenous education, secondary writing instruction, preparing pre-service teachers, and cowboy poetry.
Durand's current study examines how middle school students engage young adult literature in the context of a Youth Participatory Action Research after-school program.
Early is a scholar of English education and secondary literacy. She is the director of English education and the Central Arizona Writing Project at ASU.
Saidy's research focuses on writing and writing transitions with secondary students, teachers in professional development groups, and students entering college.