M.A.T. Secondary English Courses

This course is an examination and application of foundational and emerging psychological theories and research, which shape educators’ understanding of their students, as well as their instructional decision making. The course examines topics such as child development, motivation, sociocultural identity, cognition, memory, assessment, and classroom management.

This course prepares candidates to work collaboratively with families and school personnel to have a positive impact on the educational, social and behavioral development of all students, including those with a full range of disabilities, in a diverse society. It focuses on knowledge of legislative mandates for serving exceptional students, characteristics of exceptionality, best practices in facilitating teaching and learning, and accountability through assessment of outcomes. This course requires a ten-hour observational and instructional experience (i.e., teaching a lesson plan) in assigned school placement(s). This course requires an observational experience and an instructional experience in an assigned school placement. Verification of professional liability insurance is required prior to placement in the field experience.

This course fulfills Georgia HB 671 requirement. Candidates must be currently enrolled in a MAT program. Verification of professional liability insurance is required prior to placement in the field experience. Candidates must have an issued preservice certificate for this course. Candidates must also be enrolled in the Yearlong Clinical I while taking this course. Failure to meet both criteria will result in removal from the course. If a change occurs in the YCE I placement while enrolled in this course, notify your instructor immediately. If you are removed from your field placement you will receive an F in this course. This course is a three-credit hour course. This is a fully online course. Beginning July 1, 2019, all candidates must earn a “B” or higher in this course for certification as stated in the Georgia PSC 505-2-.24 Special Georgia Requirements. 

This course introduces Master of Teaching candidates to today’s diverse English learner population, education policies that impact these students and how cultural resources can be leveraged to meet their academic needs.

This course focuses on developing effective instruction, assessment, and literacy development for English learners and other linguistically diverse learners in middle grade classrooms. Specifically, candidates will a.) examine the academic, linguistic, and social needs of linguistically diverse learners, b.) explore the differences between teaching reading and writing to English learners and native English speakers; and c.) develop skills necessary for differentiation and scaffolding language and content for English learners at a variety of language proficiency levels.

This course is an examination and application of curriculum, learning theories, teaching strategies, instructional materials, and assessment procedures for teaching secondary school English/Language Arts in the multicultural and diverse classroom of today. Special focus includes the implications of literacy practices; the importance of discussion-based classrooms; the constructivist teaching of grammar; and the grounding of course content in candidates’ field experiences.

This course is the first semester of an intensive and extensive co-teaching yearlong clinical experience in English education. Under the guidance of a collaborating teacher and university supervisor and working in a diverse environment that includes students with exceptionalities and English learners, candidates practice professional competencies that impact student achievement. This experience includes regularly scheduled professional seminars. Proof of liability insurance is required.

Extending upon knowledge and skills developed in ENED 6414, candidates examine and apply curriculum, learning theories, teaching strategies, instructional materials, and assessment procedures for teaching secondary school English/Language Arts in the multicultural and diverse classroom of today. Special focus includes the implications of literacy practices, the importance of discussion-based classrooms, the constructivist teaching of grammar, and the grounding of course content in candidates’ field experiences.

This course is the second semester of an intensive and extensive co-teaching yearlong clinical practice in English education. Under the guidance of a collaborating teacher and university supervisor and working in a diverse environment that includes students with exceptionalities and English learners, candidates practice professional competencies that impact student achievement. This experience includes regularly scheduled professional seminars and the completion of a content pedagogy assessment. Proof of liability insurance is required.

This course examines issues and themes in the teaching of literature in middle and high schools. Topics examined include how meaning is derived from texts; the role of critical theory; competing philosophies for which texts should be read and why; how and to what purpose we read; how readers are positioned; standards, policies, and censorship; and approaches for teaching texts, literary analysis, and argument anchored in student relevance, democratic culture, and human potential.

This course is a study of the range of texts (conventional, multimodal, nonfiction, film, etc.) possible in the English Language Arts classroom, with attention to and analysis of genre conventions, embedded literacy practices, and student reception and production.

A study of language as a key component of English/Language Arts. Topics include understanding English’s historical and ongoing development, learning English as a second language, using discourse appropriately in a variety of contexts, dialect variations, relationships between oral and written language use, and issues involved in teaching language (e.g., teaching grammar in context).

A survey of issues and themes in composition studies, especially those which have influenced writing instruction in the schools. Topics examined include writing as a process and writing for a variety of purposes, audiences, and genres, as well as approaches for evaluating writing and for planning writing instruction that invites students to use the art of writing for exploring authentic issues that matter in their lives.

Focus on the current effects and potential of technology and multimedia in writing, reading and literature instruction. Students explore ways technology is changing reading and writing processes in school, the workplace and in daily life and develop effective ways of integrating technology into instructional programs.