English Education for Teachers
UNC’s English Education Master of Arts in Teaching (MAT) Program will deepen your knowledge of literature while advancing your teaching skills and preparing you to be an agent of change in both secondary and postsecondary classrooms. Your degree from UNC will also be a major advantage in the job market. Because of UNC’s long history as educators of educators, our faculty have a tremendous network of alumni and connections within the field, which provides our students with advantages and opportunities before and after graduation.
M.A.T. in English
UNC’s MAT in English Education is offers the choice of classes at our main campus in Greeley or the convenience of the online program via UNC's Extended Campus. You can complete the program in two to four years, depending on whether you study part- or full-time.
Related Education Programs
With our small classes, faculty mentors, focus on real-world education and an intense, global study of English and literature, you’ll be prepared to teach and inspire your students. This is a unique program offering diverse perspectives that will enrich your education and career, and opening up new opportunities for leadership while having a positive influence in the lives of students.
Consider UNC's M.A.T. in English if you:
- A teacher interested in advancing your career, or you are planning to become a teacher
- Interested in literature
- Looking for a program with small classes where you’ll work closely with faculty
- How to design, evaluate, and implement English curricula
- Advanced study in literature, theory, and language best practices for teaching composition, rhetoric, literature, and linguistics
- Effective leadership skills sought by school administrators
- How to apply theory and research to everyday classroom challenges
- Current Issues in Instruction and Assessment Practices
- Philosophical Foundations of Education
- British Romantic Literature
- American Literature to the Civil War
- Methods for Teaching Composition in Secondary Schools
- Literary Criticism and Theory
Jeraldine Kraver, Ph.D.
Professor of English and Director of English Education
A New York City native and graduate of Georgetown University, Jeraldine Kraver’s work in English education focuses on progressive pedagogies and multimodal literacies. Her articles have appeared in English Journal, Pedagogy, The CEA Forum, the Journal of Teaching American Literature, and SANE. Kraver’s current research focuses on Holocaust education, and she has been a fellow at the United States Holocaust Memorial Museum in Washington, D.C. and the International School of Holocaust Studies at Yad Vashem in Jerusalem, Israel.
Finding Answers to Complex Challenges
The MAT program at UNC transformed my understanding and appreciation for the influence that teachers can have on students. My program allowed me to engage with educational research and at the same time required me to apply that research to actual classrooms. I was given every opportunity to explore my areas of interest, while also gaining a foundational understanding of contemporary problems facing public education in the US. Moreover, I found a community of dedicated teachers that care about students and that care about me. I consider my community at UNC to be the most valuable resource to my career as a teacher.
—Charlie McMartin, Hillside Junior High School, Boise, Idaho
“As an educator and a life-long learner, I needed a program that would help me be a better teacher and challenge me intellectually. UNC’s Master of Arts in Teaching program fulfilled both needs, and the class scheduling was flexible enough that I could keep teaching while taking classes. The balance between pedagogy classes and English classes proved to be a perfect combination for someone like me who wants to continue her education and remain in the classroom setting for the long term.”
—Stacy Bailey, former middle-school teacher, currently a PhD candidate in Educational Psychology
Motivating and Retaining the Murky Middle: A Social-Psychological Intervention
Jeraldine Kraver, PhD and Stacy Bailey, PhD Candidate in Educational Psychology
A grant-funded study the twin engagement concepts of "mindsets" for learning and "perceived utility value" of learning. The goal of the project is the development of an intervention that facilitates students’ connection of immediate learning with long-term benefits and encourages their persistence in the face of the challenges associated with higher education.