Curriculum and Instruction (Ph.D. and Ed.D.)
The Doctor of Education (Ed.D.) and the Doctor of Philosophy (Ph.D.) programs prepare professional educators and researchers for positions in institutions of higher learning, educational research centers, state and national education agencies, and intermediate and local school districts. Advanced programs are designed for those individuals who are committed to the educational renewal of urban America; whose career goals emphasize the development and improvement of curriculum and instruction; who desire to prepare themselves for leadership roles in various areas of curriculum and educational research; and who will serve as agents of change, creating and expanding the varied institutions and programs needed for the continuing development of educators. This program also serves those interested in the educational aspects of business and industry, health and social services, and other areas that require expertise in curriculum and instruction.
Based on pure and applied research in instruction and curriculum, doctoral study incorporates formal classroom instruction, independent study, and direct, clinical experience in a variety of field settings. It reflects
- the legitimacy of the emerging pattern of inter-institutional partnerships in teacher education at all levels;
- the significance of the diverse nature of metropolitan society; and
- the importance of the integration of theory, research, and practice as the basis for sound professional development.
Admission to certain majors and concentrations in the doctoral program may be limited by the availability of faculty advisors. Prior to applying, students should consult with an advisor in 489 Education to discuss current admission limitations.
The College of Education has specific requirements for admission to doctoral programs.
K-12 Curriculum Concentration (Ph.D. and Ed.D)
The doctoral program adopts an interdisciplinary approach to teaching and learning, acknowledging the relationship among the learner, the learning, and the learning environment and the consequences this approach has for educational theory, policy, and practice. The program emphasizes the interrelationship between cultural/linguistic diversity and learning and utilizes learners' experiences in curriculum studies. The socio-cultural context of learning in the educative process promotes equity and excellence within larger political and institutional settings. The important frames guiding the doctoral study are the integration of theory and research; the importance of reflection in learning; the role of gender, race, ethnicity, culture, and class as social constructions, which profoundly impact and inform teaching and learning; and the establishment of collaborative partnerships for community-based research. The doctoral program provides a forum that brings together the latest academic and policy discussions, and promotes critical inquiry, discourse, and debate, on the often complex interconnections in education.
Courses in the field of concentration in each program are selected in consultation with an advisor to develop a Plan of Work. All students in content-specific concentrations under the major of Curriculum and Instruction are required to complete TED 8130 and TED 8280; TED 9130 is recommended but not required. All course work must be completed in accordance with the academic procedures of the College of Education and the Graduate School's regulations governing graduate scholarship and degrees.
The K-12 curriculum (Curriculum Studies) area of emphasis, within the curriculum and instruction program, requires the following courses in the major area:
|TED 8130||Basic Principles of Curriculum and Instruction||3|
|TED 8270||Seminar: Issues in Curriculum and Instruction||2-6|
|TED 8280||Research Seminar: Curriculum and Instruction I||3|
|TED 9130||Doctoral Seminar in Curriculum and Instruction||3|