µÛÍõ»áËù

Program Code:  

The PhD program in Curriculum and Instruction is built on a common foundation of learning theory, the social and cultural contexts of school education, curriculum and instruction theory, the moral and ethical dimensions of leadership, and quantitative and qualitative research methods. It is expected that all students completing a doctoral degree in Curriculum and Instruction will demonstrate knowledge and skills in a common core of competencies plus an area of specialization and successfully complete a dissertation. For each individual scholar, coursework serves as the basis for investigating a significant educational issue that will advance the field of Curriculum and Instruction and prepare the student for future research. Every student in the PhD program in Curriculum and Instruction has the opportunity to construct a highly individualized program based on each scholar’s career goals. Specializations are available based on the expertise of doctoral faculty. This program can be completed on a full- or part-time basis. For a full-time student, program degree completion in 4–5 years is typical.

Application Process

Request Info

Contact

Frans Doppen OR Teacher Education Doctoral Programs
Graduate Doctoral Coordinator
Patton Hall 309EE
740.593.0254

Program Overview

Learning Outcomes

• Use their understanding of how PK–16 students and/or adults learn in order to develop, evaluate, and investigate rigorous and equitable curriculum, teaching, assessment, and technology.
• Describe and evaluate research methodologies appropriate to the field of educational research.
• Use equitable and inclusive teaching and assessment practices that are responsive to diverse learners and incorporate appropriate use of technology.
• Discuss, evaluate, and synthesize the body of literature central to curriculum and instruction and the student’s area of specialization.
• Develop skills in teaching K–16 students, teachers of K–16 students, or adult learners.
• Analyzing, evaluating, and synthesizing research theories in curriculum and instruction, applying them in professional settings, and supporting others in applying them.
• Conduct independent research in education that relies on quantitative and/or qualitative research design and methodology suitable for professional publications and presentations.
• Develop awareness of current trends and issues in education that leads to advocacy for learners and teachers.
• Be prepared to accept a university faculty position or other leadership roles in the field of curriculum or instruction

Required Courses

Minimum Total Credits: 68 semester credit hours including dissertation
Students completing the program full time (12 hours per semester), typically complete the program in 4 years and are typically in residence at the Athens campus of µÛÍõ»áËù for at least 2 years.

Foundations Core: minimum 7 semester hours

• EDTE 7000 Professional Seminar in Teacher Education (3 credits)
• A graduate level course (5000 level or above) focused on critical studies chosen in consultation with the student's doctoral committee

Teaching & Learning Core: minimum 15 semester hours

• EDTE 7150 Theories of Curriculum Change (3 credits)
• EDTE 7160 Theories of Instructional Change (3 credits)
• EDTE 7920 Curriculum and Instruction Practicum (6 credits)
• EDTE 8000 Advanced Dynamics of Human Learning (3 credits)

Research Core: minimum 18 semester hours

• EDRE 7200 Educational Statistics (4 credits)
• EDRE 7330 Research Design in Education (4 credits)
• EDRE 7500 Introduction to Qualitative Methods in Education (4 credits)
• EDTE 8040 Writing for Professional Publication in Education (3 credits)
• One additional graduate-level research course chosen in consultation with the student’s doctoral committee

Specialization: minimum 20 semester hours

• 20 hours of courses at 7000 level or above to be compatible with the student’s career goals and approved in advance by the student’s program committee. A cognate may include a limited number of selected, rigorous 5000-6000 level courses with committee approval only upon entry into the doctoral program.
• Currently, specialization areas include early childhood education, mathematics education, middle childhood education, reading education, science education, social studies education, and special education. Other areas of specialization may be available based on the expertise of doctoral faculty.

Dissertation: minimum 10 semester hours

It is expected that all candidates completing a doctoral degree in the Department of Teacher Education will propose, conduct, and prepare a comprehensive written report of an individually designed research study addressing a significant educational issue that will advance the field of teacher education and will prepare the scholar for future research.

Funding Information

• Departmental funding opportunities
• Funding opportunities across the college
• Graduate College funding opportunities

Affiliated Faculty

Danielle Dani, Science Education

Frans Doppen, Social Studies Education

Danielle Feeney, Special Education

Mathew Felton-Koestler, Mathematics Education

Greg Foley, Mathematics Education

Brent Goff, Adolescent-to-Young Adult

Dianne Güt-Zippert, Special Education

Allyson Hallman-Thrasher, Mathematics Education

Lisa Harrison, Middle Childhood Education

Sara Lohrman Hartman, Early Childhood Education

Jeesun Jung, Early Childhood Education

Courtney Koestler, Mathematics Education

Mike Kopish, Social Studies Education

Jen Newton, Special Education

Sara Salloum, Science Education

Jacqueline Yahn, Middle Childhood Education