Curriculum and Instruction, Ed.D.

Program of Studies

The curriculum determinants used in formulating the conceptual framework for this proposed program are as follows: 1) The Learner, 2) Society and Culture (including organizational theory and leadership), 3) Knowledge (theories and structure), and 4) Theories, Research, and Practice in Curriculum and Instruction, and 5) Qualitative and quantitative research. The emphasis in this program is on the use of the determinants in planning, implementing, and evaluating programs in elementary/secondary schools. The program is field-oriented and focuses upon providing graduates with expertise to provide creative leadership in a variety of settings. Students in the Ed. D. Program are expected to complete professional internships in educational institutions prior to the completion of the degree. The internships are intended to allow students to apply concepts and principles of curriculum within institutional settings. The Ed. D. Program fulfills the certification requirements for curriculum-instructional specialists at the doctoral level. Some course or their equivalent may be considered as pre-requisite i.e. Knowledge/Structure, The Learner, or Theory Practice and Research, usually 15 hours, leaving approximately 57 hours for the doctoral program.

 

Curriculum Determinants

A. The Learner (6 hours)
Prerequisite – or may be taken as part of the program
EDUC 781 Theories and Research in Human Development  3 hrs
EDUC 782 Psychology of Learning in the School  3 hrs

B. Society/Culture (18 hours)
1. Organizational Theory/Leadership (15 hours)
EDUC 638 Managing Schools within a District Context 3 hrs
EDUC 831 School Law 3 hrs
EDUC 834 Organizational Behavior and Theory in Education 3 hrs
EDUC 840 Advanced Leadership Theories 3 hrs
EDUC 853 Supervision and Instruction 3 hrs
 
2. Context of Education (3 hours)
EDUC 779 Philosophy of Modern Education  3 hrs

C. Knowledge/Structure (15 hours - — may be achieved at the Master’s level)
(Prerequisite - or may be taken as part of the program)

Cognate: Specialization areas in Early Childhood, Intermediate, Middle Grades, Secondary (English, Math, Social Studies, Science, Foreign Language, Music, or other courses as determined by doctoral committee)

 

Theory, Practice and Research

A. Theory and Practice - Curriculum and Instruction (15 hours)
EDUC 688 Principles of Instructional Design  3 hrs
EDUC 758 Immigration and Education  3 hrs
EDUC 752/
EDUC 788 		Instructional Theories  3 hrs
EDUC 851 Curriculum Theory  3 hrs
EDUC 852 Instructional Systems Development  3 hrs
 

B. Curriculum and Instruction Research Core (9 hours)
EDUC 854 Research in Curriculum and Instruction  3 hrs
EDUC 855 Problems in Curriculum and Instruction  3 hrs
EDUC 856 Practicum in Curriculum and Instruction  3 hrs
 

C. Research Core (12 hours)
(Balance of qualitative and quantitative courses)

Balance of qualitative and quantitative recommended.

EDUC 684 Statistical Analysis of Educational Data I  3 hrs
EDUC 783 Applied Measurement Theory for Education  3 hrs
EDUC 856 Practicum in Curriculum and Instruction  3 hrs
EDUC 871 Seminar in Education  3 hrs
EDUC 981 Field Techniques in Educational Research  3 hrs
 

D. Doctoral Dissertation
EDUC 994 Doctoral Dissertation  3 hrs

 

Note: Substitution in each area may be made as approved. Substitution must meet approval for certification also.

The Ed.D. in Curriculum and Instruction differs from the Ph.D. in the following ways:

  1. The Ed. D. is designed specifically for those persons seeking to be qualified and certified as a Curriculum and Instructional Specialist at the doctoral level, persons desiring to become professors of Curriculum and Instruction in higher education, or seeking employment in other educational, governmental, and policy institutions.
  2. Ed. D. students differ from others in that they are required to have post-baccalaureate cognate/knowledge in their curriculum field of specialization. Schools need curriculum leaders who know curriculum in the broadest sense, have expertise in their specific curriculum area/areas, are prepared to select, develop, and implement curriculum, and who will be responsible for their school’s accountability.
  3. There is a strong emphasis on leadership and preparing students for roles as Curriculum and Instructional leaders in a variety of areas. The Ed. D. program provides a direct line to the public schools.
  4. Doctoral seminar courses are offered specifically for Ed. D. students and provide a foundation in designing and evaluating research and in providing a variety of field/apprenticeship experiences.
  5. Students who are currently working in Curriculum and Instruction leadership positions in the public schools can pursue this degree in partnership with their full-time position.
  6. The Ed. D. program has its own research core that is designed specifically to relate to the public school curriculum with individual attention given to each student’s research interests and needs.
  7. Students are involved in internships in curriculum leadership roles.