Specifics for DOCTOR OF PHILOSOPHY DEGREE Ph.D.
Specifics for DOCTORAL OF EDUCATION DEGREE, Ed.D.
M.Ed. in Curriculum and Instruction Program
Admission Requirements:
- Current GPA requirements are 2.88 overall or 3.00 in the last 60 hours at the baccalaureate level;
- documentation of verbal and writing proficiencies through required submission of GRE verbal and analytical writing scores;
- a thoughtful, well-organized essay on the applicant’s personal philosophy of teaching, with concrete examples of that philosophy applied to the applicant’s own teaching practices; c) teacher certification and/or 18 credit hours of teaching-related undergraduate or post-baccalaureate coursework;
- completion/submission of a letter of intent to pursue masters studies in curriculum and instruction; and
- completion/submission of a professional resumé.
The required 18 credit hour core includes courses EDCI 5710, 5360; 5320; EDCI 5130; EDSP 5755; and EDCI 5720. Core courses should be taken in this sequence. The additional 18 credit hours are to be selected by the candidate (from the list that follows) with the approval of the departmental advisor and program coordinator. Four of these courses should be selected from one academic resource area; the other two courses may be from other resource areas, institutes, etc. The official degree plan is written in the first core course, EDCI 5710. The program portfolio and action research inquiry project are presented in the capstone 5720 course but should be continually developed throughout the program.
The following table delineates the core course requirements and sequence.
Course Number |
Course Title |
Course Description |
EDCI 5710 |
Curriculum & Instruction Inquiry I |
An introduction to critical reflection and inquiry through action research. Development of basic skills as consumers of educational research and as teacher researchers. Should be taken upon first residence registration in the C&I Master of Education degree program. Admission procedures are completed and degree plan developed. Includes a small-scale action research inquiry project that may lead to the program-required inquiry report. Includes initial development of the program portfolio. Pre-requisite for all other core courses. |
EDCI 5360 |
Effective Teaching and Learning |
Theoretical grounding and practical experience to further enhance instructional knowledge and expertise of certified teachers. Course objectives are based on national and state standards for teacher development beyond initial certification. The course will enable teachers to enhance student learning in the classroom and will prepare teachers for campus leadership roles like that of mentor teacher and staff development. Includes continued development of the program portfolio. Includes the identification of a problem and a comprehensive review of literature for the action research inquiry project. Pre-requisite: EDCI 5710 |
EDCI 5320 |
Curriculum Development |
Identification and understanding of the underlying philosophical principles, societal expectations and practical demands which must be reflected in the development of curricular offerings, incorporating appropriate instructional and evaluative methodology for a diverse student clientele. Includes continued development of the program portfolio. Includes development of the research proposal for the action research inquiry project. Pre-requisite: EDCI 5710 |
EDCI 5130 |
Philosophy and Principles of Multicultural Education |
Recognition and examination of the philosophy and principles germane to multicultural education. Emphasis is on sensitivity to racial and cultural differences and their influences on an effective educational program. Students also examine the great diversity of lifestyles that our multicultural heritage reflects. Includes continued development of the program portfolio and action research inquiry project. Pre-requisite: EDCI 5710 |
EDSP 5755 |
Adapting Curriculum to Meet Special Learning Needs |
Instructional strategies and curriculum modifications for working with special needs and diverse learners in the inclusive classroom. Topics include curriculum-based assessment, adapting materials for special needs learners, appropriate interpretation of inclusion legislation, effective use of technology in an inclusion classroom, legal rights of special needs learners, and strategies that facilitate learning and culture-fair assessment practices. Course provides support for candidates as they move into campus leadership roles related to theses issues. Pre-requisite: EDCI 5710 |
EDCI 5720 |
Curriculum & Instruction Inquiry II |
Advanced critical reflection and inquiry through action research and advocacy. Refinement of skills as consumers of educational research, teacher researcher, and advocate for and against educational change. Consideration of contemporary issues in education. Presentation of program portfolio is scheduled during enrollment in this course, including complete action research report, developed as a manuscript to be submitted for professional journal publication consideration. To be taken during the last resident registration in the C&I M.Ed. program. Prerequisites: 5710, 5360, 5320, 5130, 5755. |
Candidates select four courses from one of the following Academic Resource Areas, plus two additional courses, to total 18 credit hours.
Options for the additional two courses include two from any academic resource area, or others such as EDCI 5800-5810 Studies in Education, Writing Institute, Intel Teach to the Future (CECS 5500), Reading Recovery, Art Institute.
Academic Resource Area |
Courses in Area |
Course Titles |
| Elementary Teaching | EDEE 5020 | Advanced Studies in Elementary School Mathematics |
| EDEE 5040 | Advanced Studies in Elementary School Social Studies | |
| EDEE 5050 | Advanced Studies in Elementary School Science | |
| EDEE 5060 | Advanced Studies in Elementary School Reading/Language Arts | |
| Secondary Teaching
|
EDSE 5001 | Public Education and the Teaching Profession |
| EDSE 5002 | Everyone Can Learn: Applying Theory to Teaching Practice | |
| EDSE 5003 | Successful Teaching in the Secondary School | |
| EDSE 5004 | Literacy for All | |
| EDSE 5005 | Curriculum Development in the Middle School | |
EDSE 5470 |
Maintaining Classroom Discipline |
|
|
|
|
Grades 4-8 or 8-12 Content Courses in the Area of the Teaching Assignment |
12-18 hours |
Four-six courses in one or two content areas of the teaching assignment recognized by the Texas Education Agency |
| Reading Education * Courses lead to Master Reading Teacher.
|
*EDRE 5370 | Advanced Reading Theory/Practice (prerequisite for all other reading courses) |
| EDRE 5170 | Materials and Recent Developments in Reading | |
| *EDRE 5180 | Advanced Assessment and Evaluation in Reading | |
| EDRE 5190 | Reading Assessment and Instruction for Special Populations | |
| *EDRE 5200 | Development and Supervision of Reading Programs | |
| EDSE 5004 or* | Literacy for All | |
| DFEC 5653 | Making the Literacy Connection: Language to Reading | |
| EDRE 5510 | Reading Workshop Approaches | |
| EDRE 5520 | Writing Workshop Approaches | |
| EDRE 5550 | Multicultural Literature in Our Diverse Society | |
EDRE 5070 |
Literacy Learning for English Language Learners |
|
| Early Childhood Education | DFEC 5133 | Advanced Studies in Child Development |
| DFEC 5513 | Advanced Studies in Early Childhood Education | |
| DFEC 5613 | Advanced Early Childhood Education Curriculum | |
| DFEC 5623 | Environments and Programs for Young Children | |
| DFEC 5633 | Assessment in Early Childhood Education | |
School Administration *Courses required for principal and assistant principal temporary certificate. |
*EDAD 5300 | Introduction to Educational Leadership (includes ILD) |
| *EDAD 5330 | Instructional Leadership | |
| *EDAD 5390 | Campus-Level School Law | |
*EDAD 5400 |
Management of School Resources |
|
EDAD 5630 |
Organizational Change and School Improvement |
|
| EDAD 5650 | Professional Development and Supervision (Includes PDAS) | |
| EDAD 5680 | Administration of the K-12 Curriculum | |
| Gifted/Talented Education | EDSP 5105 | Nature and Needs of Gifted and Talented |
| EDSP 5110 | Curriculum and Methods for Teaching the Gifted and Talented | |
| EDSP 5120 | Social and Emotional Aspects of Giftedness and Talent | |
| EDSP 5130 | Program Planning for Gifted and Talented Students | |
| Technology *Courses lead to Technology Application Cert. 8-12 Certificate (Note: 3 certificate options) |
*CECS 5020 | Computers in Education |
| *CECS 5030 | Computer-Assisted Instruction | |
*CECS 5110 |
Introduction to the Internet |
|
*CECS 5111 |
Introduction to Video Technology |
|
| *CECS 5800 | Practicum (Add this course for Technology Application Certificate for Grades EC-12) | |
| *CECS 5500 | Computer Applications for Curriculum and Instruction (Add 5500 rather than 5800 for Texas Master Technology Teacher Certificate.) | |
Diversity *Courses provide UNT Diversity Certificate. |
*COUN 5780 | Race and Ethnicity in Education |
| *EDEE 5140 | The Linguistically Diverse Learner | |
| *EDUC 5130 | Philosophy and Principles of Multicultural Education | |
| Choose one from below: | ||
| HLTH 5600 | Health Promotion in a Multi-Cultural Context | |
| EDSP 5760 | Multicultural Theory and Best Practices in Special Education | |
| COUN 5800 | The Ethnic Minority Male in Contemporary Society | |
EDRE 5550 |
Literacy Instruction in Our Culturally Diverse Society |
|
| EDER 5100 | Action Research in Multicultural Education | |
English as a Second Language * Pre-requisite courses |
*LING 5040 | General Linguistics |
| *LING 5060 | Second Language Acquisition | |
| LING 5090 | Pedagogical English Grammar | |
| EDBE 5560 | Fundamentals of Bilingual and English as a Second Language Education in PK-12 Settings | |
| EDBE 5570 | Assessing Language and Content Learning in PK-12 Bilingual and ESL Classrooms | |
| EDBE 5590 | Pedagogy of English as a Second Language for EC-12 Classrooms | |
| Or LING 5080*** | Teaching English as a Second Language ***If taken previously, may substitute for 5590 with departmental approval |
|
| EDRE 5070 | Literacy Development fror English Learners | |
| Bilingual Education *Pre-requisite courses
|
*LING 5040 | General Linguistics |
*LING 5060 |
Second Language Acquisition |
|
EDBE 5560 |
Fundamentals of Bilingual and English as a Second Language Education in PK-12 Settings |
|
| EDBE 5570 | Assessing Language and Content Learning in PK-12 Bilingual and ESL Classrooms | |
| EDBE 5580 | Curriculum for PK-8 Bilingual Education: Methods and Materials (Spanish proficiency req.) | |
| EDBE 5590 | Pedagogy of English as a Second Language for EC-12 Classrooms | |
| Or LING 5080*** | Teaching English as a Second Language ***If taken previously, may substitute for 5590 with departmental approval |
|
| EDRE 5070 | Literacy Development fror English Learners | |
| Counseling
Take the first three then one of the other two courses. |
COUN 5710 | Counseling Theories |
| COUN 5680 | Basic Counseling Skills | |
| COUN 5470, plus | Career Development and Information | |
| COUN 5770, or | Elementary School Counseling | |
COUN 5600 |
Counseling Secondary School |
|
| Special Education
|
EDSP | Contact an advisor in the special education program for developing a set of four courses that would comprise an academic resource area in studies of special education, other than those for above-listed gifted education. |
| EDSP | ||
| EDSP | ||
EDSP |
Curriculum and Instruction Doctoral Program
Admission Requirements:
Admission to the doctoral program in curriculum and instruction takes into consideration several critical factors deemed important for success in graduate studies. No single factor determines an individual’s eligibility for admission. Admission to the Ed.D. or Ph.D. program is a two-step process. Each applicant first must apply to and meet the general admission requirements of the Toulouse School of Graduate Studies. Initial acceptance into the Curriculum and Instruction program is contingent upon the applicant meeting the following program admission standards in addition to the general requirements listed in the College of Education section of the graduate catalog:
- A minimum grade point average of 3.4 on the master’s degree;
- Documentation of verbal and writing proficiencies through required submission of (a) GRE verbal and analytical writing scores (submitted to Toulouse School of Graduate Studies) and b) a high-quality, academic, scholarly writing sample (e.g., a graduate-level research paper or thesis submitted to the C&I program area);
- Three years of successful teaching experience or related, acceptable experience;
- Completion of an application process by submitting the following items directly to the C&I program area, (a) a letter of intent to pursue doctoral studies in curriculum and instruction, (b) a professional resume', and (c) three letters of recommendation (from graduate-level instructors/professor and education-related employers);
- Those candidates who appear to meet criteria 1-4, as stated above, will be asked to schedule an appointment to take a timed written admissions exam, which involves responding to two short essay questions on general education-related topics of issues. C & I faculty score the essays based upon spelling, grammar, punctuation, organization, clarity, fluency, content, and use of supporting logic/evidence.
- Candidates who meet criteria 1-5, as stated above, will be granted full admission into the C & I program area.
Residency:
Ed.D. - students are required to enroll in a minimum of 18 semester hours during a calendar year. Residency must be completed prior to attempting the written qualifying exam.
Ph.D. - students are required to enroll in a minimum of 18 semester hours during two consecutive long semesters at UNT (fall and the following spring, or spring and the following fall), or a fall or spring semester and one adjoining summer session at UNT.
Course Descriptions:
EDCI 6110 Conceptual Frames for Curriculum and Instruction
3 hours. Analysis of major concepts, areas of concepts, areas of concern, and modes of inquiry of the fields of educational history, philosophy, sociology, and anthropology as applied to theory and policy in the fields of curriculum and instruction. Required entry course for doctoral program in curriculum and instruction.
(Class offered in the Fall and Spring semesters.)
EDCI 6220 Conceptual Models of Curriculum Development
3 hours. Descriptions and analysis of conceptual models of curriculum theory, curriculum development, and curriculum inquiry and research. Prerequisite: EDCI 6110 or with permission of instructor. (Class offered in the Fall semester.)
EDCI 6230 Implementation and Evaluation of Curriculum
3 hours. Course covers selected models of curriculum and allows students to analyze and design appropriate strategies for implementing, and evaluating curriculum. Prerequisites: EDCI 6110 and 6220 or with permission of instructor. (Class offered in Spring semesters.)
EDCI 6340 Conceptual Models of Learning and Instruction
3 hours. The study of the research base and the learning theory underlying major current models of teaching. Prerequisites: EDCI 6110, 6220, and 6320 or with permission of instructor. (Class offered in the Spring semester.)
EDCI 6350 Research and Practice of Teaching
3 hours. The course focuses on the research of teaching, the selection, implementation, and evaluation of strategies and models, and conceptual models of improving instruction. Prerequisites: EDCI 6110, 6220, 6230, and 6340 or with permission of instructor. (Class offered in the Fall semester.)
EDCI 6460 Policy Analysis in Curriculum and Instruction
3 hours. Description and analysis of major factors involved in curriculum and instruction policy-making at the local, state, national and international levels. The course includes information and practice on developing a practical approach to policy development in curriculum and instruction. Prerequisite(s): EDCI 6110, 6220, 6230, 6340and 6350, or consent of instructor. (Class offered in the Spring semester.)
EDCI 6030 Practicum, Field Program or Internship
3 or 6 hours. The provision of supervised professional activities in education by the student’s major adviser. Registration is on an individual basis.
EDCI 6900-6910 Special Problems
1 – 3 hours each. Research by doctoral students in fields of special interest. Includes project research studies and intensive reading programs. Conferences with professor in the fields are also included.
EDCI 6950 Doctoral Dissertation
3, 6, or 9 hours. To be scheduled only with consent of department. 12 hours credit required. No credit assigned until dissertation has been completed and filed with Graduate Dean. Doctoral students must maintain continuous enrollment in this course subsequent to passing qualifying examination for admission to candidacy. May be repeated for credit.
Specifics for DOCTOR OF PHILOSOPHY DEGREE Ph.D.
Professional Knowledge: 18 Hours
EDCI 6110 Conceptual Frames for Curriculum and Instruction
EDCI 6220 Conceptual Models of Curriculum Development
EDCI 6230 Implementation and Evaluation of Curriculum
EDCI 6340 Conceptual Models of Learning and Instruction
EDCI 6350 Research and Practice of Teaching
EDCI 6460 Policy Analysis in Curriculum and Instruction
Research: 12 Hours
EDER 6010 Statistics for Educational Research
EDER 6020 Research Methods in Education
EDER 6210 Advanced Quantitative methods in Educational Research
EDER 6280 Qualitative Research in Education
Tool Subject: 9 Hours
Recommended courses:
CECS 5020, CECS 5030, CECS 5040, CECS 5200;
EDHE 5110, EDHE 6050, EDHE 6500, EDHE 6570
FREN 5016-5026, FREN 5350, GERM 5017-5027,
SPAN 5019-5029, SPAN 5024
EDER courses as listed in Graduate Catalog
EDCI/GEOG 5960 (GIS Applications in K-12 Ed)
Tool requirement may be met through computer/technology, higher education, foreign language, educational research, and/or EDCI/GEOG 5960 courses. Courses will be selected based upon student interests and needs. Courses used to meet the tool subject requirement may not be used to meet research or technology requirements.
Related Fields: 24 Hours
*Technology: 6 Hours
Choose from among: CECS 5010, CECS 5020, CECS 5030,
CECS 5420, CECS 5500,Courses used to meet the tool subject requirement may not be used here.
*Mentorship: 3-9 Hours
May be met by research assistantship, independent study on basic research problem or additional course work in area or research.
*Minor: 12-15 Hours to include:
To include a minor of 12 – 15 hours in a discipline outside the College of Education or an approved discipline within the College of Education.
Dissertation: 12 Hours
Should be basic research with broad generalizability.
66 semester hours (on degree plan) + 9 semester hours of tool subject (on degree plan cover sheet)
Specifics for DOCTORAL OF EDUCATION DEGREE, Ed.D.
Professional Knowledge: 18 Hours
1. EDCI 6110 Conceptual Frames for Curriculum and Instruction
2. EDCI 6220 Conceptual Models of Curriculum Development
3. EDCI 6230 Implementation and Evaluation of Curriculum
4. EDCI 6340 Conceptual Models of Learning and Instruction
5. EDCI 6350 Research and Practice of Teaching
6. EDCI 6460 Policy Analysis in Curriculum and Instruction
Research: 6 Hours
1. EDER 6010 Statistics of Educational Research
2. EDER 6020 Research Methods in Education
*Students are strongly encouraged to include EDER 6280 on their program of study. If a student wishes to use qualitative research design for the dissertation, the EDER 6280 must be taken.
Related Fields: 24 Hours to include:
*Technology: 6 Hours
Choose from among: CECS 5010, CECS 5020, CECS 5030, CECS 5420, CECS 5500
*Practicum and/or Related Field Work: 6-9 Hours
Includes evaluation studies, action research, supervisory studies.
*Minor: 12-15 Hours
May include a minor of 12-15 hours in a related field such as educational administration and may consist of course work in related areas such as instructional technology or business administration. May also include additional fieldwork or directed study.
Dissertation: 12 Hours
Should be applied research directed toward practical problems facing the professional educator practitioner.
60 semester hours
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