consolidated program handout

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UNIVERSITY OF NORTH TEXAS Department of Teacher Education & Administration www.coe.unt.edu/tea

Curriculum and Instruction Doctoral Program with Concentrations in Curriculum Studies, Early Childhood Studies, and

Language and Literacy Studies Faculty Contact Program Administrative Specialist Dr. Carol Wickstrom, LLS Lead Advisor David Pierce Coordinator, Curriculum & Instruction Graduate Programs [email protected] [email protected] 940-565-2922 940-565-4568 Matthews Hall, Room 218 1300 W. Highland Street Dr. Kelley King, CS Lead Advisor 1155 Union Circle #310740 [email protected] Denton, TX 76203-5017 940-565-4327 Dr. Dina Castro, ECS Lead Advisor [email protected] 940-565-2590 Program Goals: The PhD with a major in Curriculum and Instruction is a research-intensive degree intended primarily for individuals who will have careers as scholars, researchers and teacher educators in higher education or will hold other research-oriented leadership positions. The overall objectives are for students (1) to gain an integrative perspective on education, (2) to have a firm grounding in educational theory, pedagogical practice, and research methodology, (3) to engage in educational efforts focused on social justice and equity, (4) to develop research agendas to pursue in their own professional careers, and (5) to be prepared to be leaders in research and pedagogy. This 60 credit-hour doctoral program offers a choice of three concentration areas: Curriculum Studies, Early Childhood Studies, and Language and Literacy Studies. 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 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 (www.unt.edu/admissions.htm#graduate). Initial acceptance into the Curriculum and Instruction program is contingent upon the applicant meeting the following admission standards in addition to the general requirements listed in the College of Education section of the graduate catalog: Toulouse Graduate School Requirements: 1) A minimum grade point average of 3.4 on the master’s degree;

http://www.coe.unt.edu/tea

mailto:[email protected]




http://www.unt.edu/admissions.htm#graduate

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2) Documentation of verbal and writing proficiencies through required submission of GRE verbal and

analytical writing scores (submitted to Toulouse Graduate School); and for applicants whose native language is not English, a score of at least 550 on the Test of English as a Foreign Language (TOEFL).

Curriculum and Instruction Program Requirements: (Submit the following items directly to the C&I program area (1) a letter of intent to pursue doctoral studies in curriculum and instruction (The letter should contain

a discussion of your motivation for doctoral study, areas of research interests, and how you envision using your doctoral studies to address educational issues of interest to you.);

(2) a professional vita that details your career path and professional development activities; (3) three letters of recommendation that support your potential to engage in doctoral level studies (at least two from graduate-level instructors/professor and one from education-related employers); (4) the Curriculum and Instruction program application (third page of this handout). Other Requirements: Three years of successful K-12 teaching experience or related, acceptable experience (Required

for Curriculum Studies and Language and Literacy Studies concentrations only); Admission Policies: Candidates will be granted full admission into the Curriculum and Instruction program after the C & I graduate faculty members have reviewed and approved all documents submitted to the Toulouse Graduate School and to the C & I program. Decisions regarding admission are based on a holistic review of the information from all sources. Accepted candidates will receive a letter of notification listing a graduate faculty advisor to help them plan an appropriate course of study.

The C & I program reviews applications once a year in the spring so that students begin their studies the following fall semester. All documentation of requirements 1-4 above must be submitted on or before March 1st, for fall admission. Incomplete application packets will not be processed. Applicants will be notified of their admission status by April 15th. Residency requirements: The minimum residence requirement shall consist of two consecutive semesters at UNT with a minimum of 9 graduate hours in each term or three consecutive terms with a minimum of 6 graduate hours in each term.

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UNIVERSITY OF NORTH TEXAS

Department of Teacher Education and Administration Curriculum and Instruction Doctoral Program

Student Application for Admission Date: Student I.D.# Name:

Last First MI Degree Major (Select one): Curriculum Studies Early Childhood Studies Language/Literacy Studies Permanent Address: Street Apt. # City State Zip Home Telephone: Work Telephone: Cell Telephone: Fax No: Email Address: This application must be completed and returned to the Curriculum and Instruction Program Area Office, Matthews Hall 218, along with a letter of intent, a professional vita, and three letters of recommendation (For more detailed information regarding the letters, see “Admission Requirements” on page 2). The letters of recommendation should be sent directly to the address below. Please send this application and corresponding documentation to the University of North Texas, Teacher Education and Administration, Curriculum and Instruction Program, 1155 Union Circle #310740, Denton, TX 76203-5017.

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DOCTOR OF PHILOSOPHY DEGREE (Ph.D.) In

CURRICULUM AND INSTRUCTION

Curriculum Studies

Early Childhood Studies

Language and Literacy Studies

Core Courses (12 semester credit hours)

EDUC 6040 Traditions of Inquiry EDUC 6050 Culture, Identity, ad Education EDUC 6120 Theoretical Foundations for Educational Studies EDUC 6220 Issues of Education Law and Policy



Concentration Courses (18 semester credit hours)

EDCI 6220 Conceptual Models of Curriculum Development EDCI 6230 Implementation and Evaluation of Curriculum Development EDCI 6340 Conceptual Models of Leaning and Instruction EDCI 6360 Critical Issues in Curriculum Studies Plus 2 courses in concentration

EDEC 6533 Current Readings and Research in Early Childhood Studies EDEC 6543 Contemporary Critical Issues in Early Childhood Studies EDEC 6623 Advocacy/Activism in Early Childhood Studies EDEC 6800 Special Topics in Early Childhood Studies Plus 2 courses in concentration area

EDLL 6060 Research Design in Literacy and Language Arts EDLL 6070 Politics of Literacy EDLL 6080 Survey of Literacy Research, EDLL 6100 Seminar in Language, Culture, and Literacy Plus 2 courses in concentration area chosen with consent of advisor

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area chosen with consent of advisor

chosen with consent of advisor

Courses in Research Methods (15 semester credit hours)

EPSY 6010 Statistics for Educational Research EPSY 6020 Research Methods in Education EDCI/EPSY 6280 Qualitative Research in Education Plus two additional research-methods courses selected with consent of advisor.



Elective (6 hours) Electives chosen with consent of advisor

Electives chosen with consent of advisor

Electives chosen with consent of advisor

Dissertation (9 semester credit hours)

EDUC 6950 (taken over multiple semesters)



Total SCH 60 semester credit hours

60 semester credit hours

60 semester credit hours

CURRICULUM STUDIES CONCENTRATION COURSE DESCRIPTIONS 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. (Class offered in the Fall semester.) EDCI 6230 Implementation and Evaluation of Curriculum 3 hours. Course covers selected models of curriculum implementation and staff development and allows students to analyze and design appropriate strategies for implementing, and evaluating curriculum. Prerequisites: EDCI 6220 or with permission of instructor. (Class offered in Spring semester.)

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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 6220 or with permission of instructor. (Class offered in the Fall semester.) EDCI 6360 Critical Issues in Curriculum Studies 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 6220, 6230, 6340, or consent of instructor. (Class offered in the Spring semester.)

EARLY CHILDHOOD STUDIES CONCENTRATION COURSE DESCRIPTIONS CORE courses (each to be offered 1 time during every 2 years – please take the course when offered – we will avoid 6900 substitutions) EDEC 6533 Current Readings and Research in Early Childhood Studies 3 hours. Critical readings of historical and current research in early childhood studies. Contributes to students’ roles as professionals in the field by involving students in determination of research application to practice. Students lead discussions on self-directed readings. (Fall 2012, 2014, etc.) EDEC 6543 Contemporary Critical Issues in Early Childhood Studies 3 hours. Examination of contemporary critical issues influencing early childhood studies and public policy affecting young children. Issues include contemporary discourses, societal institutions, educational supports, and cultures/families/communities as well as societal and educational equity. (Spring 2012, 2014, etc.) EDEC 6623 Advocacy/Activism in Early Childhood Studies 3 hours. Critical examination of the rationale, political agendas, evidence perspectives, and program and policy issues involved in early childhood initiatives and service systems. Readings and discussions focus on the ways that emerging policies and programs strengthen or inhibit supports for young children. (Fall 2013, etc.) EDEC 6800 Special topics in Early Childhood Studies 3 hours. Organized classes designed to accommodate the needs of students and demands of program development not met by regular offerings. Condensed courses (meeting 3 hour credit requirements but offered with nontraditional meeting schedule) and workshops on specific topics are offered on a limited basis, to be repeated on demand. May be repeated for credit as topics may vary. (Spring, 2013, 2015, etc.)

LANGUAGE AND LITERACY STUDIES CONCENTRATION COURSE DESCRIPTIONS

EDLL 6060 Research Design in Literacy and Language Arts 3 hours. Critical review and examination of extant research in the language arts with special emphasis on writing, listening and speaking. Current practices in language arts instruction are studied in relation to historical perspectives and contemporary research.

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EDLL 6070 Politics of Literacy 3 hours. Investigation of significant policy documents that influence the field of literacy education. Along with building historical background, this course engages in critique and interpretation of policy from varying theoretical perspectives. Connections between research and policy, implications for district and campus decision-making, and opportunities for advocacy and policy development are included. EDLL 6080 Survey of Literacy Research 3 hours. Survey and critique of significant literacy research from its origins to the present. Focus on major works and contributions to the field, predominant researchers, as well as trends within literacy research and across related fields. EDLL 6100 Seminar in Language, Culture, and Literacy 3 hours. Exploration, analysis and critique of scholarly work focused on topics related to literacy, including societal and cultural issues. May be repeated once when topics vary.

consolidated program handout

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