Academic Programs Catalog

College of Education

Department of Teacher Education

Graduate Study
Curriculum, Instruction, and Teacher Education - Doctor of Philosophy

The doctoral program in curriculum, teaching, and educational policy is designed for persons who are interested in and show promise of becoming scholars and leaders in the domains of curriculum, instruction, and teacher education, and educational policy at the K–12 or college level, or in local, state, regional, national, or international institutions or agencies. The program is characterized by its interdisciplinary and interinstitutional perspectives on problems and issues of educational practice.

Doctoral students in curriculum, instruction, and teacher education link their areas of concentration with one or more of the following emphasis areas:

  1. Curriculum, Teaching, and Learning.
    Faculty and doctoral students who are associated with this emphasis area are interested in the interactive relationships among curriculum; the teaching and learning of school subjects; and the ideological, social, and disciplinary contexts of teaching and learning within and across subject areas.  The curriculum, teaching, and learning emphasis area supports concentration in language education, literacy, mathematics, science, and social studies. Among the areas of central inquiry are curriculum theories, history, design, and development; relationships between disciplines and school subjects; and debates about what knowledge is of most worth, for whom, and for what purposes.
  2. Educational Policy and Social Analysis.
    Faculty and doctoral students who are associated with this emphasis area share an interest in the critical analysis of educational policy.  The  courses that are related to the educational policy and social analysis emphasis area focus on a wide range of issues, including the social–historical contexts within which particular educational policies arise, the process by which educational policies are formulated, and the effects that educational policies produce.  In analyzing these issues, faculty and students draw on a wide range of perspectives from the social sciences.
  3. Teacher Education and Teacher Learning.
    Faculty and doctoral students who are associated with this emphasis area are concerned with the relationship between teacher education and teacher learning at the preservice, induction, and inservice levels.  The courses that are related to the teacher education and teacher learning emphasis area focus on the enterprise of teacher education, the practices of teacher educators, and the formal and informal learning of prospective, beginning, and experienced teachers over time and in different settings.

Students who are enrolled in the Doctor of Philosophy degree program in Curriculum, Instruction, and Teacher Education in the Department of Teacher Education may elect a specialization in language and literacy. For additional information, refer to the statement on Graduate Specialization in Language and Literacy below.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Persons who hold degrees in a wide range of disciplines may apply for admission to the doctoral program. Applicants with limited backgrounds in education, however, may be required to complete collateral work in this field. Applicants must submit a sample of scholarly writing.

Review of applicants focuses on their study and experience in education, on the compatibility between their professional goals and the doctoral program, and on their potential for successful advanced degree work.

Requirements for the Doctor of Philosophy Degree in Curriculum, Instruction, and Teacher Education

Students must complete the following courses:

1. Core Proseminar sequence.  Both of the following courses:
TE 901 Proseminar in Curriculum, Instruction, and Teacher Education I 3
TE 902 Proseminar in Curriculum, Instruction, and Teacher Education II 3
2. Research Requirement - Educational inquiry and research.
a. The following course:
CEP 930 Educational Inquiry 3
b. One of the following courses in quantitative methodology:
CEP  932 Quantitative Methods in Educational Research I 3
TE 934 Introduction to Quantitative Methods in Educational Research 3
c. One of the following courses in conceptual or qualitative methodology:
TE 931 Introduction to Qualitative Methods in Educational Research 3
TE 939A Special Topics in Advanced Qualitative Methodology 3
TE 939B Advanced Qualitative Methods: Critical Ethnography 3
TE 939C Advanced Qualitative Methods: Discourse Analysis 3
TE 939D Advanced Qualitative Methods: Case Studies 3
TE 939E Advanced Qualitative Methods: Humanities Oriented Research 3
TE 939F Advanced Qualitative Methods: Phenomenology 3
TE 939G Advanced Qualitative Methods: Humanizing Research-Decolonizing Qualitative Inquiry 3
A course used to fulfill this requirement may not be used to fulfill another requirement.
d. One 3 or 4 credit course in advanced methodology approved in advance by the guidance committee.
e. A research practicum to be taken after the student has completed the courses referenced in items 2.a., 2.b., or 2.c. above:
TE 995 Research Practicum in Curriculum, Instruction, and Teacher Education 1 to 3
3. Core studies in education.
Three courses from a list of approved courses that are designed to provide broad and diverse perspectives on education. The approved list is available from the Department of Teacher Education.
4. Area of concentration.
At least five additional courses in the student's area of concentration.  Both the area and the related courses must be approved by the student's guidance committee.
5. Successful completion and defense of the dissertation. Students may not earn more than 30 credits in TE 999 Doctoral Dissertation Research.