The Lynch School doctoral program in Curriculum & Instruction is designed to develop professionals who have the knowledge, intellectual disposition, professional skills, ethical sensibilities, and leadership potential to make a difference in the lives of all schoolchildren. Faculty research and development reflect the Lynch School mission of serving others and promoting social justice.In particular, Curriculum & Instruction faculty members are involved in a rich variety of research and professional development projects, which are often carried out in collaboration with school-based teachers and administrators.
These projects link research, practice, and policy in teaching and teacher education by exploring how new and experienced teachers learn, how to meet the special needs of students with disabilities, and how to improve the school and life chances of students from urban, low income, or non-mainstream cultures.
In this sense, the research and development activities of the Curriculum & Instruction faculty help to challenge the inequities of the social order and contribute to the establishment of a more just society.
Students will demonstrate knowledge of effective practices regarding college-level teaching and/or professional development with in-service teachers
Students will demonstrate the ability to conduct original, empirical and/or conceptual research related to topics in curriculum and instruction
Students will participate in regional, national and/or international conferences in the broad areas of curriculum and instruction
Education should level the playing field – we feel the same way about financial aid.
The Lynch School of Education provides more than $7.5 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable. Here’s why:
This program consists of 16 courses for a total of 54 credits.
Full time students will typically complete the program in 4-5 years.
Students can begin the program only in the fall semester.
Research on Teaching
Introduce Ph.D. students to conceptual and empirical scholarship about teaching and teacher education as well as to contrasting paradigms and methodological approaches upon which this literature is based.
Historical and Political Contexts of Curriculum
Introduces Ph.D. students in Curriculum & Instruction to the major curriculum movements in American educational history by examining the history and implementation of curriculum development on the macro and micro levels of schooling. Focuses on key campaigns and controversies in curriculum theory and practice, using primary source materials to place them within the academic, political, economic, and social contexts that have marked their conceptualization, and change inside and outside of schools.
An introduction to descriptive and inferential statistics. In particular, students will learn descriptive statistics, graphical and numerical representation of information; measures of location, dispersion, position, and dependence; the normal distribution; and exploratory data analysis.
Design of Qualitative Research
Introduces the foundations and techniques of carrying out qualitative research. Topics include philosophical underpinnings, planning for a qualitative research project, negotiating entry, ethics of conducting research, data collection and analysis, and writing/presenting qualitative research. Requires a research project involving participant observation and/or interviewing.
Readings & Research: Counseling & Developmental Psych
Under the direction of a faculty member who serves as Project Director, a student develops and carries to completion a significant study.
Assistant Principal of Academics
Fourth Grade Teacher
Sixth Grade Teacher
Director of Exhibits
Court Procedures Attorney
First Grade Teacher
High School History Teacher
Special Education Teacher
School Principal and ELL Coordinator
Career paths chosen by previous graduates of the TESpECI Department.
In addition to your academic history and relevant work experience, please include:
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Three letters of recommendation are required with at least one required from an academic source. Applicants with significant relevant professional experience may submit additional recommendations from supervisors.
Undergraduate transcripts are required as part of the application process and graduate transcripts are accepted, but not required. Please note the following:
Transcripts must be mailed to the following address:
Boston College, Lynch School of Education
Office of Graduate Admission, Financial Aid, and Student Services
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
An unofficial score report may be uploaded to your online Application Form; however, an official score report – sent directly from ETS – must also be submitted by the application deadline.
This program requires all applicants to have taken the GRE in a maximum of 5 years prior to application being submitted, regardless of previous academic coursework, previous degrees/credentials earned, and/or professional experience. No exceptions will be made.
The MAT, LSAT, and GMAT may also be substituted for the GRE if applying to a dual degree program.
For more information about the GRE exam, including test dates and testing sites, visit https://www.ets.org/gre.
Lynch School of Education GRE Code: 3218
All applicants to this program are required to submit one piece of work that demonstrates graduate-level writing ability. This document may be an academic term paper, a published work in which you are the primary author, a training manual or curriculum that you have created,or another representative sample of your writing. The document should be approximately 15-20 pages.
An international applicant is defined as any person that requires a student visa in order to study in the United States. International applicants are eligible to apply to any graduate program in The Lynch School, provided they have successfully completed the equivalent of a United States bachelor degree and have the appropriate diplomas and/or satisfactory results on transcripts or leaving examinations from the country in which the degree was earned. International applicants must complete all program-specific application requirements as well as additional requirements outlined below.
Applicants that have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Click HERE for a complete list of NACES-approved evaluators. Submission of falsified documents is grounds for denial of admission or dismissal from the University.
All applicants whose primary language is not English (or for whom English is not one of their primary languages) are required to submit proof of satisfactory English proficiency. At this time, the only acceptable forms of proof for English proficiency are the TOEFL and IELTS exams (certificates of completion from English-language schools are not currently accepted). Below are the minimum scores required.
TOEFL iBT = 100 minimum
IELTS – 7.0 minimum
An official score report must be sent directly from Educational Testing Services (TOEFL). TOEFL School Code: 3240.
Applicants that meet either of the criteria below do not need to submit proof of English proficiency.
Applicants who completed an undergraduate OR graduate degree from a regionally-accredited institution within the United States
Applicants who completed an undergraduate OR graduate degree at an institution outside of the United States where the language of instruction was English
The Lynch School offers Conditional Acceptance to applicants that fulfill all academic requirements for admission to and are accepted to the program, but whose level of English proficiency does not meet the minimum requirements. In these cases, admitted students will be granted conditional admission, but will have to retake the TOEFL or IELTS exam and submit an official score report that shows the minimum score has been met no later than six weeks prior to the start of the semester in which the student’s program will begin. If a student with conditional admission does not submit a passing TOEFL or IELTS score within the allotted time frame, he/she will be granted a deferral to start in a future semester, no later than one year from the original start term. Due to this policy, we strongly encourage international applicants to apply as early as possible in order to ensure that these conditions can be met.