Doctor of Philosophy (Ph.D.) in Curriculum and Instruction
Doctor of Philosophy (Ph.D.) in Curriculum and Instruction
Develop the knowledge, professional skills, ethical sensibilities, and leadership potential to make a difference in the lives of all children and youth. With an emphasis on serving others and promoting social justice, our program prepares you to challenge inequities and contribute to the establishment of a more just society.
At a Glance
Curriculum
Students take a mixture of core courses, electives, and research courses in addition to classes within their chosen area of specialization, culminating in a dissertation.
Requirements
- Courses: 18
- Credits: 54
- Dissertation
- Comprehensive Exam
| Course | Course Title | Credit |
|---|---|---|
| EDUC9709 | 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. Helps students become aware of major substantive areas in the field of research on teaching/teacher education, develop critical perspectives and questions on contrasting paradigms, and raise questions about implications of this research for curriculum and instruction, policy and practice, and teacher education/professional development. Considers issues related to epistemology, methodology, and ethics. | 3 |
| EDUC9711 | Historical and Political Contexts of Curriculum Introduces Ph.D. students in Curriculum and 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. | 3 |
| EDUC7101 | Independent Study Under the direction of a faculty member who serves as Project Director, a student develops and completes a significant study. | 3 |
| EDUC9951 | Dissertation Seminar in Curriculum and Instruction This is a student-centered seminar that is aimed at assisting doctoral students in identifying, shaping, and defining a research topic. Students will be expected to develop an Intent to Propose a Thesis, and to work toward the development of a full-scale draft of a Thesis proposal. Prior to the completion of the seminar, students will be expected to have established a Dissertation Committee. | 3 |
Quantitative Strand
| Course | Course Title | Credit |
|---|---|---|
| Students will choose one of the following: | ||
| MESA7460 | Interpretation and Evaluation of Research This course will improve a students' understanding of the empirical research literature in education and psychology. It concentrates on developing the conceptual foundations of empirical research and the practical analytic skills needed by a competent reader and user of research articles. Topics address purpose statements, hypotheses, sampling techniques, sample sizes and power, instrument development, internal and external validity, and typical quantitative research designs. Exercises emphasize the critical evaluation of published research. | 3 |
| MESA7468 | Introductory Statistics An introduction to descriptive statistics. Topics include methods of data summarization and presentation; measures of central tendency and variability, correlation and linear regression; the normal distribution; probability; and an introduction to hypothesis testing. Provides computer instruction on PC and Mac platforms and in the SPSS statistical package. | 3 |
| Students will choose one of the following: | ||
| MESA7468 | Introductory Statistics An introduction to descriptive statistics. Topics include methods of data summarization and presentation; measures of central tendency and variability, correlation and linear regression; the normal distribution; probability; and an introduction to hypothesis testing. Provides computer instruction on PC and Mac platforms and in the SPSS statistical package. | 3 |
| MESA7469 | Intermediate Statistics Topics and computer exercises address tests of means and proportions, partial and part correlations, chi-square goodness-of-fit and contingency table analysis, multiple regression, analysis of variance with planned and post hoc comparisons, elements of experimental design, and power analysis. | 3 |
Qualitative Strand
In addition to the course below, students will select another qualitative methods course (3 credits) with the help of their advisor.
| Course | Course Title | Credit |
|---|---|---|
| EDUC8851 | Design of Qualitative Research Methods 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. | 3 |
Advanced Research
Students will select one additional advanced methods course (3 credits) with the help of their advisor.
Students will choose two electives (3 credits each) with the help of their advisor.
Students will choose 6 courses (3 credits each) from their choosen specialization.
| Course | Course Title | Credit |
|---|---|---|
| ELHE9988 | Dissertation Direction All advanced doctoral students are required to register for six credit hours of dissertation related course work, at least three of which are 988. The other three are usually the Dissertation Seminar for the student's area of concentration. Students are expected to work on their dissertation at least 20 hours per week. | 3 |
Educational Leadership, Policy & Educational Change
This specialization focuses on how educational leaders engage in policy and practice to support education reform and instructional improvement. Collaborating with partner faculty in our Educational Leadership and Policy program, students in this specialization will explore leadership and policy across various educational contexts, examining leadership and policy at the school, district, state and federal levels. Students will engage in coursework that covers a variety of topics related to leadership theory, the policy process, organizational design, legal aspects of schooling, racial equity and social justice, and educational change. Students will also learn about current research and empirical approaches to the study of educational leadership and policy via coursework and research assistantships with Educational Leadership and Policy faculty.
Language, Literacy, & Culture
Focus on communication, language, and literacy development across a variety of cultural, linguistic, and economic contexts. This specialization fosters an understanding of varied methodological approaches in the study of pre-linguistic communication, language, and literacy development and achievement, with additional attention toward issues of pre- and in-service teacher preparation. At the heart of the Language, Literacy, and Culture specialization is the deep exploration of the intersection of race, class, and culture as they pertain to language and literacy in education and development, as well as asking theoretical and practical research questions that inform instruction and foster student learning.
Methods and Modes of Inquiry in Curriculum & Instruction
Appropriate for students who are interested in answering a variety of research questions related to inquiry methodologies—those that situate the researcher in relation to the theoretical, ethical, and practical principles of research—in curriculum and instruction and in the broader overlapping fields of the social sciences. Students will engage in coursework that covers a variety of methodological traditions, but will gain particular expertise on qualitative methods. As such, students will be able to compare, critique, and combine methods in relation to specific areas of educational inquiry. Students will also develop a deep understanding of the relationships between theory, epistemology, method, and educational practice.
Science, Mathematics, and Technology
Interdisciplinary in nature cutting across formal and informal educational settings with a focus on engaging and supporting all learners, including those alienated by or underrepresented in the STEM disciplines. Particular consideration is given to research informing theory and practice in collaboration with local practitioners. The Science, Mathematics, and Technology specialization encompasses a range of work including: use of innovative technologies, inclusive teaching of students with disabilities, support of teachers’ beliefs and knowledge, design of learning environments, influence of sociocultural historic contexts, role of academic language, and support of student inquiry and reasoning.
Teaching, Curriculum, and the Politics of Schooling
Explore issues related to teaching, teacher education, curriculum, minoritized learners, democratic education, and the politics of schooling. Topics are connected by their attention to issues of access, representation, the causes and consequences of inequities in educational opportunities and outcomes for minoritized groups, and the impact of historical and existing practices, policies, and politics. Key areas of this specialization, which includes national and international work, include: teacher learning, teacher quality, teaching and curriculum interventions, curriculum design, curriculum/policy controversies, democratic schooling, education reform, and urban education.
Students in the Curriculum and Instruction doctoral program at LSEHD will be prepared for a variety of professional roles in education and related fields, through a range of coursework, research, and teaching experiences. Students will be mentored in conducting empirical and/or conceptual research related to topics in curriculum and instruction through participation in faculty research activities, and by conducting their own research projects under advisor supervision. In addition, students will receive training in preparing and submitting their research to peer-reviewed journal outlets and presenting their research at regional, national, and/or international conferences, where they will learn to communicate their work to broader scholarly and professional audiences. Students will also learn effective college-level teaching practices, through teaching assistantships, lectureships, and professional development arrangements.
Financial Aid
Education should level the playing field. We feel the same way about financial aid.
The Lynch School of Education and Human Development provides more than $10.8 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.
Apply
PrintApplication & Deadline
Prerequisite Information: To be eligible for the PhD program, applicants must already hold a Master's degree.
A non-refundable application fee of $75 is required. The fee is waived for select applicants.
Deadlines
Fall 2024:
- December 1
This program does not offer rolling admission after the deadline.
Resume
To be uploaded to your online application.
In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
Personal Statement
In 1,000-1,500 words:
- Describe how your academic and professional background, and any life experiences, have informed your interest in completing doctoral work in the TCS department.
- Describe your research interests and future research plans.
- Explain why you are a good match for the Curriculum & Instruction Ph.D. program at the Lynch School of Education and Human Development. A good statement of purpose will indicate 1-3 specific faculty whose program of the research aligns with the research interests of the applicant and describe how specific faculty can support the applicant’s scholarly and research interests.
Letters of Recommendation
Three letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice. Academic letters are a better indicator of your qualifications for doctoral work as compared to professional letters. Ideally, academic letters should be as recent as possible, and from faculty who are in fields related to education.
Transcripts
Transcripts from all college/university study are required.
Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements.
Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found within the application. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.
Standardized Tests
The Curriculum & Instruction PhD program will not require the GREs. If you wish to send GRE scores, the Lynch School GRE code is 3218.
Please view the "International Students" section for information on English Proficiency test requirements.
Writing Sample
To be uploaded to your online application.
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, a clinical case formulation, or another representative sample of your writing. The document should be approximately 15-25 pages.
International Students
Applicants who 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). Submission of falsified documents is grounds for denial of admission or dismissal from the University.
Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement.
Please click the link below for full details on these requirements.
Requirements for International Students
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