Curriculum Theory and Development
Program Overview
The Curriculum Theory and Development Program is an area of advanced study in the Department of Education Policy and Leadership. Carefully integrated into the Department, the CTD Program offers courses of study for Master's and Doctoral students designed to provide a grounding in a broad range of theoretical perspectives that guide the work of curriculum deliberation, policymaking, and practice. The program offers a critical analysis of the various competing models for curriculum development and policy in schools and other educational organizations. The program's focus is upon ways of revitalizing educational visions based upon interpretive, critical and postmodern perspectives. Throughout the program, attention is given to curriculum deliberation on questions including: What should count as knowledge? Who controls the selection and distribution of knowledge? What knowledge is of most worth? How should curricular knowledge be made accessible to students? In what ways can we link curriculum knowledge to the biography and personal meanings of educators and students? How shall we treat others responsibly and justly in education? What traditions in the field exist to help us answer these questions?
In addition to a curricular grounding in competing philosophical and practical perspectives, students will also find opportunities for developing research competence in empirical, interpretive and critical modes of inquiry. A student phenomenology group meets regularly to support phenomenological research studies. The program is well known for its established courses in phenomenological research, as well as for those linking curriculum policy to the issues of race, social justice, and the political economy. The CTD program also offers masters degrees in conjunction with the faculties in Afro-American Studies and Jewish Studies.
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Master's Programs
Students pursue either an M.A. or M.Ed. with specialization in Curriculum Theory and Development. The major distinction between an M.A. and an M.Ed. is that the M.A. is a research focused degree that requires a thesis and an additional research course; whereas, the M.Ed. requires a seminar paper and allows two more elective courses in lieu of the research credits required in the M.A. Students may also choose to pursue Joint programs in Afro-American Studies or Jewish Studies
Critical issues in curriculum theory and development are explore in this program of graduate study. It is an appropriate major for persons interested in careers as public school teachers, curriculum coordinators, supervisors, department chairs, or other positions in which a generalist's preparation is important, including positions in schools of nursing, in business and industry, museums, hospitals, and government or private sector agencies.
The 36-credit general Master's programs include coursework in:
| Credit Hours |
| M.A. | M.Ed. |
- Specialization Core: Students select three courses from Curriculum Theory and Development core
|
9 | 9 |
- Supporting Courses focusing on foundational, epistemological, or philosophical perspectives
| 6 | 6 |
| 3 | 9 |
- Research and analytical methods
- EDMS 645 Quantitative Research
Methods
- EDPL
700 Qualitative Research Methods in Education (or equivalent)
- Elective (M.A. only)
|
3
3
3 |
3
3 |
| 3 | 3 |
|
6 |
3 |
| Total Credit Hours | 36 | 36 |
For a more detailed listing of possible courses meeting these program requirements, you may wish to see the Minimum Credit Hour Requirement chart for M.A. or M.Ed. in Curriculum Theory and Development.
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Doctoral Program
Students may work towards a Doctorate of Philosophy (Ph.D.) with specialization in Curriculum Theory and Development. Programs of study are individually designed in consultation with a faculty advisor. Emphasis is given to working toward students' future professional goals through both courses and internship experiences.
Overview of Requirements for Doctoral Programs:
| Credit Hours |
| |
- Core courses
- EDPL 600 Education and Society
- EDPL
620 Education Policy Analysis I
- EDPL
889 Internship in Education
| 9 |
- Research and analytical methods
- An introductory course on modes of inquiry (PhD)
- Quantitative research methods
- Interpretive research methods
- Additional research methods course appropriate for student's dissertation
|
12-15 |
- Disciplinary/Interdisciplinary perspectives on Education,
such as History, Philosophy, Economics, Law, Politics, etc.
| 12-15 |
- Domain knowledge, such as Principles of Curriculum Development, History of Curriculum Theory, College Teaching, etc.
| 18-21 |
- Cognate courses (Master's degree or electives)
| 24 |
| 12 |
| Total Credit Hours (Post-Bachelors) | 90 |
For a more detailed listing of possible courses for each of these program requirements, you may wish to see the Minimum Credit Hour Requirement Chart for Ph.D. in Curriculum Theory and Development.
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Faculty
Students work closely with a nationally and internationally recognized team of faculty with diverse experience as both scholars and practitioners.
Core Faculty
- Francine Hultgren, Ph.D., The Pennsylvania State University
Research Interests: Curriculum theory, story and narrative in understanding curriculum text, hermeneutic phenomenological inquiry, paradigm shifts of teachers in curriculum reconceptualization, and being-with students in teaching.
- Steven Selden, Ed.D., Teachers College, Columbia University
Research interests: Theory, history, and evaluation of curriculum, influence of various ideologies on early twentieth century American education and the teacher's role in curriculum development; and the critical analysis of links between the American eugenics movement and American education in the twentieth century.
Affiliated Faculty
- Louise Berman, Emerita, Ed.D., Teachers College, Columbia University
Research interests: Curriculum theory, design, and development, cross-national education, and interpretive studies.
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Career Opportunities
Degree offerings are designed for persons interested in careers as curriculum coordinators, teachers, instructional supervisors, department chairs, and positions where a generalist preparation and perspective is judged as critical. Curriculum theory majors prepare for leadership positions in public schools, higher education, schools of nursing, industry, museums, hospitals, as well as in government and private educational agencies.
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