Top Masters Programs in Curriculum and Instruction

The University of Florida offers a Doctor of Philosophy program in Curriculum and Instruction with a focus on Teachers, Schools and Society. This program is centred on the campus and is offered full-time in person. Students are required to finish 60 credits of research in 4 years. Some core courses are History of Education, Critical Pedagogy and Perspectives in Curriculum, Teaching, and Teacher Education. Additionally, students may select one area of speciality to concentrate on from Social Underpinnings, Critical Studies in Race, Ethnicity, and Culture, or Teacher Education Scholarship and Practice.

Some elements of the Doctor of Philosophy program in Curriculum and Instruction program are:

a. The program emphasizes theoretical, empirical, and practical knowledge; students participate in continuing research apprenticeships with faculty members and other students.

b. Students will be equipped to challenge the existing norms and address matters of equity in education through transformative learning.

c. Students will delve into and reconsider the connections between curriculum, teaching, and teacher training in relation to society and politics in an ever more diverse global context.

The PhD is awarded based on a candidate's overall competence, exceptional achievements in Curriculum and instruction with a focus on Teachers, Schools, and Society, and especially their capacity for autonomous inquiry, as showcased through a dissertation containing original research characterized by a high level of scholarly craftsmanship.

The M.S. in Curriculum and Instruction: Research offered by the University of Wisonsin-Madison is a 30-credit course that can be finished in 2 years. The program aims to prepare students for education at an advanced level. The students are required to complete a thesis or a project. The first year is dedicated to coursework and the second year is dedicated to research and writing. Master's students are given the option to take a 3-credit introductory course (C&I 712) in either their first or second semester of graduate-level study within the department, although it is not mandatory.

Some features of the M.S. in Curriculum and Instruction: Research program are as follows:

1. Joint Degree: A student can pursue a joint degree in the program. They have to write a thesis and a dissertation and they will receive one diploma.
2. Prior graduate study is acceptable: After earning the undergraduate degree but before being admitted to the C&I master's program, students may be able to use graduate-level coursework (sometimes referred to as "accepted for program credit") towards their master's degree.
3. Additionally, English, mathematics, science, social studies, and global languages are among the options open to prospective students interested in obtaining an M.S. degree in Curriculum and Instruction with a concentration on beginning teaching practice.

Pursuing this degree equips students to enter new educational roles such as curriculum developer, museum educator, content-area specialist, school department head, curriculum supervisor, early childhood specialist, bilingual teacher, or reading teacher, while in others, it enhances their performance in their current positions, and in still other cases, it readies them for PhD studies.

The Ph.D. in Teaching and Learning is a 60-credit course offered by the University of Miami that can be completed within 4 years. The program is designed to equip individuals with the skills and knowledge necessary to assume leadership roles in education. Specializations are delivered in Language & Literacy Learning in Multilingual Settings (LLLMS), Science, Technology, Engineering, and Mathematics (STEM) and Special Education (SPED).

The Ph.D. in Teaching and Learning program places a strong emphasis on three key areas:

1. Understanding the cultural contexts and policy frameworks that impact the process of learning.
2. Gaining expertise in the theoretical foundations and practical application of rigorous empirical research methods.
3. Developing the ability to design, implement, and evaluate transformative learning environments that foster deep learning experiences.

A central theme throughout the program's curriculum is a commitment to diversity and equity. This focus on inclusivity is evident in foundational courses, specialized seminars, research opportunities, and community engagement initiatives, ensuring that graduates are equipped to address the complex challenges related to educational disparities and promote equitable learning opportunities for all.

At the end of the Ph.D. in Teaching and Learning program, students will develop:

• Proficiency in their chosen area of specialization (LLLMS, STEM, or Special Education).
• Proficiency in applying research methods relevant to their specific area of expertise.
• A comprehensive understanding of the education diversity literature, especially concerning racial, ethnic, linguistic, and cultural diversity.

Graduates of this program are prepared to serve as educational leaders, researchers, curriculum designers, and teacher educators across a wide range of settings, including colleges and universities, public school systems, and nonprofit organizations.

The Curriculum and Instruction, Master of Education (M.Ed.) with Certification (MCERT) is a year-long graduate-level teacher preparation program offered by the University of Maryland that results in certification for elementary (36 credits), middle school (38 credits), secondary or preK-12 teaching roles (36 credits), as well as a Master of Education (M.Ed.) degree. Specializations are available for specific grade levels and content areas, including Art, Elementary Education, English, Mathematics, Middle School Math and Science, Physical Education, Secondary Sciences, Social Studies, TESOL (Teaching English to Speakers of Other Languages) and World Languages.

The College of Education mandates that all graduates exhibit proficiency in these four fundamental areas:

1. Candidates must showcase competence in their grasp of subject matter, curriculum, pedagogical techniques, and content knowledge.

2. Candidates must demonstrate an appreciation for learners and their social and cultural surroundings, emphasizing a global perspective and a deliberate awareness of diverse cultures.

3. Candidates should exercise evidence-based decision-making, employing assessment tools and critically interpreting research and inquiries to enhance educational practices.

4. Candidates are expected to adeptly incorporate technology into their instruction to facilitate student learning and craft data-driven solutions for enhancing instructional methods and school improvement.

The MCERT internship is an extensive, year-long internship program that typically involves placements at a single site, primarily within one of four counties: Anne Arundel (AACPS), Prince George's (PGCPS), Howard (HCPSS), or Montgomery (MCPS).

This unique masters degree prepares teachers for emerging and critical leadership positions in school and district settings. The degree serves teachers and coaches who want advanced knowledge of leadership and classroom practice, but do not currently aspire to become principals or administrators. Exercising equity-driven leadership, our graduates support and foster the professional development for teachers that can lead to improved student outcomes.

The curriculum blends teacher leadership coursework, content-specific coursework, and inquiry-focused leadership practice based on the 2011 National Standards for Teacher Leadership and the more recent National Teacher Leadership Competencies. Courses draw on the rich knowledge of the UW College of Education faculty as well as notable local experts. A flexible schedule and hybrid format allows you to earn your degree in two years or less, even as you continue to teach full time.

If you want a professional role that directly aligns the twin goals of equity and excellence in education and also nurtures the growth of fellow educators, the TLC-Instructional Leadership masters can offer a transformational experience to you – both personally and professionally.

The Masters in Curriculum and Instruction is offered by The Graduate School of Education and Human Development, George Washington University. The program requires 30 credits to be finished within one year. There are three different options students can choose from in the curriculum of the Master’s degree: Interdisciplinary Studies Concentration, Elementary Education Concentration and Reading and Literacy Education Concentration

The outcomes of the Masters in Curriculum and Instruction program are as follows:

1. The curriculum is customised to align with the career aspirations of the students.
2. Students develop leadership skills applicable within and beyond educational and research settings.
3. Students can earn a master's degree and, concurrently, advanced certificates in Literacy Education, International Studies, or Teachers of English as a Second Language (TESOL).
4. Students cultivate proficiency in advanced, cross-disciplinary curriculum and instructional design and development.

To complete the program, students require completion of 30 credits, encompassing 9 credits in core courses and 21 credits chosen in consultation with an advisor, as well as the successful passing of the comprehensive examination.

Curriculum and Instruction-Specialization in Mathematics Education is a Ph.D. program offered by Indiana University, Bloomington. It is a 90-credit hour program with Major Requirements (36 credits), Inquiry Requirements (9 credits), Minor Requirements (12 credits), Elective Requirements (6-18 credits) and Dissertation Requirements (15 credits).

The two main features of the Curriculum and Instruction-Specialization in Mathematics Education program are as follows:

1. The doctoral program places its emphasis on K-12 mathematics teaching and learning.

2. The PhD program is designed to equip students with the skills and knowledge necessary to conduct independent and innovative research in the field of Mathematics Education. This research can encompass various areas, including investigations into the learning processes of both students and teachers in mathematics, examinations of equity within mathematics education, assessments of the mathematical knowledge of students and teachers, explorations of teachers' beliefs, and inquiries into the effective use of technology to enhance mathematics learning.

Ph.D. students at Indiana University have the opportunity to pursue a double major, enabling them to obtain two Ph.D. degrees through the completion of a single interdisciplinary dissertation.

Typically, students entering the program possess prior experience in K-12 teaching, and upon completion, program graduates frequently transition into roles as university faculty members who are involved in the training and preparation of elementary and secondary school teachers.

The Learning & Instruction EdD program offered by the University of San Francisco spans over 2 years. The 60-credit curriculum will encompass coursework in learning theory, assessment techniques, curriculum and learning environment design, and research methodologies.

During the Learning & Instruction EdD program, students will be able to:

1. Develop a robust set of data-analysis abilities.

2. Assess standardised assessment tools with a critical eye.

3. Utilize literature review methods across various domains.

4. Plan, execute, and document original research endeavours.

The Learning & Instruction EdD program is structured to offer practical experience ranging from data analysis to research interpretation, scholarly writing to composing research paper results sections and researching to communicate original findings effectively. Students also have to complete a thesis via development, research and writing. This hands-on approach is aimed at seamlessly applying the student's skills directly in their future workplace.

Upon completion of the Learning & Instruction EdD program, the students will be able to cultivate a comprehensive and integrated grasp of fundamental theories within educational psychology, centring on learners, learning processes, and instructional strategies. They will also foster the capacity to critically assess, scrutinise, and amalgamate educational research. Students will also be able to cultivate and apply methodological proficiencies for gathering, scrutinising, and applying data to confront practical challenges while advancing equity and justice in education and related domains. Finally, they will be able to blueprint and execute research endeavours that advance fresh insights in the field and advocate for equitable and just educational approaches, culminating in the composition of a doctoral dissertation.

The Ed.D in Curriculum and Instruction stresses the importance of core and diverse curriculum issues and prepares comprehensive curriculum practitioners for university professorships, district-level curriculum administration, and school-level instructional and leadership positions. Students must complete either a concentration in Curriculum Studies or Education Technology.

The Curriculum Studies concentration emphasizes concerns for equity and social justice, self-knowledge, cultural issues, and human growth and development through a praxiological (theory/practice) approach to diversity education. The Educational Technology concentration stresses the importance of developing and utilizing educational technology in curriculum.

The program provides an in-depth understanding of the history, concepts, current techniques, strategies, and issues of diversity in school, institutional, and community settings and facilitates self-reflection for engaging in diversity education as well as integrating core technology skills needed for specialists and consultants.

The University of Cincinnati offers MEd in Curriculum and Instruction on two levels: online (30 credits) and on-site (30 credits) to be completed in the span of full 4 semesters. The primary goal of the Curriculum and Instruction program is to cultivate individuals into educational leaders. It emphasizes the interconnectedness of curriculum and instruction, where curriculum defines the essential content for student learning, and instruction outlines the methods through which this learning is attained. This program is not only suitable for current educators but also for individuals intrigued by the design, creation, execution, and assessment of educational and instructional initiatives in diverse educational and non-educational environments.

The objectives of the MEd in Curriculum and Instruction program encompass:

1. Fostering scholars and educators who actively engage in intellectual dialogues, prompting individuals to continuously refine and redefine their foundational assumptions, values, and guiding principles of practice. This iterative process aims to better address the unique needs of their learners.
2. Equipping scholars and educators with the skills to comprehend, respond to, and contribute to contemporary research in curriculum and instruction. They are encouraged to actively participate in and take on leadership roles within professional organisations dedicated to this field.
3. Preparing scholars, educators, curriculum developers, and researchers to serve as proficient educators within various settings, including schools, universities, and the broader community.
4. Reflecting the diverse facets of curriculum and instruction by incorporating a variety of courses, programs, and research initiatives, and by actively seeking diverse faculty and student representation

For the Online program, the three areas of concentration are STEM and Sustainability Education, Gifted Education and Teaching and Learning: General Studies. For the onsite program, the areas of specialisation are Middle Childhood Education, MEd +Licensure and Secondary Education, MEd + Licensure.