Best Universities offering graduate programs in Curriculum and Instruction

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 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 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 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.

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).

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 Curriculum and Instruction (M.Ed.) degree program by the University of Idaho is tailored for certified teachers who aspire to take on leadership, curriculum development, or administrative roles. It offers a clear path that combines theoretical knowledge with practical experience to guide students in pursuing these career objectives. It is a 30-credit program.

Students of Curriculum and Instruction (M.Ed.) program understand the world in a unique manner. Some of the perspectives they look at are:

1. Diversity: Students possess a comprehensive understanding of human diversity as an essential and valuable element within educational systems. They are skilled in engaging appropriately with diverse populations, adept at structuring effective learning experiences tailored to diverse student groups, and proficient at engaging effectively with a wide range of students, parents, and colleagues from diverse backgrounds.
2. Instruction: Students have a deep understanding of instructional principles. They are well-versed in a diverse array of teaching strategies and learning theories, and they adeptly integrate relevant technologies into their teaching practices. Their instructional approach centres on imparting core concepts, honing inquiry skills, fostering problem-solving abilities, promoting collaboration, and enhancing communication skills, all of which are geared toward facilitating meaningful and effective student learning.
3. School and society: Students possess a thorough and encompassing comprehension of the philosophical, historical, social, political, and cultural dimensions that shape both educational institutions and society at large.

The M.Ed. program in Curriculum & Instruction begins with a flexible core curriculum and is a non-thesis graduate degree. Students can select from three master's projects: an inquiry project, a professional portfolio or a professional alternative exploration. Additionally, students can tailor their degree and knowledge to align with their career objectives by choosing from two emphasis areas: Teacher Certification and Career and Technical Education (CTE). When combined with the core curriculum, these emphasis areas require a minimum of 45 credits.

The Master of Science program in Curriculum and Instruction at Kansas State University mandates a minimum of 31 graduate credit hours and a maximum of 36 credit hours. Within this requirement, students must complete three credit hours in each of the following core areas: curriculum, teaching and learning, diversity, educational technology, and research and scholarship. Moreover, students are also obligated to complete a minimum of 15 credit hours in a specialized area of study.

The specialisation areas available for the MS in Curriculum and Instruction are:

• Elementary/Middle-Level Curriculum and Instruction
• Reading/Language Arts
• Reading Specialist Endorsement 
• Middle Level/Secondary Curriculum and Instruction
• Educational Technology
• English as a Second Language (ESL) Endorsement 
• Learning Skills/School Improvement 
• Mathematics Education
• Civic Education
• World Modern Languages

At the end of the Master of Science in Curriculum and Instruction:

1. Professional educators will accurately interpret the contexts in which they operate, considering multiple systemic perspectives.
2. Professional educators will integrate and apply concepts related to content, teaching methods, and students to enhance their professional practices.
3. Professional educators will be proficient in designing engaging learning experiences, justifying effective strategies, creating dynamic learning environments, and fostering peer collaboration.
4. Professional educators will actively seek, analyze, and utilize research findings and data to make well-informed decisions regarding curriculum, teaching methods, and assessment.
5. Professional educators will uphold five key principles: (1) prioritize ongoing learning and professional development, (2) adhere to professional, ethical, and legal standards, (3) value positive, caring, and respectful relationships, (4) embrace diversity, equity, and fairness, and (5) commit to thoughtful and reflective practice.

The Master of Education in Reading program, offered by Bowling Green State University, is well-suited for literacy educators and coaches in both public and private schools who wish to offer specialized instruction in reading and writing or provide literacy intervention in classroom or clinical environments. This program is specifically designed for individuals who are looking to acquire essential teaching skills and tools for assessing and diagnosing literacy behaviors, enabling them to serve as valuable resources in P-12 educational settings.

Some unique features of the Master of Education in Reading program are:

1. This program is available year-round through online courses and offers on-campus options during the summer, ensuring both quality education and flexibility for students pursuing full-time or part-time study.
2. Successful completion of the MEd in Reading program results in the addition of an Ohio P-12 Reading Endorsement to the candidate's existing teaching license.
3. All courses within the program are instructed by BGSU faculty members.
4. The curriculum strikes a harmonious balance between theoretical knowledge and practical application, featuring several school-based practices.
5. The program has earned recognition from the International Literacy Association, attesting to its quality and relevance in the field of literacy education.
6. The program has a capstone class called 'Literacy Coach Internshp' in its Phase III: Phase III: Engagement as a Reading Specialist and Literacy Coach
7. The Reading program holds accreditation from the Council for the Accreditation of Educator Preparation (CAEP).
8. Earning this advanced degree enables current educators to include the Ohio P-12 Reading Endorsement on their teaching licenses, along with the Reading Endorsement Certificate on their BGSU transcripts. This accomplishment opens up additional employment opportunities in higher education and leadership positions within city and state educational agencies.

Graduates of the Master of Education in Reading program demonstrate the following traits:

• They possess a deep comprehension of the theoretical and evidence-based underpinnings of reading and writing processes and instruction.
• They demonstrate the ability to employ integrated instructional approaches, methods, and materials to enhance student learning in both reading and writing.
• Graduates are proficient in utilizing a diverse range of assessment tools and practices to strategize and assess effective reading and writing instruction.
• They excel at crafting and facilitating literacy activities that promote respect for and an appreciation of societal diversity.

Program alumni secure employment in a variety of educational settings, encompassing both public and private P-12 schools, career technical schools, technical schools, and technical and community colleges. Additionally, these graduates are actively sought after for leadership roles within state departments of education and frequently pursue doctoral programs in educational institutions.