Department of Middle, Secondary & K-12 Education
College of
704-687-8887
http://education.uncc.edu/phdci
Degree
Ph.D.
Coordinator
Dr. David K. Pugalee
PH.D. IN CURRICULUM AND INSTRUCTION
The Ph.D. in Curriculum and Instruction is designed to
prepare teacher education faculty and other educational professionals in
various agency and educational settings. The program is interdisciplinary
involving faculty from the Departments of English; Mathematics; Middle,
Secondary, & K-12 Education; and
Curriculum Objectives
1) Lead inquiry into the nature of curriculum theory and the relationship that theory has upon the major sources, components, and processes required in curriculum development, particularly within expanding urban-regional environments.
2) Demonstrate relationships among curriculum theory and design, models of and research about teaching and learning, variations among learners, and the ideological, social, and disciplinary contexts of teaching and learning, including the influence on urban-regional schools of state and national policies, curriculum philosophy, and political pressures.
3) Guide curriculum development and evaluation in its pragmatic context by applying curriculum theory, policy, and practice for diverse learners within a variety of educational settings.
Research and Evaluation Objectives
4) Use appropriate quantitative and qualitative research methods to solve problems in urban education and related disciplines, detect new patterns, and assess the effectiveness of instructional programs and teaching methodologies for all learners.
5) Communicate research and evaluation findings in a variety of written and electronic formats, such as evaluation reports, professional articles, grant proposals, conference presentations, and technical reports with the consistent underlying purpose of supporting educational effectiveness and reform in urban-regional environments.
Specialty Objectives
6) Apply theory and research in one’s area of specialization to detecting new patterns, identifying problems, and solving urban-regional problems of curriculum, teaching, learning, and assessment through collaborative problem identification, research projects, policy formation, and staff development.
7) Exhibit sustained intellectual curiosity, broad understandings, specialized knowledge, and professional commitments pertaining to one’s selected area of specialization within the context of urban-regional schools.
Additional
Admission Requirements
Students should submit a current vitae and a professional
writing sample. An interdisciplinary
review committee will perform an initial review of application materials and
recommend applicants for an on-campus interview. The interdisciplinary
Curriculum and Instruction Committee will then make final recommendations to
the
Prerequisite
Requirements
The intended audience for the Ph.D. in Curriculum and
Instruction is comprised of education professionals who hold the master’s
degree. It is anticipated that most
applicants will be experienced teachers or school leaders with the
Degree
Requirements
The Ph.D. in Curriculum and Instruction requires a total of 60 semester hours of coursework, including the dissertation. A student must maintain a cumulative average of 3.0 in all coursework taken. An accumulation of more than two C grades will result in termination of the student’s enrollment in the graduate program. If a student makes a grade of U in any course, enrollment in the program will be terminated. The program will consider the transfer of limited number of courses from a regionally accredited institution (typically no more than six hours), providing the Curriculum and Instruction Committee determines that the course or courses to be transferred are appropriate for the program of study and are graduate-level courses beyond the master’s degree. The grade in these transfer courses must be an A or B. All dissertation work must be completed at UNC Charlotte. Students must successfully complete requirements for the qualifying examination and dissertation. All students must complete a residency requirement of at least 18 credit hours over three successive terms of enrollment. Students must complete their degree, including dissertation, within eight years.
15-Hour Research Requirement
Required of all students:
RSCH8210 Applied Research Methods (3)
RSCH8110 Descriptive and Inferential Statistics (3)
Three additional research courses such as the
following:
RSCH8211 Qualitative Research Methods (3)
RSCH8212 Survey Research Methods (3)
RSCH8213 Single-case Research (3)
RSCH8120 Advanced Statistics (3)
RSCH8130 Presentation and Computer Analysis of Data (3)
RSCH8140 Multivariate Statistics (3)
RSCH8296 Program Evaluation Methods (3)
EDCI8113 Research in Mathematical Education (3)
EDCI8250 Applied Research in Literacy Education (3)
EDCI8061 Topics in Urban Educational Research (3)
EDCI8121 Applied Research Methods in the Teaching of English (3)
EDCI8131 Research in English Studies (3)
EDCI8132 Research in Literary Theory (3)
12-Hour Common Core
Required for all students:
EDCI8180 Critical Issues and Perspectives in Urban Education (3)
ADMN8122 Advanced Curriculum Theory (3)
Leadership in Urban Education theme.
Choose one such as the
following:
EDCI8070 Topics in Urban Educational Leadership (3)
EDCI8420 Writing Program Administration and Supervision (3)
EDCI8141 Policy-making in Literacy Education (3)
ADMN8489 Practicum in Staff Development (3)
ADMN8660 Instructional Leadership Seminar (3)
Urban-Regional Issues theme. Choose one
such as the following:
EDCI8075 Topics in Urban-Regional Education (3)
EECI8186 Comparative Education (3)
ADMN8130 Educational Governance and Policy Studies (3)
EIST8150 Systemic Design of Educational Systems (3)
PPOL8610 Urban Regional Environment(3)
PPOL8615 The
PPOL8681 Race, Gender, Class, and Public Policy (3)
PPOL8689 The Social Context of Schooling (3)
9 Hours of Dissertation Credit
EDCI8699 Dissertation Proposal Seminar (3)
EDCI8999 Dissertation Research (6)
24 Hours of Specialization Core (Must
Include The Appropriate
Appropriate
EDCI8640
Or
EDCI8610
Or
EDCI8660
21 hours of Specialization Courses
Advising
An advisor will be assigned to each student within the first year of studies. The Advisor along with the Doctoral Coordinator will provide initial advising until the end of the first year (12 hours) and will work with the student in developing the Program of Study. By the beginning of the second year the student is required to submit a Program of Study which is approved by the Advisor and the Doctoral Program Coordinator. Advisors will also support the student in identifying faculty whose research interests and expertise are congruent with the student’s probable area of dissertation inquiry. The assistance of the Advisor does not relieve the student of responsibility for completing required work and for following departmental or university procedures. In the semester in which the student takes the Comprehensive Exam, the student will reach agreement with a faculty member to serve as Dissertation Chair. The Chair must be a member of the Curriculum & Instruction Faculty.
Admission
to Candidacy Requirements
Students are considered candidates for the doctoral degree upon: (a) successful completion of the Comprehensive Examination, (b) approval of the Dissertation Proposal, and (c) submission of the Application for Candidacy form. Both the Petition for Topic Approval and the Application for Candidacy should be submitted together. Candidacy must be achieved at least six months before the degree is conferred.
Application for Degree
Students must submit an
Application for Degree in the semester in which they successfully defend their
dissertation proposal. Adherence to
Ph.D. Courses in Curriculum and Instruction
EDCI 8004. Topics in Analysis. (3) Cross-listing with MATH 6004.
EDCI 8008. Topics in Geometry and Topology. (3) Cross-listing with MATH 6008.
EDCI 8010. Advanced Topics in Mathematics Education. (3) Prerequisites: Enrollment in the Mathematics Education specialization of the Doctoral Program in Curriculum and Instruction. Advanced research topics in the teaching and learning of mathematics. Includes a survey, interpretation, and synthesis of contemporary research problems in mathematics teaching and learning. Can be repeated for credit. (On demand)
EDCI 8020. Topics in English Education. (3) Examination of special topics germane to English education in urban-regional environments at the elementary, middle, and secondary school levels as well as the community and four-year college, including historical perspectives on current problems, effectiveness of programs and practices in urban schools, and emerging theories on teaching and learning. Extensive reading and discussion of topics from multiple perspectives. May be repeated for credit for different topics. (On Demand)
EDCI 8040. Topics in Reading Education. (3) Examination of special topics germane to reading education in urban-regional environments at the elementary, middle, and secondary school levels as well as the community and four-year college, including historical perspectives on current problems, effectiveness of programs and practices in urban schools, and emerging theories of learning. Extensive reading and discussion of topics from multiple perspectives. May be repeated for credit for different topics. (On Demand)
EDCI 8070. Topics in Urban Educational Research. (3) Examination of the research in specific areas germane to urban educational settings and problems. Emphasis on different research questions and methodologies used to investigate similar problems. Examination of alignment of research findings with educational change in urban environments of the elementary, middle, and secondary school levels as well as the community and four-year college. May be repeated for credit for different topics. (On Demand)
EDCI 8070. Topics in Urban Educational Leadership. (3) Examination of special topics germane to leadership in urban education environments at the elementary, middle, and secondary school levels as well as the community and four-year college. Extensive reading and discussion of topics from multiple perspectives. May be repeated for credit for different topics. (On Demand)
EDCI 8075. Topics in Urban-Regional Education. (3) Examination of special topics germane to education in urban-regional environments at the elementary, middle, and secondary school levels as well as the community and four-year college. Extensive reading and discussion of topics from multiple perspectives. May be repeated for credit for different topics. (On Demand)
EDCI 8100. Foundations of Mathematics. (3) Cross-listing with MATH 6100.
EDCI 8101. Foundations of Real Analysis. (3) Cross-listing with MATH 6101.
EDCI 8102. Calculus from an Advanced Standpoint. (3) Cross-listing with MATH 6102.
EDCI 8103. Computer Techniques and Numerical Methods. (3) Cross-listing with MATH 6103.
EDCI 8105. Problem-Solving in Discrete Mathematics. (3) Cross-listing with MATH 6105.
EDCI 8106. Modern Algebra. (3) Cross-listing with MATH 6106.
EDCI 8107. Linear Algebra. (3) Cross-listing with MATH 6107.
EDCI 8112. Theoretical Foundations of Learning Mathematics. (3) Introductions to theories of learning that have influenced the teaching of mathematics in K-12. An overview of theories that have guided reforms in mathematics teaching; contemporary constructivist theories of mathematics learning. (Alternate years)
EDCI 8113. Research in Mathematics Education. (3) Prerequisites: An introduction and overview of research in the teaching and learning of mathematics in K-12. Overview of contemporary research perspectives and paradigms; interpreting and synthesizing the research literature; survey of contemporary research problems in mathematics teaching and learning; development of classroom-based research studies. (Alternate years)
EDCI 8115. Issues in the Teaching of Secondary School Mathematics. (3) Prerequisites: Students must be enrolled in the Masters of Arts in Mathematics Education Program. Study of major issues affecting secondary mathematics education: analysis of the impact of learning theories on methods of teaching; assessment methods for improving mathematics learning; analysis of the historical and programmatic development of the secondary school mathematics curriculum leading to current trends, issues, and problems; and analysis of the role of technology in the secondary mathematics classroom. (Alternate years)
EDCI 8118. Non-Euclidean Geometry. (3) Cross-listing with MATH 6118.
EDCI 8120. Literacy and Educational Public Policy. (3) Examination of competing definitions of literacy and development of literacy practices related to debates in American education public policy about the ends of schooling, the strategies of teaching, and the priorities of the language arts curricula. Evaluation of assumptions, reasoning, and research bases linking literacy to policy. Study of the historical and current methods of establishing district, statewide and federal policies about literacy education programs, materials, personnel, grants, and licensure. (On demand)
EDCI 8121. Applied Research Methods in the Teaching of English. (3) Gross-listing with ENGL 6674.
EDCI 8129. Linguistics and Language Learning. (3) Cross-listing with ENGL 8263.
EDCI 8131. Research in English Studies. (3) Cross-listing with ENGL 6101.
EDCI 8132. Research in Literary Theory. (3) Cross-listing with ENGL 6102.
EDCI 8133. Multiculturalism and Children’s Literature. (3) Cross-listing with ENGL 6104.
EDCI 8134. Early Black American Literature. (3) Cross-listing with ENGL 6147.
EDCI 8135. African American Literary Theory and Criticism. (3) Cross-listing with ENGL 6158.
EDCI 8137. Language and Culture. (3) Cross-listing with ENGL 6165.
EDCI 8138. Comparative Language Study. (3) Cross-listing with ENGL 6166.
EDCI 8139. Perspectives in African-American Literature. (3) Cross-listing with ENGL 62476.
EDCI 8180. Critical Issues and Perspectives in Urban Education. (3) Introduction to critical issues in urban education, from the historical roots to present crises and solutions. Examination of multiple perspectives on issues such as poverty, English as a second language, single-parent families, crime and drug abuse, school failure, discipline problems, under-preparedness for the next level of schooling, integration and re-segregation. (Fall)
EDCI 8183. Teaching English as a Second Language. (3) Cross-listing with TESL 6103.
EDCI 8186. Comparative Education. (3) Cross-listing with EDUC 8126.
EDCI 8250. Applied Research in Literacy Education (3) Introduction to the research interests of faculty, with emphasis on research in urban educational issues and problems. Seminar and individual support for replication attempts, instrument development and field-testing in pilot studies, practice in and critique of different methods of data-gathering and data analysis. (On Demand)
EDCI 8420. Writing Program Administration and Supervision. (3) Study of and supervised experiences in the development, administration, supervision, and evaluation of writing programs in urban educational settings. Students may focus on programs at the elementary, middle, or secondary schools or within community and four-year colleges. Emphasis on program development that supports writers from diverse backgrounds. (On demand)
EDCI 8460. Internship in Urban Education. (3) Prerequisite: Consent of instructor. Internship experiences planned and guided cooperatively by University and school personnel. (On demand)
EDCI 8462. Supervision of Student Teachers. (3) Concentrated practice in the supervision of student teachers with emphasis on support of student teachers in urban schools. Internship experience with direct faculty supervision in seminars and school settings. (Spring, odd years)
EDCI 8609. Seminar. (3) Cross-listing with MATH 6609.
EDCI 8610.
EDCI 8640.
EDCI 8660.
EDCI 8681. Seminar in College Teaching. (3) Issues, theories, and research about teaching late adolescent and adult learners. Supervised teaching experiences with faculty who supports students as they teach or co-teach undergraduate professional education, English, or mathematics courses. (On demand)
EDCI 8682. Seminar in Professional and Grant Writing. (3) Introduces the forms of professional and grant writing expected of education professionals. Emphasis on writing for publication and writing for federal and state funding. Collaborative writing and peer assessment will be part of the process. (On demand)
EDCI 8699. Dissertation Proposal Seminar. (3) Prerequisite: Permission of Program Coordinator. Identification of a research question and development of the proposal for an original research study appropriate for the dissertation requirement. (Spring)
EDCI 8880. Independent Study in Urban Education. (3) Prerequisite: Permission of the student’s advisor. Independent study of an urban education problem or issue under the supervision of an appropriate faculty member. May be repeated for credit. (On demand)
EDCI 8999. Dissertation Research. (3)
Prerequisite: Committee approval of the
dissertation proposal. Execution of original research study that addresses the solution to
an urban educational problem in curriculum, teaching, learning, or leadership. (May be repeated for
credit). (Fall, Spring,
Summer)
EDCI 9999. Doctoral Residency Credit. (1) (Fall, Spring, Summer)