The request to revise Ph.D. in Curriculum and Instruction
Date: February 19, 2016
To: College of Education
From: Office of Academic Affairs
Approved On: January 27, 2016
Approved by: Graduate Council
Implementation Date: Summer 2016
Note: Deletions are strikethroughs. Insertions are underlined.
Catalog Copy
Curriculum and Instruction
- Ph.D. in Curriculum and Instruction
Dept of Middle, Secondary & K-12 Education
324 College of Education
704-687-8875
education.uncc.edu/mdsk/academic-programs/phd-ci
Director
Coordinator
Dr. Paul Fitchett
StrandConcentration Coordinators
Dr. Vic Cifarelli, Mathematics StrandConcentration Coordinator
Dr. Chance Lewis, Urban StrandConcentration Coordinator
Dr. Pilar Blitvich, Literacy Concentration Co-coordinatorEnglish Education Strand Coordinator
Dr. Spencer Salas, Literacy Concentration Co-coordinatorELL Strand Coordinator
Dr. Brian Kissel, Reading StrandLiteracy Concentration Co-cCoordinator
Dr. Bruce Vansledright, Elementary Education StrandConcentration Coordinator
Other Graduate Faculty
Dr. Lynn Ahlgrim-Delzell
Dr. Kelly Anderson
Dr. Bob Audette
Dr. Julianna Avila
Dr. Ian Binns
Dr. Lil Brannon
Dr. Bettie Ray Butler
Dr. Anne Cash
Dr. Jeong-Lim Chae
Dr. Heather Coffey
Dr. Warren DiBiase
Dr. Amy Good
Dr. Paul Fitchett
Dr. Anthony Fernandes
Dr. Claudia Flowers
Dr. Michael Green
Dr. Stephen Hancock
Dr. Jennifer Hathaway
Dr. Tina Heafner
Dr. Janice Hinson
Dr. Charles Hutchison
Dr. JeanneineJeannine Jones
Dr. LuAnn Jordan
Dr. Scott Kissau
Dr. Brian Kissel
Dr. Cy Knoblauch
Dr. Lan Kolano
Dr. Richard Lambert
Dr. Jae Hoon Lim
Dr. Christy Luce
Dr. Ron Lunsford
Dr. Adriana Medina
Dr. Lisa Merriweather
Dr. Greg Mixon
Dr. Chris O’Brien
Dr. Malin Pereira
Dr. Teresa Theresa Petty
Dr. Jack Piel
Dr. Paola Piloneta
Dr. Kate Popejoy
Dr. Drew Polly
Dr. David Pugalee
Dr. Mike Putman
Dr. Brenda Romanoff
Dr. Adalira Saenz-Ludlow
Dr. Tehia Starker
Dr. Michelle Stephan
Dr. Bruce Taylor
Dr. Bruce Van Sledright
Dr. Chuang Wang
Dr. Karen Wood
Dr. Greg Wiggan
Ph.D. In Curriculum and Instruction
The Ph.D. in Curriculum and Instruction is designed to prepare teacher education faculty and other educational professionals for work in various agency and educational settings. The program is interdisciplinary and involves faculty from across the University campus, and primarily the Departments of English; Mathematics; Middle, Secondary, & K-12 Education; and Reading and Elementary Education. The program focuses on urban issues and perspectives related to curriculum and instruction with specializations in (1) urban education, (2) literacy education (oriented toward reading education, English education, or Teaching English as a Second Language), (3) mathematics education, and (4) elementary education. Studies include a substantive core in urban education and educational research. Students may focus their study on education for learners at elementary, middle grades, secondary, K-12, or post-secondary/adult levels.
Curriculum Objectives
- 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.
- 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, state and national policies, curriculum philosophy, and political pressures.
- 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
- 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.
- 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
- 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 professional development.
- 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
Applicants should submit a current vitae and a professional writing sample. A review committee will conduct an initial review of application materials and recommend selected applicants for on-campus interviews. The selection committee will then make final recommendations to the Graduate School relative to acceptance into the program based on the merits of the application materials and the interview process.
Prerequisite Requirements
The intended audience for the Ph.D. in Curriculum and Instruction includes education professionals who hold the master’s degree. It is anticipated that most applicants will be experienced teachers or school leaders with the North Carolina “G” or “M” license or equivalent licenses from other states. However, the program will welcome and accommodate non-licensed candidates with appropriate professional experiences who have been involved in teaching or educational program development and evaluation.
Degree Requirements
The Ph.D. in Curriculum and Instruction requires a minimum 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 a limited number of courses from an 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 comprehensive 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. The Ph.D. website (education.uncc.edu/mdsk/programs/Ph.D) contains additional information, including updated planning sheets for each strandconcentration.
Advising
An Advisor will be assigned to each student within the first year of study. The Advisor and the StrandConcentration Coordinator will provide initial advising until the end of the first year (12 hours) when the advisor will assume responsibility. 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 StrandConcentration and Program Coordinators. 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 aAdvisor 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 Examination, 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 Graduate School deadlines and requirements is expected. Degree requirements are completed with the successful defense of the dissertation and when the final copy of the dissertation has been filed in the Graduate School.
StrandConcentration Course Requirements
Each of the available strandsconcentrations offers a variety of required and strandconcentration-specific course offerings at the doctoral level. Programs of study are as follows. See the Ph.D. website at education.uncc.edu/mdsk/programs/Ph.D for the program’s student handbook and program planning sheets. These documents include a complete list of courses and requirements by program and strand.
Required Core Coursework (12 to 15 credit hours)
Each strandconcentration requires core coursework in urban foundations. The urban strandconcentration requires 15 hours. Mathematics, literacy, and elementary education strandconcentrations require 12 hours.
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§ EDCI 8314 Urban School Reform ( 3 hours, required only for the urban strandconcentration) |
Required Research Methodology Coursework (15 credit hours)
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Each strandconcentration must also complete at least 15 hours of research coursework, which also count toward dissertation preparation hours.
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Five courses are required but not necessarily sufficient. Additional courses not listed require program director approval |
Specialization Coursework (21 to 24 credit hours)
Each strandconcentration must also complete specialization coursework specific to the strandconcentration (21 hours for the urban strandconcentration, 24 hours for mathematics, literacy, and elementary strandconcentrations)
Urban StrandConcentration Specialization Requirements (21 hours). Choose from the following:
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§ EDCI 8300 Social Stratification and Urban Schools and Communities (3 hours) |
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§ EDCI 8310 Transformative Black Education (3 hours) |
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§ EDCI 83120 Urban Schooling, Curriculum, and Pedagogy (3 hours) |
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§ EDCI 8320 Social Deviance, Delinquency and Urban Education(3 hours) |
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§ EDCI 8311 Critical Readings in Urban Education Research (3 hours) |
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§ EDCI 8330 History of Urbanization and Its Impact on Schooling (3 hours) |
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§ EDCI 8800 Independent Study in Urban Education (3 hours) |
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§ EDCI 8070 Topics: Urban Education Leadership (3 hours) |
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§ EDCI 8090 Topics: Contemporary Issues in Urban Education (3 hours) |
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§ EDCI 8133 Multiculturalism & Children’s Literature (3 hours) |
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§ EDCI 8139 Perspectives in African American Literature (3 hours) |
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§ EDCI 8134 Early Black American Literature (3 hours) |
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§ EDCI 8660 Readings in Urban Education (3 hours) |
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Students may enroll in 6 hours of credit outside of the above list with approval of the Program Advisor. |
Mathematics Education StrandConcentration Specialization Requirements (24 hours.) Choose from the following:
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[Mathematics Education] Must be taken in this order: |
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§ EDCI 8112 Theoretical Foundations of Learning Mathematics (3 hours) |
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§ EDCI 8113 Research in Mathematics Education (3 hours) |
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§ EDCI 8114 Advanced Topics in Mathematics Education (3 hours) |
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[Mathematics (a minimum of 6 hours of mathematics content is required)] |
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§ EDCI 8004 Topics in Analysis (3 hours) |
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§ EDCI 8008 Topics in Geometry and Topology (3 hours) |
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§ EDCI 8100 Foundations of Mathematics (3 hours) |
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§ EDCI 8101 Foundations of Real Analysis (3 hours) |
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§ EDCI 8102 Calculus from an Advanced Viewpoint (3 hours) |
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§ EDCI 8103 Computer Techniques and Numerical Methods (3 hours) |
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§ EDCI 8105 Problem Solving in Discrete Mathematics (3 hours) |
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§ EDCI 8106 Modern Algebra (3 hours) |
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§ EDCI 8107 Linear Algebra (3 hours) |
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§ EDCI 8118 Non-Euclidean Geometry (3 hours) |
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§ EDCI 8609 Seminar (3 hours) |
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Students may enroll in 6 hours of graduate-level credit outside of the above list with approval of the Program Advisor. |
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[Additional Coursework in Mathematics Education, Mathematics, or related topics (9 hours)] |
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Literacy Education StrandConcentration Specialization Requirements (24 hours). Choose from the following:
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StrandConcentration Coordinator consultation is required to enroll in the above courses. Students may enroll in graduate-level credit outside of the above list with approval of the Program Advisor. |
Elementary Education StrandConcentration Specialization Requirements (24 hours). Choose from the following:
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Required (12 Hours) |
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Electives (an additional 12 hours required, consult with advisor) |
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Students may enroll in graduate-level credit outside of the above list with approval of the Program Advisor. |
Required Dissertation Coursework (9 credit hours)
All strandconcentrations must complete 9 hours of dissertation credit.
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Courses in Curriculum and Instruction (EDCI)
EDCI 8004. Topics in Analysis. (3) Cross-listed as MATH 6004. May be repeated for credit as topics vary.
EDCI 8008. Topics in Geometry and Topology. (3) Cross-listed as MATH 6008. May be repeated for credit as topics vary.
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 topics vary.
EDCI 8040. Topics in Reading Education. (3) Cross-listed as READ 6000. 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 as topics vary.
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 as topics vary.
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 as topics vary. )
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 as topics vary.
EDCI 8100. Foundations of Mathematics. (3) Cross-listed as MATH 6100.
EDCI 8101. Foundations of Real Analysis. (3) Cross-listed as MATH 6101.
EDCI 8102. Calculus from an Advanced Standpoint. (3) Cross-listed as MATH 6102.
EDCI 8103. Computer Techniques and Numerical Methods. (3) Cross-listed as MATH 6103.
EDCI 8105. Problem-Solving in Discrete Mathematics. (3) Cross-listed as MATH 6105.
EDCI 8106. Modern Algebra. (3) Cross-listed as MATH 6106.
EDCI 8107. Linear Algebra. (3) Cross-listed as 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.
EDCI 8113. Research in Mathematics Education. (3) 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.
EDCI 8114. Advanced Topics in Mathematics Education. (3) Prerequisite: 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. May be repeated for credit as topics vary.
EDCI 8115. Issues in the Teaching of Secondary School Mathematics. (3) Prerequisite: Students must be enrolled in the Master 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.
EDCI 8118. Non-Euclidean Geometry. (3) Cross-listed as 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. )
EDCI 8121. Applied Research Methods in the Teaching of English. (3) Cross-listed as ENGL 6674.
EDCI 8129. Linguistics and Language Learning. (3) Cross-listed as ENGL 8263.
EDCI 8131. Research in English Studies. (3) Cross-listed as ENGL 6101.
EDCI 8132. Research in Literary Theory. (3) Cross-listed as ENGL 6102.
EDCI 8133. Multiculturalism and Children’s Literature. (3) Cross-listed as ENGL 6104.
EDCI 8134. Early Black American Literature. (3) Cross-listed as ENGL 6147.
EDCI 8135. African American Literary Theory and Criticism. (3) Cross-listed as ENGL 6158.
EDCI 8137. Language and Culture. (3) Cross-listed as ENGL 6165.
EDCI 8138. Comparative Language Study. (3) Cross-listed as ENGL 6166.
EDCI 8139. Perspectives in African-American Literature. (3) Cross-listed as ENGL 6147.
EDCI 8140. Current Issues and Practices in Literacy Education. (3) Cross-listed as READ 6100.
EDCI 8152. Varieties of Constructivism in Elementary Education. (3) Examines Piaget’s constructivism and various strandconcentrations of constructivism that have arisen in the latter half of the 20th century.
EDCI 8153. Pro-Seminar in Elementary Education. (3) Introduces candidates to elementary education faculty and their research programs to allow doctoral students to connect early in their program with faculty who will chair or serve on their committees. Graded on a Pass/Unsatisfactory basis.
EDCI 8154. History of Education in America. (3) In-depth study of the philosophic and historical events influencing the development of the contemporary school. Literature related to trends in curriculum, instruction, social justice, and school configuration will be emphasized.
EDCI 8155. Using Process and Outcome Data to Drive Continuous School Improvement. (3) Prerequisite: RSCH 8110. Consideration and study of how successful elementary schools collect and use data to drive their reform activities, with a focus on providing culturally and individually responsive instructional programs.
EDCI 8156. Critical Issues in Elementary School Professional Development and Teacher Learning. (3) Foundations of professional development, opportunities for teacher learning to improve practices in curriculum development, instructional leadership, and classroom management, and an understanding of the influence of socially responsive professional development in urban elementary schools. (Alternate years)
EDCI 8157. Analysis of Inquiry Teaching and Learning in Elementary Schools. (3) Prerequisite: RSCH 8111. Focus on topics associated with inquiry teaching and learning in an elementary school setting including historical background; underlying theoretical and philosophical frameworks; models of inquiry instruction; and curricular implications.
EDCI 8180. Critical Issues and Perspectives in Urban Education. (3) This course provides an introduction to some of the current critical issues in urban education. Topics include: structural inequality, immigration, poverty, (re)segregation, the impact of race, class, ethnicity, gender and language, as well as No Child Left Behind. In this course, these topics and other issues will be examined from critical, historical, socio-cultural, and political perspectives. This is an intensive reading and writing course that also requires participation in school and/or community activities to better understand the urban environment.
EDCI 8182. Power, Privilege and Education. (3) This course addresses the critical interconnections of race, class, gender, sexuality and power and privilege in education and beyond. It investigates how these intersections influence individual and group level outcomes. The course decodes issues of power and privilege in schools and society, and explores how this awareness can help create an entirely new social landscape.
EDCI 8183. Teaching English as a Second Language. (3) Cross-listed as TESL 6103.
EDCI 8184. Social Theory and Education. (3) This course provides an overview of classical and contemporary developments and debates in social theory, as well as their influences in educational research. It emphasizes the principles and processes of theory development and the application of theory in research. The course seeks to enhance understanding of theoretical models and analyses and how they form social lens for the examination of school processes.
EDCI 8186. Globalization, Urbanization, and Urban Schools. This course explores globalization locally and internationally, with special emphasis on how global development processes are affecting urban communities and urban schools. The course explores issues of global governance, global inequality, low-wage economics, and the transnationalization of the globe. It investigates conceptual and theoretical issues underlying globalization, and their impacts on the production of knowledge, educational policy, and school curricula.
EDCI 8201. Perspectives in Immigration and Urban Education. (3) Examines theories, issues, policies and historical trends in the education of immigrant students in urban public schools. Topics include theories of immigrant adaptation in relation to race, gender, social class, language learning, and immigration status, demographic trends and their influence on urban schools and on teacher preparation, broader political influences on immigrant education, and the role of family and community in shaping immigrant students’ educational trajectories. Students critically analyze scholarly research and theoretical work related to immigration and education in variety of fields.
EDCI 8250. Applied Research in Literacy Education. (3) Cross-listed as READ 6250. 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 8252. K-12 Writing Development and Instruction. (3) Cross-listed as READ 6252. Theories, research, and critical issues related to students’ writing development and effective writing instruction. Field experience required.
EDCI 8254. Collaborative Leadership in Literacy Education. (3) Cross-listed as READ 6474. Prerequisites: Completion of Phase II and READ 6260 course. Investigates models and strategies for assuming the leadership responsibilities of a literacy specialist, including mentoring, staff development, school-wide literacy program development and assessment, supporting the action research of teachers, and developing partnerships with parents and community volunteers.
EDCI 8255. Middle/Secondary Reading and Writing. (3) Cross-listed as READ 6255. Prerequisite: Completion of Phase I. Theories, research, and instructional methods associated with reading and writing in the content areas, with a special emphasis on grades 6-12. Field experience and action research project are required.
EDCI 8256. Diagnostic Assessment and Instruction in Reading. (3) Cross-listed as READ 6260. Prerequisite: Completion of Phase II. Examination, uses, and critique of theories and research about literacy processes and problems; diagnosis and correction of reading disabilities; instructional strategies and action research designed to improve reading proficiency.
EDCI 8265. Multiliteracies in a Global World: Reading & Writing Texts in New Times. (3) Cross-listed as READ 6565. Multiliteracies takes literacy beyond a focus on traditional print-based literacy to multiple-forms of knowing, including print, images, video, and combinations of forms in digital contexts. This course immerses students in both the theory and practice of multiliteracies and considers how globalization has created a more complex environment for teachers and students.
EDCI 8300. Social Stratification and Urban Schools and Communities. (3) Prerequisite: EDCI 8184. This course investigates social stratification in schools and society. It uses school-society integration framework to explore socially reproducing aspects of the social and economic systems. Through examination of current and past patterns of social organizations and power structures, it produces knowledge about education and mobility opportunities. The course emphasizes the socioeconomic implications of school stratification and how this impacts students’ life chances.
EDCI 8310. Transformative Black Education. (3) This course is designed to engage students in an in-depth study of the philosophical, psychological, cultural and historical bases for Black education and the theoretical perspectives underlying a transformative approach to the education of students of African descent in America. The issues covered will include the education debt, resilience, psychological effects of racism, education in the Diaspora, African-centered education, culturally nurturing curriculum and pedagogy, and African students in America.
EDCI 8311. Critical Readings in Urban Education Research. (3) Prerequisites: RSCH 8111 and RSCH 8121. This course is designed to further students’ understanding and practice of Urban Education research studies conducted primarily through qualitative research. The methods presented and the studies covered will be of particular importance to anyone conducting qualitative research in urban schools and communities. One critical component of this course is the study of a variety of standpoints and anti-racist methodologies in Urban Education.
EDCI 8312. Urban Schooling, Curriculum, and Pedagogy. (3) At the heart of ‘Urban Schooling’ are curriculum and pedagogy. This course explores the literature on successful teachers, principals, and educational reformers who have developed curriculum and/or pedagogy that have proven effective in urban schools. It critically examines current practices such as managed curriculum and teaching to the test in urban classrooms and proposes education for democracy, that is culturally relevant and emancipatory.
EDCI 8314. Urban Educational Reform. (3) This course will explore the educational reform movements since 1954, the landmark Brown v. Board of Education Supreme Court case. The major focus will be on the current federal legislation, No Child Left Behind, as well as state and local reform as they impact urban schooling.
EDCI 8320. Social Deviance, Delinquency and Education. (3) This course critically examines social deviance and delinquency and their influence on education and beyond. It examines how violence against children is sustained through public policies and social structures and institutions. It explores contemporary forms of deviance, and how they affect student outcomes. Particular consideration is given to the causes of crime, as well as the punishment and treatment of offenders. In addition, special attention is given to deterrence and crime prevention.
EDCI 8330. History of Urbanization and Its Impact on Schooling. (3) This course focuses on a historical contextualization of urban developments and their impacts on schools. It examines the American educational system as it relates to politics, economic, cultural practices and public policies. The course explores the shift in the American educational system from rural to urban schools, and it investigates how urbanization shaped schools and created the framework for current issues in urban schools. The course concludes with an analysis of urbanization in Charlotte, North Carolina and how Charlotte schools have been impacted.
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.
EDCI 8460. Internship in Urban Education. (3) Prerequisite: Permission of instructor. Internship experiences planned and guided cooperatively by University and school personnel
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-listed as MATH 6609.
EDCI 8610. Readings in Mathematics Education. (3) Prerequisites: Enrollment in the Mathematics Education specialization of the Doctoral Program in Curriculum and Instruction. Readings in the teaching and learning of mathematics K-16; analysis of the historical development of the K-16 mathematics curriculum leading to current trends, issues, and problems; theory, methods, and techniques for assessment; and analysis of contemporary issues impacting the teaching of mathematics. (
EDCI 8640. Readings in Literacy Research. (3) Study of methodology and findings of historical and current research about needs and characteristics of diverse literacy learners in urban-regional environments, successful programs and policies, and promising solutions to educational challenges confronting literacy teachers and literacy learners.
EDCI 8650. Critical Readings in Elementary Education Research. (3) Critical review, analysis, and synthesis of current and historical literature having special significance for elementary education, with specific focus on research related to educational theory and practice and their implications for teaching at the elementary level.
EDCI 8660. Readings in Urban Educational Research. (3) Study of methodology and findings of historical and current research about needs and characteristics of urban schools, diverse populations in urban-regional environments, legal and ethical issues, policy-making, and promising solutions to educational challenges of poverty, social justice, language differences, and conflicting values.
EDCI 8681. Seminar in College Teaching. (3) Issues, theories, and research about teaching late adolescent and adult learners. Limited opportunities for supervised teaching experiences with faculty who support students as they teach or co-teach undergraduate courses.
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.
EDCI 8685. Sociocultural Perspectives Language and Literacy. (3) Focuses on sociocultural aspects of literacy and language. Students are immersed in texts and theorists foundational to this line of inquiry and scholarship including the work of Lev Vygotsky, Mikhail Bakhtin, and James Wertsch. The role of culture and social interaction and their influence on language development and learning are explored, as well as its profound implications for teaching, schooling, and education. Students will apply these theories to the analysis of data. The seminar course is an optional selection for students in the Curriculum & Instruction doctoral program.
EDCI 8699. Dissertation Proposal Seminar. (3) Prerequisite: Permission of Program Coordinator, StrandConcentration Coordinator, or Advisor. Identification of a research question and development of the proposal for an original research study appropriate for the dissertation requirement. May be repeated for credit.
EDCI 8840. Independent Study in Reading, Language, and Literacy. (3) Cross-listed as READ 6800. Prerequisite: Permission of the student’s advisor. Independent study of a literacy education problem or issue under the supervision of an appropriate faculty member. May be repeated for credit. )
EDCI 8850. Independent Study in Elementary Education. (3) Prerequisite: Permission of the student’s advisor. Independent study of an elementary education problem or issue under the supervision of an appropriate faculty member. May be repeated for credit.
EDCI 8880. Independent Study in Urban Education. (1-3) 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.
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. Graded on a Pass/Unsatisfactory basis. May be repeated for credit.
EDCI 9999. Doctoral Degree Graduate Residency Credit. (1)