MA, Curriculum and Instruction

Study Formats Online, On Campus, Blended

This degree is available 100% online and through on-campus cohorts.

Program Length 30 credits*, 12 or 24 months

 

*INTERNATIONAL STUDENTS: In addition to the base program curriculum listed below, international students attending face-to-face classes on the CUC campus are required to take the Seminar in Higher Education, a 3-credit course.

Curriculum

Core (21 hours)

Foundations of Curriculum and Instruction

The course examines the philosophical, historical, social, and psychological foundations in education and their impact on teacher practice in curriculum, instruction, and assessment.

Curriculum Construction

Educational objectives and the selection and organization of learning experiences. Investigation and analysis of curriculum development. Enhanced theoretical perspectives as they relate to the process of curriculum. A thorough explanation of pertinent research, curricula issues, and the completion of a curriculum project.

Assessment, Evaluation, and Data-Driven Decision Making

This course will enable teacher leaders to examine assessment as a system of integrated assessment practices in various educational settings. Integrity is fostered as students learn about the elements necessary for an assessment system to be one of high fidelity. This course lays the foundation of a school-improvement conceptual framework upon which assessment systems are designed. Students become competent in the purposes of assessment, assessment cycles, data analysis and how assessment and data can be used to make academic decisions to enhance and improve student achievement. Servant Leadership skills are developed and nurtured as students become more aware of their roles in fostering the assessment literacy of teachers, staff, and other stakeholders in education settings.

Teacher as Practitioner

Knowledge and skills regarding effective teaching and instruction. Analysis of current and emerging research in pedagogy.

Teacher as Leader

This course promotes effective teacher leadership in classrooms, schools and other social institutions. Course content examines comparative educational systems, organizational theory, and school change and reform processes.

Teacher as Researcher

Principles of teacher research. Focus on development of basic research skills to carry out action research, self-study, or other practitioner research projects with the goal of improved teacher practice. Skills for interpreting published research are also emphasized.

Seminar in Reflective Practice

A capstone seminar that explores teaching as a reflective practice. Reflection on one's own beliefs and assumptions as they relate to teaching and learning.

 

Electives (select 3- 9 semester hours)

Curriculum and Instructional Development for the Differentiated Classroom  

Candidates will develop knowledge and skills in planning, implementing, coordinating and evaluating differentiated teaching and learning environments that challenge and assist diverse learners to achieve at their highest level of ability.

Instructional Coaching and Mentoring: Teacher Leadership

In this course students will investigate coaching models and principles of teacher mentorship. This course will examine the critical role the teacher leader has in improvement of instruction and in the professional development of faculty.   

Providing Instructional Support

A study of adaptive challenges, analyzing the factors influencing student achievement, understanding the factors that impact school reform initiatives, decision making that enhances student learning and school success, rigor, relevance, and relationships in the school environment and a review of standards-based education.

Integrating Technology across the Curriculum

This course is an introduction to the disciplined practice of integrating technology into teaching and learning. It provides an overview of current instructional technologies and theory-based design strategies for effectively using these technologies.

Assistive Technology: Principles and Practice

This course will address the use of assistive technology (AT) within a teaching and learning environment. It will present research and trending developments on how specific technologies address the academic and access needs of individuals with cultural/linguistic, sensory, social, emotional, cognitive, and physical disabilities. Topics include defining and differentiating assistive and educational technologies; identifying the legislative policies connected with such technologies; exploring ethical and legal ramifications of assistive technology usage; and collaboration and implementation of assistive technology-enhanced materials and teaching/learning opportunities for all learners.

Issues and Trends in Curriculum and Instruction 

This graduate course explores in-depth/emerging topics and issues in curriculum and instruction. It maintains a consistent disciplinary framework while the content changes each term.

Socially, Culturally and Linguistically Diverse Students: Perspectives for Practitioners

This course takes a fundamental approach to enable teachers to develop competency for teaching diverse and/or marginalized students. This course will explore issues of language, culture and social class involved in teaching in American schools. This course aims to develop the necessary knowledge, skills, attitudes and awareness that are crucial for teachers to possess in order to meet the social and academic needs of diverse students in American schools.

Studies in Literacy and Multiliteracies

Examination of the correlation of effective literacy instruction. Emphasis on application of current theory and research in literacy and multiliteracies as it applies to P-12 classrooms.

Special Education Curriculum and Pedagogy

Information and skills necessary to develop and organize curriculum to facilitate acquisition, maintenance and generalization of skills for students with special needs. Instructional planning and design based on knowledge of the disability, pedagogy and curriculum goals.

 

Capstone Experience

Teacher as Researcher

Principles of teacher research. Focus on development of basic research skills to carry out action research, self-study, or other practitioner research projects with the goal of improved teacher practice. Skills for interpreting published research are also emphasized.

Seminar in Reflective Practice

A capstone seminar that explores teaching as a reflective practice. Reflection on one's own beliefs and assumptions as they relate to teaching and learning.

A master’s capstone is required for all master of arts candidates. This culminating project highlights the candidate’s mastery of content throughout his or her studies. Capstones are traditionally a summary of work demonstrating overall growth and specific understandings of the professional standards. The capstone serves as a performance-based evaluation and promotes reflective practice. It also demonstrates the professional’s proficiency in integrating technology and his or her ability to interpret theory into practice.

 

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