Doctor of Philosophy (Ph.D.) in Curriculum and Instruction
Program Goals
The Curriculum, Pedagogy, and Research faculty is strongly committed to the integration of theory, research, policy, and practice throughout the program.
Hence the program goals are to:
- produce scholars who can enhance the knowledge base underlying curriculum and instruction;
- provide leaders for all levels of instruction in the design, implementation, and evaluation of educational programs; and
- prepare individuals who can provide expertise and leadership to the evolving field of curriculum and instruction.
The interdisciplinary core exposes students to multiple educational perspectives on issues of design and policy. The Curriculum, Pedagogy, and Research Program is dedicated to the preparation of professionals for college or University teaching and research; leadership positions in community, state, and government agencies; classroom teaching; and personnel preparation positions.
Program Overview
The five (5) specializations of the Curriculum and Instruction Program include:
- Curriculum Evaluation and Research
- Early and Middle Childhood Education
- Reading, Literacy, and Cognition
- Special Education
- Teaching English to Speakers of Other Languages (TESOL)
The program emphasizes advanced graduate study of curriculum concepts and issues related to educational assessment, language, literacy, curriculum change, and policy. Faculty mentor students in the areas of research, scholarship, and professional development, which are critical for positions in higher education and curriculum leadership.
The Early and Middle Childhood Education Specialization not only prepares professionals who can conduct research on the care, education, and welfare of children, but also prepares professionals for higher education academic positions, as well as in urban, multicultural environments where policy decisions, issues, and curriculum development require careful study and analysis.
The TESOL Specialization emphasizes second language and literacy acquisition as well as bilingualism; thereby preparing professionals for academic positions in the U.S. and abroad. These graduates will be equipped to make informed decisions for finding innovative ways of educating English language learners and to conduct research in second language acquisition, instructional methods, assessment and evaluation, and programmatic issues related to linguistically and culturally diverse students.
The Curriculum Evaluation and Research Specialization will prepare graduates for positions as evaluators, scholars, and researchers in academic, governmental, and research institutes. This specialization emphasizes interdisciplinary perspectives, theories, and methodologies related to contemporary issues in curriculum and assessment.
The specialization in Reading, Literacy, and Cognition is designed for individuals who aspire to University teaching, policy, research, and curriculum development positions in Reading and literacy-related fields. The goals of the Reading, Literacy, and Cognition specialization are to produce scholars who will enhance the knowledge base of curriculum and instruction for literacy; provide leaders for all levels of Reading instruction in the design, implementation, and evaluation of preparation programs for educators; and prepare individuals who can provide expertise and leadership to the evolving fields of Reading and Literacy.
The Special Education specialization addresses the critical need to prepare well qualified special education leaders, who through their work, will strive to develop equitable and appropriate educational programs that promote the highest educational potential and quality of life for individuals with disabilities. Special education leaders must be prepared to seize all opportunities to uphold and improve, wherever necessary, the laws, regulations, and policies governing the delivery of special education and related services; and to remain steadfast in their attempts to affect the way in which society accepts and interacts with people with disabilities from diverse backgrounds.
Students within each of the Specializations receive thorough grounding in the leadership issues in their disciplines, research methodology, and curriculum.
Admission Requirements
- Completed application.
- A master’s or higher degree in their chosen field of specialization or a related field from a regionally accredited or internationally recognized college or university.
Students who have limited academic credentials in their chosen area of specialization may be asked to take master’s level courses, which will not be applied towards the doctoral degree prior to full admission to the program.
- Graduate GPA of at least 3.0.
- Graduate Record Examination (GRE) in all three areas: Verbal, Quantitative, and Analytical Writing; scores must be from a test date within five years preceding application.
- Three recent letters of professional recommendation (two must be academic instructors or advisors) regarding the prospective student’s capacity to successfully complete a research-oriented doctoral program.
- An interview with two faculty members.
- The Curriculum, Pedagogy, and Research Unit reserves the right to terminate a student after admission to the doctoral program if, in the judgment of the faculty, the student demonstrates unacceptable progress in these areas.
A three-step admission process is used for screening applicants:
- A faculty member in the student’s specialization area will review the application materials for completeness and evaluate coursework within the specialization.
- Two faculty members will interview each applicant.
- The Curriculum, Pedagogy, and Research Unit approves or disapproves the application and makes its recommendation to the Office of the Dean of the School of Education.
At the time of doctoral study application, students must identify transfer courses. A maximum of six (6) post-Master’s credits may be transferred into the program. Courses must have been taken within eight (8) years of the date of application for admission and the grade earned must be a B or better. International credits to be transferred must be evaluated according to the Barry University policies. No credits that were applied towards another degree will be considered for transfer.
Doctor of Philosophy (minimum 54 credits)
Required Core Courses (18 credits)
Required Research Core Courses (15 credits)
Choose two from the following
Required Dissertation Credits (minimum 6 credits, upon passing the Comprehensive Exam)
Areas of Specialization
Choose from the following:
Curriculum Evaluation and Research Specialization (15 credits)
Required Courses (15 credits)
Early and Middle Childhood Education Specialization (15 credits)
Required Courses (15 credits)
Reading, Literacy and Cognition Specialization (15 credits)
Required Courses (15 credits)
Special Education Specialization (15 credits)
Required Courses (15 credits)
TESOL Specialization (15 credits)
Required Courses (15 credits)
Degree Requirements
The doctoral degree requires that students complete a minimum of 54 post-master’s credits as noted in the published curriculum. After completion of the six (6) dissertation credits, students must continually register for one to three (1–3) credits per semester, until they have finished the dissertation and met all the requirements for the degree.
Other Requirements for the Ph.D. in Curriculum and Instruction Include
Plan of study—The published curriculum must be completed to satisfy the pre-dissertation academic requirements. The faculty advisor and the Doctoral Program Director must approve modification of the curriculum.
Residency—Two (2) semesters of continuous registration for six (6) or more credits
Standards of progress—All students must maintain a cumulative grade point average (GPA) of 3.25 or higher to remain in good academic standing and to graduate. Any student who receives two C’s in the program is subject to school action, including dismissal. Failing grades must be replaced by a passing grade in the same course or the student is subject to dismissal.
Comprehensive examination—A written examination taken upon completion of course requirements; a 3.25 GPA is required to take the comprehensive exam. The Curriculum, Pedagogy, and Research Unit requires an oral follow-up to the written examination.
Admission to candidacy—Upon passing the comprehensive examination and verification that all coursework and other requirements have been satisfied, admission to candidacy status allows the candidate to register for Dissertation Seminar (EDU 798).
Research Prospectus—All students completing Dissertation Seminar will have completed a Dissertation Prospectus. The Prospectus is presented formally to the committee for approval, at which time the Dissertation Committee is formally established and the student moves on to prepare the Research Proposal (First 3 Chapters of the Dissertation).
Research proposal and oral defense of said proposal—These must be completed, in addition to gaining IRB approval, prior to proceeding with the dissertation.
Dissertation—A written thesis based on completed research which adds substantively to the theory and/or practice in Curriculum and Instruction. Students are required to complete a dissertation that demonstrates originality, creativity, and scholarship in the field of curriculum and instruction.
Oral defense of the dissertation—A public presentation of the results of the dissertation at which members of the Dissertation Committee and members of the academic community are given the opportunity to ask questions before approving or disapproving the dissertation.
Time limitations—Requirements, including the dissertation, must be completed by the end of eight (8) calendar years beginning with the date the student first registers as a student for the Ph.D. in Curriculum and Instruction.
All fees must be paid and requirements for the degree must be completed and reported to the faculty advisor no later than two (2) weeks prior to graduation.
Students who complete all the requirements for the Ph.D. degree will be properly equipped to lead and promote educational change in policy, organizations, and teacher education. Following the completion of the Ph.D. DEGREE IN CURRICULUM AND INSTRUCTION, students will have acquired the ability to:
- Analyze and synthesize the theoretical underpinnings of curriculum, instruction, and leadership;
- Apply the theories and concepts of curriculum to policy decisions at the local, state, national, and international levels;
- Clarify one’s ethical and theoretical perspectives and relate these to professional goals;
- Develop and implement an independent research agenda;
- Make formal oral presentations and communicate findings in a scholarly manner; and
- Evaluate and contribute to the knowledge base in the field of curriculum and instruction.