Doctor of Education in the Field of Curriculum and Instruction
The doctor of education in curriculum and instruction degree program prepares education leaders whose objective is to improve pre-K through 16+ education in local, national, and international settings. The program encourages critical thought and creative work through course work focusing on curriculum, instruction, research, and other learning opportunities that intentionally link teaching and learning, policy, and evaluation to students’ prior experiences.
The program focuses on understanding how curriculum and instruction can be constructed and applied to educational reform and diverse student populations. Doctoral students become part of a community that links scholars with practicing professionals, policy makers, and educational organizations in Washington, DC, and beyond. Students can also use the program to expand their content knowledge or delve into other fields through linkages with Columbian College of Arts and Sciences or other schools at GW.
Graduates of the program can be found working in government agencies, teaching in university settings, or running informal education organizations. They may be curriculum supervisors in school systems or master teacher leaders in schools.
Specific admission requirements are shown on the Graduate Program Finder.
Visit the program website for additional information.
The following requirements must be fulfilled:
A minimum of 66 credits, successful completion of a master's comprehensive examination, and an approved dissertation proposal.
|CPED 6305||Foundations of Curriculum Theory|
|CPED 8325||Advanced Ideas in Curriculum Theory|
|CPED 8330||Paradigms of Instruction and Assessment|
|CPED 8331||Seminar in Instruction|
|CPED 8334||Seminar in Research in Curriculum and Instruction I|
|Policy and evaluation|
|CPED 8340||Education Policy, Reform, and Teacher Leadership|
|CPED 8341||Evaluation in Curriculum and Instruction|
|Area of specialization|
|12 credits selected in consultation with advisor|
|Up to 6 credits of CPED 8101 may be counted towards the area of specialization|
|CPED 8335||Seminar in Research in Curriculum and Instruction II|
|EDUC 8120||Group Comparison Designs and Analyses *|
|EDUC 8122||Qualitative Research Methods|
|6 credits from the following:|
|EDUC 8100||Experimental Courses|
|EDUC 8130||Survey Research Methods|
|EDUC 8131||Case Study Research Methods|
|EDUC 8140||Ethnographic Research Methods|
|EDUC 8142||Phenomenological Research Methods|
|EDUC 8144||Discourse Analysis|
|EDUC 8170||Educational Measurement|
|EDUC 8171||Predictive Designs and Analyses|
|EDUC 8172||Multivariate Analysis|
|EDUC 8173||Structural Equation Modeling|
|EDUC 8174||Hierarchical Linear Modeling|
|EDUC 8175||Item Response Theory|
|EDUC 8177||Assessment Engineering|
|CPED 8354||Doctoral Internship: Teacher Education (taken for 3 credits)|
|CPED 8998||Doctoral Seminar in Curriculum and Instruction (taken for 3 credits)|
|CPED 8999||Dissertation Research (minimum 12 credits needed to complete requirement)|
|Approved dissertation proposal required|
|Successful completion of a comprehensive examination is required.|
*Prerequisite statistics courses must be taken during the master's degree or must be completed prior to taking required advanced courses. For students who have not had an introductory statistics course or do not feel confident in their understanding and application of basic statistical techniques (i.e. through one way analysis of variance), EDUC 6116 Introduction to Educational Statistics, should be completed prior to enrolling in EDUC 8120 Group Comparison Designs and Analyses.