Curriculum and Instruction MEd

The Master’s of Education (MEd) degree in Curriculum and Instruction is for Texas certified teachers interested in the improvement of classroom teaching through advanced studies in the content and methodology of subjects taught in elementary classrooms. The major in curriculum and instruction, available primarily to experienced teachers, prepares graduates to

  1. improve student engagement and teaching effectiveness and
  2. qualify for leadership positions in settings for which the master’s degree is required, and
  3. teach at the community college or dual credit classes at the high school level.

A graduate with a major in curriculum and instruction should possess knowledge of the research and literature in curriculum and instruction, curriculum and instructional design in subjects taught in elementary schools, effective teaching practices, and the teaching of students who are culturally diverse.

Master of Education in Curriculum and Instruction - Option II Non-Thesis

Part A. Required Core Courses (9 semester hours).
Must complete Part A before taking comprehensive examination.
EDCI 538Classroom Mgmt for Tchrs3
EDCI 559Diversity & Equity in Edu3
EDCI 595Research Lit Tech3
Part B. Support Courses (9-27 semester hours)
EDCI 500Issues in Education3
ELED 524Lang Arts Curr Grds 1-83
EDCI 529Workshop (Limit one 529 course in part B, titles vary)3-6
or ELED 529 Workshop
ELED 530Math Curr Grades 1-83
EDCI 540Mathematics Instruction for the 21st Century‐Instruction 3
EDCI 519Response to Intervention Applied to Exceptional Learners3
EDCI 535Ldrshp & Supv in Sch3
EDCI 575Differentiated Instruction3
ELED 545Issues in Dev Elem Curriculum3
ELED 557Soc Studies Curr Grds 1-83
ELED 558Sci Curriculum Grades 1-83
EDCI 541Science Instruction for 21st Century Learners3
EDCI 597Special Topics (Limit one 597 course in part B, titles vary)1-4
or ELED 597 Special Topics
Part C. Electives and/or specialization courses can be used to complete 36 total hours in the degree.
Total Hours36

Note:  Successful completion of the Comprehensive Exam is required of all students.

EDCI 500 - Issues in Education
Hours: 3
Issues in Education. Three semester hours This course focuses on major philosophical and ideological beliefs and their impact on the organization and structure of American education. Specific issues may include the nature of learning, human development, current brain research, multiple intelligences, learning styles, curriculum design and evaluation, teaching strategies, alternative assessment, legal issues, educational technology, and conflict management. May be repeated when topics vary.

EDCI 502 - Strat Tchng at Risk Stud
Hours: 3
Strategies For Teaching the At-Risk Student. Three semester hours Designed to provied specific strategies for enhancing learning for the at-risk student, to develop an increased awareness of students who may be potentially at risk, and to enable teachers to design workable plans for addressing the needs of this student.

EDCI 506 - Nature & Needs Gifted St
Hours: 3
The Nature and Needs of Gifted Students. Three semester hours A survey of the major facets of gifted education with particular emphasis placed on the nature and needs of gifted students. The historical development of gifted education, characteristics fo the gifted students identification of gifted students, the socio-emotional needs of gifted students and curricular and instructional strategies appropriate for the gifted are examined.

EDCI 507 - Tchng Strat Gifted/TAL
Hours: 3
Teaching Strategies and the Gifted/Talented. Three semester hours. Strategies, methods, and techniques of teaching the gifted student are explored. Opportunities are provided for development of strategies based on principles of gifted education. Special emphasis will be devoted to selection of strategies for the development of creativity.

EDCI 508 - Curric Dev for the Gifted
Hours: 3
Curriculum Development for the Gifted Student. Three semester hours. An exploration of theory, research, and practices related to the selection and organization of curriculum for the gifted student. Emphasis will be placed on curricular models and selecting materials used in gifted education. Opportunities will be provided for the development of curriculum for the gifted student.

EDCI 509 - Trends Gifted Educ
Hours: 3
Trends and Issues in Gifted Education. Three semester hours Current problems, trends, and issues in gifted education are researched Emphasis is placed on current research and literature relating to definition of giftedness, identification, programming, and counseling and guidance for the gifted student.

EDCI 510 - Nature and Needs of the Gifted Learner in STEM
Hours: 3
This course will explore the nature of the gifted and talented student the needs of this student and how defined needs must be addressed in science, technology, engineering, art, and mathematics. Particular emphasis will be placed on the instructional, curricular, social and emotional needs of the gifted learner. Prerequisites: No prerequisites are required for this course.

EDCI 514 - Mgmt & Curr Dev for Div Lrnrs
Hours: 3
Management and Curriculum Development for Diverse Learners This course contains introductory content for the professional body of knowledge necessary for effective teaching in a K-12 classroom. Competency in instructional design as well as organizing and managing a classroom in diverse environments will be developed. The content of this course will include classroom procedures and management, knowledge of research-based teaching strategies, curriculum analysis/development and lesson design, teaching models, formative and summative assessment, and certification issues. Students will exhibit an understanding of the domains and competences Texas teachers are expected to demonstrate on the Pedagogy and Professional Development TExES certification examination.

EDCI 515 - Evidence-Based Teaching for Diverse Populations
Hours: 3
This capstone course requires students to apply and expand their knowledge through a number of project-based and research initiatives. Students will synthesize or integrate the knowledge they have developed throughout the prerequisite courses in a clinical/internship experience. The course focuses on understanding diagnostic teaching practices and aligning the needs of a diverse population of students. Course requirements will include designing and implementing responsive instruction and assessment, creating a community of learners, and exhibiting an understanding of the legal and professional responsibilities outlined on the Pedagogy and Professional Responsibility TExES test. Prerequisites: EDCI 514 & ETEC 524 or ECE 566. Enrollment is limited to teacher candidates fully admitted into the Alternative Certification Program & completing an internship or student teaching with Advisor approval.

EDCI 516 - Literacy for Special Populations
Hours: 3
An introduction of effective teaching practices to develop literacy (reading, writing, speaking, listening, media viewing). Topics include the developmental process of literacy, assessment, writing, and technological applications that can contribute to proficiency in literacy. An emphasis will be placed on assisting English Language Learners and students with disabilities to become competent readers and writers.

EDCI 517 - Rdg & Lrng in K-12 Cont Area
Hours: 3
READING & LEARNING IN K-12 CONTENT AREAS This course is designed for graduate students in the alternative certification program seeking initial teacher certification. The focus is on reading comprehension, conceptual development, and strategies for interacting with expository text and medias . The role of the teacher, the structure of text , text analysis methods, and content area reading strategies are examined in relation to the student and the learning process. Research-based reading strategies are discussed as appropriate for all elementary and secondary grade levels

EDCI 518 - Thesis
Hours: 6
Thesis. Six hours This conference course introduces the candidate for the Master of Arts degree to the theories and techniques of educational research and leads to the completion and acceptance of the thesis.

EDCI 519 - Response to Intervention Applied to Exceptional Learners
Hours: 3
This course will build capacity among preservice and inservice teachers to implement the Response to Intervention (RTI) framework with k-12 students who represent high incidence special education populations. Participants will describe ways to identify k-12 students with exceptional learning needs. In addition, preservice and inservice teachers will examine the RTI components of screening of students, monitoring student progress, providing evidence-based interventions.

EDCI 523 - Internship in Schools
Hours: 3
This course will provide experiences in various environments that will be supervised by mentors and university liaisons. Regular seminars may be held which will focus on concerns related to education and/or the workplace.

EDCI 529 - Workshop
Hours: 3-6

EDCI 535 - Ldrshp & Supv in Sch
Hours: 3
Leadership and Supervision in Schools. Three semester hours A study of the meaning and fundamental principles of leadership and supervision. Consideration is given to the development of teacher leaders and to the solution of administrative and pedagogical problems that supervisors and teachers leaders encounter in schools.

EDCI 538 - Classroom Mgmt for Tchrs
Hours: 3
Classroom Management for Teachers. Three semester hours (Same as ECE 538) A study of current theories and practices of classroom management and discipline in schools.

EDCI 540 - Mathematics Instruction for the 21st Century‐Instruction
Hours: 3
This course prepares students for success with the Texas Essential Knowledge and Skills for Math. This course takes a closer look at how children learn mathematics, and how we can foster a mindset for doing mathematics. It includes: NCTM’s principles for mathematics education; ways children develop mathematical understanding, problem solving skills, and processes used to get there; analyzing student’s error patterns; and resources for teaching mathematics.

EDCI 541 - Science Instruction for 21st Century Learners
Hours: 3
This course will focus on effective elementary science classroom instructional practices supporting mastery of the Texas Essential Knowledge and Skills and the Next Generation science standards. The course content and activities address the inquiry process in instruction, resources for teaching science, strategies that support student-centered and constructivist-based pedagogical design and technology applications.

EDCI 550 - Leadership in Gifted and Talented Education
Hours: 3
This course is one in a series of courses in gifted education designed to prepare educators to lead programs in gifted and talented education. Opportunities to analyze, create and evaluate instructional and curricular experiences in an school setting while working as a GT Coordinator or working cooperatively and collaboratively with a school leader/mentor in gifted education characterize this course. Students are involved in participation, collection and evaluation of artifacts related to GT curriculum development, instructional design, identification, assessment, professional development, parent-community relations. Outcomes of these experiences will be tangible products illustrating preparation for and enhancement of GT program leadership. Prerequisites: EDCI 506, 507, 508, 509, 510.

EDCI 559 - Diversity & Equity in Edu
Hours: 3
Multicultural Ed in School. Three semester hours. This course focuses on factors of diversity that impact decisions educator must make regarding design and implementation of curriculum, teaching strategies, and materials in order to provide equity and excellence for all learners.

EDCI 560 - Designing Curriculum and Instruction for the Culturally Diverse Learner
Hours: 3
This course will explore the characteristics of diversity in today’s global environment and provide concrete examples of how curriculum and instruction can be differentiated to address the cognitive, socio emotional and socio-cultural needs of the culturally diverse learner. The course will emphasized the relationship between culture and learning and how modifications in curriculum, instruction, and assessment impact the learning environment.

EDCI 566 - Practicum
Hours: 1-6
Practicum. Six semester hours. Students develop conceptual and professional skills related to their practice in the field. For each semester hour of credit, five hours are spent in lecture/staff development and 1`0 hours are spent applying what was learned in a field-based setting. May be repeated. Graded on a satisfactory (S) or unsatisfactory (U) basis. Prerequisite: Consent of instructor.

EDCI 575 - Differentiated Instruction
Hours: 3
An exploration of the literature and current practices in differentiating instruction in elementary classrooms (K-8). The primary objective of this class is for students to advance their professional knowledge, skills and practice for more effective teaching through differentiated instruction.

EDCI 589 - Independent Study
Hours: 1-6
Independent Study. variable credit Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisite: Consent of department head.

EDCI 595 - Research Lit Tech
Hours: 3
Research Literature and Techniques. Three semester credits. This course provides a review of significant research studies produced by investigators in the student's major field with emphasis on the investigative and verification techniques employed. The student is required to demonstrate competence in using systematic research techniques through the investigation and formal reporting of a research problem.

EDCI 597 - Special Topics
Hours: 1-4
Special Topic. variable credit Organized class. May be graded on a satisfactory (S) or unsatisfactory (U) basis. May be repeated when topics

EDCI 651 - Curr & Instr Desgn
Hours: 3
Curricula and Instructional Design. Three semester hours. This course provides an examination of research literature relative to the process of designing, implementing, and evaluating curricula and instructional strategies. Prerequisite: Doctoral level standing or consent of instructor.

EDCI 652 - Research on Learner
Hours: 3
Research on the Learner. Three semester hours. A study of significant research in the cognitive and metacognitive learning process of young children and implications for instructional strategies. Prerequisite: Doctoral level standing or consent of instructor.

EDCI 655 - Assessment Lrng & Lrnr
Hours: 3
Assessment of Learning and the Learner. Three semester hours. A study in evaluating the total elementary school program. Attention is given to available evaluation tools, including measurement devices of all types. Particular attention is given to construction of appropriate classroom tests to insure accountability according to Texas' Essential Knowledge and Skills, and to the development of plans for school improvement.

EDCI 657 - Content Area Literacy
Hours: 3
Content Area Literacy. Three semester hours. Examination of research on learning in the content curriculum areas of science, math, social studies and music; emphasis on strategies content area teachers may use to foster content area learning. Prerequisite: Doctoral level standing or consent of the instructor.

EDCI 658 - Process Writing in the Elementary School
Hours: 3
An examination of process writing research, with an emphasis on implementation in public school programs. Prerequisites: Doctoral level standing or consent of the instructor.

EDCI 659 - Professional Writing
Hours: 3
This course focuses on issues related to research, publication, and grant writing, especially at a level of higher education. Prerequisites: Doctoral level standing or consent of instructor.

EDCI 687 - Sociocult Inquiry in C&I
Hours: 3
The course content centers on qualitative research in the sociocultural environments of public schools. The methodology (research design, data collection, data analysis) associated with this form of inquiry shall be delineated, and students shall experience inquiry from participation in the process. Accordingly, the course focuses on the philosophical and methodological differences between varying approaches (narrative, phenomenology, case studies, grounded theory, and ethnography) to research including mixed methods. Academic writing and critical reading of qualitative research shall also be addressed. This is an approved Level III doctoral research tools course. Pre-requisites : EDCI 695

EDCI 689 - Independent Study
Hours: 1-4
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisite: Consent of department head.

EDCI 690 - Seminar in Education
Hours: 3
Three 690 courses are required. Each course provides an in-depth analysis of major topics and is designed for the advanced student in education. Topics vary. Prerequisites Doctoral level standing or consent of the instructor.

EDCI 695 - Research Methodology
Hours: 3
(Same as Coun/EdAd/Psy/695) An overview of research methodology including basic concepts employed in quantitative and qualitative research methods. Includes computer applications for research. This is an approved Level I research tools course. Prerequisite: Doctoral level standing or consent of the instructor.

EDCI 696 - App of Rsch Methods
Hours: 3
This is an approved Level III doctoral research tools course that provides application of research methodology in curriculum and instruction including basic concepts employed in quantitative and qualitative research methods. Students will carry out the research study designed in EDCI 695, data collection, data analysis, and use of computer applications for research. Prerequisites: EDCI 695, a Level 2 Doctoral Research Tool (EDCI 699 or HIED 617 or PSY 612), and Doctoral level standing. Note: Meets requirements for a Level 3 research tool course

EDCI 697 - Special Topics
Hours: 1-4
Special Topics. One to four semester hours. (Same as RDG 697) Organized class. May be repeated when topics vary. Prerequisite: Doctoral level standing or consent of the instructor.

EDCI 698 - Research: Design and Replication
Hours: 3
Examination of research designs related to curriculum and instruction including: survey research, quantitative content analysis, correlational research, true experimental research, quasi-experimental research, pre-experimental research, single-subject research/behavior analysis, causal-comparative research, program evaluation, qualitative research, combined qualitative/quantitative research, and meta-analysis. Includes creation of a sophisticated research design appropriate for a doctoral dissertation. In order to enroll in this course, tools courses 1-4 must have been successfully completed. This is an approved doctoral research tools course. Prerequisites: Doctoral level standing, and all Tools 1-4 classes must be completed.

EDCI 699 - Statistics: Cont Proc App
Hours: 3
This is an approved Level II doctoral research tools course that focuses on the content, process, application, & reporting of statistical analyses in research. Computer applications will be integrated with the following content: populations, samples, frequency distributions, scaling & coding data, the structure of a data file, measures of central tendency, variance, standard deviations, z scores, normal curves, hypothesis testing, t tests for dependent & independent means, effect size & power, correlation, regression, ANOVA, Chi-square, post hoc tests, & probability. Students will investigate the uses & limitation of statistical software while exploring the reasoning & assumptions underlying the inferential statistical process. Students learn & apply stat concepts Prerequisite: Doctoral Standing and EDCI 695.

EDCI 718 - Doct Dissertation
Hours: 3-12
Doctoral Dissertation Hours: Three to Six A candidate must present a dissertation acceptable to the student’s advisory committee and the Dean of Graduate Studies and Research on a problem in the area of his/ her specialization. To be acceptable the dissertation must give evidence that the candidate has pursued a program of research, the result of which reveals superior academic competence and a significant contribution to knowledge. Note Graded on a (S) satisfactory or (U) unsatisfactory basis