UNIVERSITY OF NORTH TEXAS

Department of Teacher Education & Administration

www.coe.unt.edu/tea
Curriculum and Instruction Doctoral Program
with Concentrations in Curriculum Studies, Early Childhood Studies, and
Language and Literacy Studies
Faculty Contact
Dr. Carol Wickstrom, LLS Lead Advisor
Coordinator, Curriculum & Instruction Graduate Programs
Carol.Wickstrom@unt.edu
940-565-4568
Dr. Kelley King, CS Lead Advisor
Kelley.King@unt.edu
940-565-4327

Program Administrative Specialist

David Pierce
David.Pierce@unt.edu
940-565-2922
Matthews Hall, Room 218
1300 W. Highland Street
1155 Union Circle #310740
Denton, TX 76203-5017

Dr. Dina Castro, ECS Lead Advisor

Dina.Castro@unt.edu
940-565-2590

Program Goals:
The PhD with a major in Curriculum and Instruction is a research-intensive degree intended primarily
for individuals who will have careers as scholars, researchers and teacher educators in higher
education or will hold other research-oriented leadership positions. The overall objectives are for
students (1) to gain an integrative perspective on education, (2) to have a firm grounding in
educational theory, pedagogical practice, and research methodology, (3) to engage in educational
efforts focused on social justice and equity, (4) to develop research agendas to pursue in their own
professional careers, and (5) to be prepared to be leaders in research and pedagogy.
This 60 credit-hour doctoral program offers a choice of three concentration areas: Curriculum Studies,
Early Childhood Studies, and Language and Literacy Studies.
Admission Requirements:
Admission to the doctoral program in curriculum and instruction takes into consideration several
critical factors deemed important for success in graduate studies. No single factor determines an
individuals eligibility for admission. Admission to the Ph. D. program is a two-step process. Each
applicant first must apply to and meet the general admission requirements of the Toulouse School of
Graduate Studies (www.unt.edu/admissions.htm#graduate). Initial acceptance into the Curriculum
and Instruction program is contingent upon the applicant meeting the following admission standards
in addition to the general requirements listed in the College of Education section of the graduate
catalog:
Toulouse Graduate School Requirements:
1) A minimum grade point average of 3.4 on the masters degree;
1

2) Documentation of verbal and writing proficiencies through required submission of GRE verbal and
analytical writing scores (submitted to Toulouse Graduate School); and for applicants whose
native language is not English, a score of at least 550 on the Test of English as a Foreign
Language (TOEFL).
Curriculum and Instruction Program Requirements: (Submit the following items directly to the C&I
program area
(1) a letter of intent to pursue doctoral studies in curriculum and instruction (The letter should contain
a discussion of your motivation for doctoral study, areas of research interests, and how you
envision using your doctoral studies to address educational issues of interest to you.);
(2) a professional vita that details your career path and professional development activities;
(3) three letters of recommendation that support your potential to engage in doctoral level studies (at
least two from graduate-level instructors/professor and one from education-related employers);
(4) the Curriculum and Instruction program application (third page of this handout).
Other Requirements:
Three years of successful K-12 teaching experience or related, acceptable experience (Required
for Curriculum Studies and Language and Literacy Studies concentrations only);
Admission Policies:
Candidates will be granted full admission into the Curriculum and Instruction program after the C & I
graduate faculty members have reviewed and approved all documents submitted to the Toulouse
Graduate School and to the C & I program. Decisions regarding admission are based on a holistic
review of the information from all sources. Accepted candidates will receive a letter of notification
listing a graduate faculty advisor to help them plan an appropriate course of study.
The C & I program reviews applications once a year in the spring so that students begin their studies
the following fall semester. All documentation of requirements 1-4 above must be submitted on or
before March 1st, for fall admission. Incomplete application packets will not be processed.
Applicants will be notified of their admission status by April 15th.
Residency requirements:
The minimum residence requirement shall consist of two consecutive semesters at UNT with a
minimum of 9 graduate hours in each term or three consecutive terms with a minimum of 6 graduate
hours in each term.

UNIVERSITY OF NORTH TEXAS

Department of Teacher Education and Administration
Curriculum and Instruction Doctoral Program
Student Application for Admission
Date:

Student I.D.#

Name:
Last

First

MI

Degree Major (Select one):

Curriculum Studies

Early Childhood Studies

Language/Literacy Studies
Permanent Address:
Street

Apt. #

City
Home Telephone:
Cell Telephone:

State

Zip

Work Telephone:
Fax No:

Email Address:

This application must be completed and returned to the Curriculum and Instruction Program Area
Office, Matthews Hall 218, along with a letter of intent, a professional vita, and three letters of
recommendation (For more detailed information regarding the letters, see Admission
Requirements on page 2). The letters of recommendation should be sent directly to the address
below. Please send this application and corresponding documentation to the University of North
Texas, Teacher Education and Administration, Curriculum and Instruction Program, 1155 Union
Circle #310740, Denton, TX 76203-5017.

DOCTOR OF PHILOSOPHY DEGREE (Ph.D.)

In
CURRICULUM AND INSTRUCTION

Core Courses
(12 semester
credit hours)

Concentration
Courses
(18 semester
credit hours)

Curriculum
Studies

Early Childhood
Studies

Language and
Literacy Studies

EDUC 6040
Traditions of
Inquiry

EDUC 6040
Traditions of
Inquiry

EDUC 6040
Traditions of
Inquiry

EDUC 6050
Culture, Identity,
ad Education

EDUC 6050
Culture, Identity,
ad Education

EDUC 6050
Culture, Identity,
ad Education

EDUC 6120
Theoretical
Foundations for
Educational
Studies

EDUC 6120
Theoretical
Foundations for
Educational
Studies

EDUC 6120
Theoretical
Foundations for
Educational
Studies

EDUC 6220
Issues of
Education Law
and Policy

EDUC 6220
Issues of
Education Law
and Policy

EDUC 6220
Issues of
Education Law
and Policy

EDCI 6220
Conceptual
Models of
Curriculum
Development

EDEC 6533
Current Readings
and Research in
Early Childhood
Studies

EDLL 6060
Research Design
in Literacy and
Language Arts

EDCI 6230
Implementation
and Evaluation of
Curriculum
Development

EDEC 6543
Contemporary
Critical Issues in
Early Childhood
Studies

EDCI 6340
Conceptual
Models of Leaning
and Instruction

EDEC 6623
Advocacy/Activism
in Early Childhood
Studies

EDCI 6360
Critical Issues in
Curriculum
Studies

EDEC 6800
Special Topics in
Early Childhood
Studies

Plus 2 courses in
concentration

Plus 2 courses in
concentration area
4

EDLL 6070
Politics of Literacy
EDLL 6080
Survey of Literacy
Research,
EDLL 6100
Seminar in
Language,
Culture, and
Literacy
Plus 2 courses in
concentration
area chosen with
consent of advisor

Courses in
Research
Methods
(15 semester
credit hours)

Elective (6 hours)

Dissertation
(9 semester credit
hours)
Total SCH

area chosen with

consent of advisor

chosen with
consent of advisor

EPSY 6010
Statistics for
Educational
Research

EPSY 6010
Statistics for
Educational
Research

EPSY 6010
Statistics for
Educational
Research

EPSY 6020
Research
Methods in
Education

EPSY 6020
Research
Methods in
Education

EPSY 6020
Research
Methods in
Education

EDCI/EPSY 6280
Qualitative
Research in
Education

EDCI/EPSY 6280
Qualitative
Research in
Education

EDCI/EPSY 6280
Qualitative
Research in
Education

Plus two
additional
research-methods
courses selected
with consent of
advisor.
Electives chosen
with consent of
advisor
EDUC 6950
(taken over
multiple
semesters)
60 semester credit
hours

Plus two
additional
research-methods
courses selected
with consent of
advisor.
Electives chosen
with consent of
advisor
EDUC 6950
(taken over
multiple
semesters)
60 semester credit
hours

Plus two
additional
research-methods
courses selected
with consent of
advisor.
Electives chosen
with consent of
advisor
EDUC 6950
(taken over
multiple
semesters)
60 semester credit
hours

CURRICULUM STUDIES CONCENTRATION COURSE DESCRIPTIONS

EDCI 6220 Conceptual Models of Curriculum Development
3 hours. Descriptions and analysis of conceptual models of curriculum theory, curriculum
development, and curriculum inquiry and research. (Class offered in the Fall semester.)
EDCI 6230 Implementation and Evaluation of Curriculum
3 hours. Course covers selected models of curriculum implementation and staff development and
allows students to analyze and design appropriate strategies for implementing, and evaluating
curriculum. Prerequisites: EDCI 6220 or with permission of instructor. (Class offered in Spring
semester.)

EDCI 6340 Conceptual Models of Learning and Instruction

3 hours. The study of the research base and the learning theory underlying major current models of
teaching. Prerequisites: EDCI 6220 or with permission of instructor. (Class offered in the Fall
semester.)
EDCI 6360 Critical Issues in Curriculum Studies
3 hours. Description and analysis of major factors involved in curriculum and instruction policymaking at the local, state, national and international levels. The course includes information and
practice on developing a practical approach to policy development in curriculum and instruction.
Prerequisite(s): EDCI 6220, 6230, 6340, or consent of instructor. (Class offered in the Spring
semester.)

EARLY CHILDHOOD STUDIES CONCENTRATION COURSE DESCRIPTIONS

CORE courses (each to be offered 1 time during every 2 years please take the course when offered
we will avoid 6900 substitutions)
EDEC 6533 Current Readings and Research in Early Childhood Studies
3 hours. Critical readings of historical and current research in early childhood studies. Contributes
to students roles as professionals in the field by involving students in determination of research
application to practice. Students lead discussions on self-directed readings. (Fall 2012, 2014, etc.)
EDEC 6543 Contemporary Critical Issues in Early Childhood Studies
3 hours. Examination of contemporary critical issues influencing early childhood studies and public
policy affecting young children. Issues include contemporary discourses, societal institutions,
educational supports, and cultures/families/communities as well as societal and educational equity.
(Spring 2012, 2014, etc.)
EDEC 6623 Advocacy/Activism in Early Childhood Studies
3 hours. Critical examination of the rationale, political agendas, evidence perspectives, and program
and policy issues involved in early childhood initiatives and service systems. Readings and
discussions focus on the ways that emerging policies and programs strengthen or inhibit supports for
young children. (Fall 2013, etc.)
EDEC 6800 Special topics in Early Childhood Studies
3 hours. Organized classes designed to accommodate the needs of students and demands of
program development not met by regular offerings. Condensed courses (meeting 3 hour credit
requirements but offered with nontraditional meeting schedule) and workshops on specific topics are
offered on a limited basis, to be repeated on demand. May be repeated for credit as topics may vary.
(Spring, 2013, 2015, etc.)

LANGUAGE AND LITERACY STUDIES CONCENTRATION COURSE DESCRIPTIONS

EDLL 6060 Research Design in Literacy and Language Arts
3 hours. Critical review and examination of extant research in the language arts with special
emphasis on writing, listening and speaking. Current practices in language arts instruction are studied
in relation to historical perspectives and contemporary research.
6

EDLL 6070 Politics of Literacy

3 hours. Investigation of significant policy documents that influence the field of literacy education.
Along with building historical background, this course engages in critique and interpretation of policy
from varying theoretical perspectives. Connections between research and policy, implications for
district and campus decision-making, and opportunities for advocacy and policy development are
included.
EDLL 6080 Survey of Literacy Research
3 hours. Survey and critique of significant literacy research from its origins to the present. Focus on
major works and contributions to the field, predominant researchers, as well as trends within literacy
research and across related fields.
EDLL 6100 Seminar in Language, Culture, and Literacy
3 hours. Exploration, analysis and critique of scholarly work focused on topics related to literacy,
including societal and cultural issues. May be repeated once when topics vary.