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The PhD in Curriculum and Instruction within the Department of Teacher Education serves Ohio, America’s Appalachian region, the nation, and the world. The research conducted by the faculty and students in the program develops theory and applications to improve classroom practice in schools and colleges in the United States and internationally. This research has shaped curriculum and development, enhanced understanding of teaching, increased knowledge of student and teacher attitudes, reduced uncertainty about how children learn, and developed improved methods to assess student achievement.
The doctoral program cultivates educational leaders in curriculum and instruction as stewards of their chosen disciplinary specialization. A key strength of the program is its ability to provide individualized programs of study for scholars who seek to serve as leaders in various facets of teacher education. Since 2001, the program has produced 77 PhDs. Recent dissertations have explored the effect of high school mathematics course-taking patterns on college success, children’s fiction in rural Appalachia, calculator use in mathematics instruction in Ghana, voices of rural secondary students with disabilities in co-taught settings; authoring and publishing children’s literature, and the impact of class visits to the Kennedy Museum of Art.
The deadline for fall 2015 applications is May 1, 2015.
For graduate student admission guidelines, click HERE.
For how to apply, click HERE.
The Department of Teacher Education awards graduate assistantships to qualified students. The application deadline for 2015-16 is March 15, 2015.
For information on graduate assistantships, please click HERE.
For information on reapplying for a graduate assistantship, click HERE.
For graduate student housing information, click HERE.
The PhD program within Teacher Education is built on a common foundation of learning theory, the social and cultural contexts of school education, curriculum and instruction theory, the moral and ethical dimensions of leadership, and quantitative and qualitative research methods. For each individual scholar, this solid foundational core plus specialization serves as the basis for investigating a significant educational issue that will advance the field of curriculum and instruction and prepare the scholar for future research.
In addition to their coursework, scholars in the PhD program learn how to conduct research and to serve in apprenticeship roles in teacher preparation and professional development in order to prepare them for university faculty positions and other leadership roles in the field of teacher education. Students participate in literature reviews, writing, seminar discussions, and clinical experiences. Faculty also engage their students in the research, curriculum development, and teacher professional development of their funded projects; in the teaching and advising activities of the department; and in field research and observation of student teaching interns.
The students in the program benefit from high quality facilities and field-experience opportunities in schools and other educational facilities throughout the region. Access to schools and other facilities is enhanced by the many partnerships coordinated through the Center for Professional Development School Partnerships. The Coalition of Rural and Appalachian Schools (CORAS), the Edward Stevens Center for the Study and Development of Literacy and Language, the Southeast Ohio Center for Excellence in Mathematics and Science (SEO-CEMS), and various funded projects provide students other clinical opportunities and environment within which to conduct research.
To view a list of past doctoral student publications, click here.
Members of the Curriculum and Instruction doctoral faculty serve their students in a wide range of areas. Faculty members collaborate with professional colleagues across The Patton College and the University to provide the latest information, theories and techniques in teacher education.
Faculty expertise is further enhanced through participation and leadership in learned societies throughout the region, the state, the nation and the world.
Each of the faculty members listed below brings a specialized knowledge base and skill set that provides a rich and productive environment for doctoral students. To learn more about individual faculty members, click on the links below.
- Dr. Danielle Dani, Science Education
- Dr. Frans Doppen, Social Studies Education
- Dr. Greg Foley, Mathematics Education
- Dr. Gene Geist, Early Childhood Education
- Dr. Dianne Gut, Special Education
- Dr. Sara Helfrich, Reading Education
- Dr. John Henning, Department Chair
- Dr. Jeesun Jung, Early Childhood Education
- Dr. Robert Klein, Mathematics Education
- Reimagining Teacher Preparation
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