Gaile S. Cannella, Professor and Velma E. Schmidt Endowed Chair; Ed.D., University of Georgia. Application of critical qualitative research in the analysis of public education issues; the development of critical, poststructural, feminist and postcolonial qualitative research methodologies.
Lisbeth Dixon-Krauss, Professor and Associate Dean of the College of Education; Ph.D., University of Florida. Applications of socio-cultural theory to literacy development and instruction.
Colleen Eddy, Associate Professor; Ed.D., Baylor University. Pre- and in-service mathematics education.
Ricardo Gonzalez-Carriedo, Assistant Professor; Ph.D., Arizona State University. Bilingual and ESL education; language planning and policy and the education of immigrant students.
Pamela Esprívalo Harrell, Associate Professor, Ed.D.; University of Houston. Science teacher quality and teacher effectiveness.
Mary M. Harris, Regents Professor; Ph.D., University of Pittsburgh. Teacher education and development of teacher knowledge in the early years of teaching; politics and policy that apply to the curriculum.
Mei W. Hoyt, Assistant Professor; Ph.D., Texas A&M University. Curriculum studies with a focus on digital media and embodiment; teacher education and new technologies; multicultural education; cross-cultural studies.
Kelley King, Assistant Professor; Ph.D., University of Texas at Austin. Qualitative studies of pre-service teachers’ learning to teach in diverse settings; pre-service teachers’ learning in a simulated classroom.
James D. Laney, Professor; Ed.D., University of California-Los Angeles. Generative teaching-learning theory; general social studies education; economic education; aging education; arts integration.
Janelle Mathis, Associate Professor; Ph.D., University of Arizona. Multicultural/international children’s literature; culturally relevant instruction on all levels; the transactional theory of reader response; the role of sign systems, especially process drama, in nurturing extensive and intensive responses to literature; the role of literature in the writing program.
George S. Morrison, Professor; Ed.D., University of Pittsburgh. Course redesign; blended learning; early childhood teacher professional development; early childhood curriculum development; early literacy and reading; faith-based early childhood programs; cross-cultural/national early childhood programs.
Nancy Nelson, Professor and Department Chair; Ph.D., University of Texas at Austin. Processes and practices of written communication; academic authorship; global literacy; intercultural dialogue; research traditions.
Michelle Perez, Assistant Professor; Ph.D., Arizona State University. Impact of disaster capitalism on children’s access to public services in New Orleans post-Katrina; use of marginalized feminist perspectives and critical qualitative methodologies to study public discourses and policies impacting young children and communities.
Sarah Smitherman Pratt, Assistant Professor; Ph.D., Louisiana State University. Intersection of mathematics education and curriculum theory; complexity theories as they relate to complex conversations in education.
Karthigeyan Subramaniam, Assistant Professor; Ph.D., University of Otago (New Zealand). Elementary/middle/ secondary science teacher education; educational technology; action research; pre-service teacher education.
Jeanne Tunks, Associate Professor; Ph.D., University of North Texas. Effects of tutoring in mathematics; influence of certain planned activities on the perception of students as math learners; the nature of action research; algebraic thinking at the elementary school level and its effect on algebra success in middle and high school.
Carol Wickstrom, Associate Professor; Ph.D., Texas Woman’s University. Pre-service teacher education; reflection; portfolio assessment; classroom discourse especially as it relates to preservice teachers, reading/writing and mentoring.
Jamaal R. Young, Assistant Professor; Ph.D., Texas A&M University. Culturally responsive mathematics teaching, particularly related to the educational needs of African American children; multicultural STEM project based learning; preparation of pre-service mathematics teachers to work with diverse learners; literature synthesis and meta-analysis methodology.
The Curriculum and Instruction doctoral program at the University of North Texas enables you to:
The Doctor of Philosophy degree in Curriculum and Instruction prepares graduates for careers as scholars, researchers or teacher educators in higher education or to hold research-oriented leadership positions. Concentrations are available in Curriculum Studies, Early Childhood Studies or Language and Literacy Studies.
Our faculty members have a wide range of interests within their areas of specialization. Their research interests span from curriculum integration to technology in the classroom.
Curriculum Studies focuses on the dynamic, historical and cultural aspects of the educational experience. Special attention goes to the connections between theory to practice, the role of politics and policies relevant to school curricula, contrasting approaches to curriculum evaluation and reconceptualization, and critical analysis of curricular paradigms.
The program emphasizes understanding curriculum, learning and teaching in their various facets.
Early Childhood Studies centers on developing professionals who are critical educational leaders, researchers and facilitators of social change for children, their families and their teachers and caregivers. Research and scholarship are created to increase equity, social justice and life or education opportunities for those who are younger.
Graduates prepare for diverse teaching, research and administrative responsibilities.
Language and Literacy Studies focuses on theories, practices and policies associated with language and literacy in the preparation of scholars, researchers and educational leaders. The program strives to improve educational practice through generating new knowledge and service to education institutions, governmental agencies and practitioners at all levels of education.
Committed to theory-driven research that informs effective practice, faculty members acknowledge the complex role of language and culture in literacy as they mentor literacy leaders.
You must meet the admission requirements for the Toulouse Graduate School® and supply the items below to the Curriculum and Instruction program. Completed applications should be emailed to Destinie Noles by March 1. For graduate school requirements, visit the catalog or the Graduate School website. The required program documents are:
You are expected to have competitive GRE scores and at least a 550 on the TOEFL if your native language is not English. Admission decisions are based on a holistic review of all materials.
The doctoral program requires 60 semester credit hours that include:
The department offers teaching fellowships and teaching and research assistantships that provide valuable experiences teaching in higher education, participating in research and supporting the department’s work.
Salaries for fellowships and assistantships are competitive and include medical insurance benefits. Out-of-state and international students who receive assistantships are eligible to pay in-state tuition rates. Information about other financial assistance programs is available on the Financial Aid website.
The College of Education also provides financial awards for graduate students who travel to present research at professional meetings.