Graduate Opportunities

The Curriculum and Instruction doctoral program at the University of North Texas is a research-intensive program that enables you to:

  • Develop research agendas to pursue your professional career
  • Engage in educational efforts focused on social justice and equity
  • Gain an integrative perspective on education
  • Prepare to be a leader in research and pedagogy
  • Receive a firm grounding in educational theory, pedagogical practice and research methodology

Our faculty members have a wide range of interests in their areas of specialization. These interests span a diverse range of grade levels and populations.

Concentration areas

Curriculum Studies focuses on the dynamic, historical and cultural aspects of the educational experience. Special attention is given to the connection between theory and practice, the role of politics and policies relevant to school curricula, contrasting approaches to curriculum evaluation and reconceptualization, and critical analysis of curricular paradigms.

Early Childhood Studies develops 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 opportunities for young people. 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 preparing scholars, researchers and educational leaders. The program improves educational practice through generating new knowledge and service to educational institutions, governmental agencies and practitioners at all levels of education through theory-driven research. Faculty members acknowledge the complex role of language and culture in literacy as they mentor literacy leaders.

Outstanding student support

UNT provides a wide variety of services exclusively to graduate students. The Graduate Student Writing Support office can help you with your dissertation, and the Office of Research Consulting offers assistance with statistical research.

The Toulouse Graduate School® offers professional development workshops, including a Dissertation Boot Camp. Many of the workshops are available online for your convenience.

Attending UNT

Admission requirements

You must meet the admission requirements for the graduate school. For graduate school requirements, visit the UNT degree catalog or the grad school website. Once admitted, provide the items below to the Curriculum and Instruction program by email to

  • Three letters of recommendation from individuals who can address your ability to pursue doctoral level studies and potential for contributing to a field of study
  • Detailed statement of purpose describing research interests, plans and purpose for pursuing a Ph.D. in Curriculum and Instruction
  • Curriculum vitae

You’re 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. Completed applications should be received by Feb. 1 to ensure consideration for any scholarships or department assistantships. Late applications will be considered for admission.

Degree requirements

  • 12 credit hours of Curriculum and Instruction core courses
  • 18 credit hours of courses in a concentration
  • 15 credit hours of research courses
  • 6 credit hours of electives
  • 9 credit hours of dissertation

Financial assistance

The department offers teaching fellowships, and teaching and research assistantships. The fellowships and assistantships provide valuable experience in teaching in higher education, participating in research and supporting the department’s work.

Salaries for fellowships and assistantships are competitive. Out-of-state and international students who receive assistantships are eligible for in-state tuition rates. Information about other financial assistance programs is available at financial aid website.

The College of Education also provides financial awards for graduate students who travel to present research at professional meetings.


Dina C. Castro, Professor and Velma E. Schmidt Endowed Chair in Early Childhood Education; Ph.D., University of North Carolina. Quality and equity in the education of bilingual, culturally and ethnically-diverse children; bilingual development; teacher professional development.

Colleen Eddy, Associate Professor; Ed.D., Baylor University. Middle/secondary mathematics teacher education; formative assessment; teacher efficacy; algebra/algebraic reasoning.

Lauren Eutsler, Assistant Professor; Ph.D., University of Florida. Mobile technology integration in literary contexts EC-12 and beyond; mobile technology integration and students’ literacy achievement.

Ricardo González-Carriedo, Associate Professor; Ph.D., Arizona State University. Equity and social justice for bilingual learners; intersectionality of immigration and bilingual education; international professional development.

Pamela Esprívalo Harrell, Professor; Ed.D., University of Houston. Science teacher quality and teacher effectiveness.

Brittany L. Frieson, Assistant Professor; Ph.D., University of Illinois Urbana-Champaign. African American Language (AAL) speakers in bilingual education; critical approaches to literacy education with a focus on raciolinguistics and critical race theory.

Dan Heiman, Assistant Professor; Ph.D., University of Texas at Austin. Critical pedagogies in bilingual education; bilingual teacher preparation; impact of neoliberal processes on dual language bilingual education.

James V. Hoffman, Professor and Meadows Endowed Chair; Ph.D., The University of Missouri at Kansas City. Literacy teacher preparation; early literacy.

Kelley King, Associate Professor; Ph.D., University of Texas at Austin. Education for democracy and global citizenship; history of U.S. schooling; qualitative research methods, including oral history, life history, narrative inquiry and autobiography.

Daniel G. Krutka, Assistant Professor; Ph.D., University of Oklahoma. Critical inquiry into social problems associated with social media, technology, and democracy; K-12 social studies teaching of hard histories and controversial issues.

Christopher Long, Assistant Professor; Ph.D., Curtin University (Australia). Learning environments; attitudes towards science; science teacher education; middle-school science education; quantitative methods.

Janelle Mathis, Professor and Assistant Chair for Graduate Programs; Ph.D., University of Arizona. Multicultural/ international children’s literature; critical content analysis and multimodality within literacy instruction.

Karisma Morton, Assistant Professor; Ph.D., The University of Texas at Austin. Racial/ethnic inequality in mathematics education; reform-based and rehumanizing mathematics education; mathematics teacher education.

Misty Sailors, Professor and Department Chair; Ph.D., University of Texas at Austin. Literacy coaching; reading specialists; comprehension; program development; international studies.

Karthigeyan Subramaniam, Associate Professor; Ph.D., University of Otago (New Zealand). Science teacher education-beliefs; conceptions and pedagogical content knowledge; qualitative and mixed methods methodologies.

Tran Nguyen Templeton, Assistant Professor; Ed.D., Teachers College, Columbia University. Critical childhood studies; curriculum theory; early childhood literacies; participatory visual research; play and critical curriculum design.

Amanda E. Vickery, Assistant Professor; Ph.D., The University of Texas at Austin. Social studies and citizenship education; social justice; African American teachers and students; urban education; cultural studies; Black feminism.

Carol Wickstrom, Professor; Ph.D., Texas Woman’s University. Classroom discourse in pre-service teacher education; reflection; literacy assessment; writing instruction and professional development as Director of North Star of Texas Writing Project.