Doctor of Education in the Field of Curriculum and Instruction
Designed to meet the needs of working professionals, this Doctor of Education (EdD) program research and reflective practice related to curriculum, teaching and learning, teacher education, and broader educational issues and policies. Students explore cutting-edge education issues in formal and informal learning environments, such as museums. Key features of the program include:
- Research Practice Teams that collaborate with leading organizations to address pressing educational issues;
- hands-on research opportunities from the onset and throughout program;
- publication and professional conference opportunities;
- and minimum of 48 credit hours to degree.
Research Practice Teams
In the Statement of Purpose, applicants write to the Research Practice Team that best aligns with their interest, experience, and career goals. We are currently accepting applications to the following teams:
- Supporting Students’ Evidence-based Thinking across the Curriculum
As social issues become more and more complex and increasingly entangle perspectives from science, mathematics, economics, politics, and history, it has never been more important to weigh and consider various sources of evidence when making personal, social, or policy decisions. But what counts as evidence? How can individuals use evidence to make compelling arguments and support their stance on an issue? These are questions that have relevance in current society and also within classrooms across the K-12 curriculum. The Evidence-based Thinking Research Practice Team (RPT) will explore:
- How do students engage in evidence-based thinking within and across disciplines?
- How do teachers build capacity in students’ evidence-based thinking skills?
- How can we build teachers’ capacity to incorporate evidence-based thinking in their classrooms?
- How can argument-driven instructional approaches support students’ evidence-based thinking?
- What curricular implications are there for integrating argument-driven practices to support students’ evidence-based thinking?
The work of this RPT will prepare graduates to become educators with deep knowledge of the theory and research backing the design of learning environments and curricula that support students’ use of evidence within diverse disciplines and the associated instructional implications. Participants in the RPT will have the opportunity to collaborate with leading researchers and organizations specializing in supporting students’ evidence-based thinking and related teacher professional learning. The findings generated as part of this RPT will be shared broadly with schools and districts through the creation and dissemination of teacher resources and curriculum supports, publication in high-impact research and practitioner journals, as well as presentations in high visibility teacher and researcher conferences.
For more information, please contact Dr. Jonathon Grooms (firstname.lastname@example.org).
- Data and Innovation Research Practice Team
The overarching purpose of the Data and Innovation Research Practice Team is to increase fairness in college and career outcomes for all students. The team will bring together teachers, school leaders, counselors, and other education professionals to analyze large-scale data sets and create action plans in local schools. Questions the team may explore include:
- What courses over time best support college vs. career attainment?
- Is there a significant effect of school curricula on performance in college majors (e.g. Math, Science, English)?
- Do qualities of schools (elementary, middle, high-school, community college, college) impact college and/or career outcomes?
- What types of programs and interventions influence academic engagement and achievement?
A core objective of the team is to apply data science methods to build and refine multi-level longitudinal classification models to better understand pathways to majors and careers within the public-school system. Informed by the expertise of the team, variables from state and/or national data will be merged with local school system data to identify critical features predicting college and career outcomes for students. A second core objective is aimed at improving practice. The team will identify, develop, and study interventions relevant to the variables modeled that can improve engagement and learning in disciplinary pathways. Each team member will analyze model results in the context of a local school or system and apply personal expertise, results of prior research, and local knowledge to propose an intervention and evaluation plan. The third core objective is to engage in implementation and evaluation of approved interventions.
Doctoral students joining the team in fall 2023 may work with the Virginia Longitudinal Data System (VLDS), the National Center for Educational Statistics High School Longitudinal Study (NCES-HLS), or an alternative large-scale data set appropriate to their school.
For more information, please contact Dr. Curtis Pyke (email@example.com).
- Research of Informal Learning in the Arts and Humanities
Taking place among DC’s world-famous museums and performance spaces, this Research Practice Team (RPT) will engage with arts and humanities and its pedagogies to conduct research of informal learning experiences. A focus of the RPT is on interdisciplinary content and methods, creativity, and the integration of the arts and humanities with other ways and means of inquiry and formal education practices, such as those of PreK-12 schools. The team will explore:
- What informal learning experiences and approaches do educators and students find to be the most novel and useful both in terms of their everyday lives and in relation to formal education?
- How might museum and performance art experiences inspire visitors, audiences, and researchers to take social and political action?
- What do we know and what needs to be developed in terms of arts and humanities integration with other content areas and research?
- How might permanent and temporary public arts, performances, and humanities content and practices function as public pedagogy?
The RPT experiences will prepare graduates to apply knowledge of teaching, learning, and research in designing, analyzing, and assessing education programs and developing curriculum and instruction both in and out of schools. Individuals in PreK-12, museum education, social sciences, performing and visual arts, government, public administration, and non-profit organizations are encouraged to apply. The work of this RPT will be shared through international conferences and publications in high impact venues.
For more information, please contact Dr. Jonathan Eakle (firstname.lastname@example.org).
A minimum of 48 credits, successful completion of a doctoral comprehensive examination, an approved dissertation proposal, and an approved dissertation and successful oral dissertation defense are required.
Required (12 credits)
Doctoral Internship (6 to 9 credits)
CPED 8354 Doctoral Internship (taken for 6 to 9 credits)
Research Methods (9 credits)
Electives (3-6 credits)
3 to 6 credits of electives selected in consultation with advisor
Successful completion of a comprehensive examination is required.
Dissertation (15 credits)
CPED 8998 Doctoral Seminar in Curriculum and Instruction (taken for 3 credits)
CPED 8999 Dissertation Research (minimum 12 credits needed to complete requirement)
Approved dissertation proposal and successful oral defense of dissertation required
This program prepares education leaders to apply knowledge of curriculum, teaching, learning, and research to transform practice.
- Be skilled in collaborating with schools, districts, and institutional partners to create innovative education activities;
- Know how to design and conduct research to transform practice;
- Demonstrate and facilitate professional learning in diverse settings.
Graduates may serve as education specialists, museum educators, researchers, and clinical faculty in universities, government agencies, and education organizations. According to the Bureau of Labor Statistics, employment in education, training, and library occupations is expected to grow faster than average from 2019-2029.1
1Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, [Education, Training, and Library Occupations], Retrieved September 2020 from https://www.bls.gov/ooh/education-training-and-library/home.htm.
Program Entry: Fall
Prerequisites: Master's Degree
Campus: Foggy Bottom, Mount Vernon
- Online Application
- Statement of Purpose addressed to a specific Research Practice Team
- 2 Letters of Recommendation (must be academic)
- Transcripts (unofficial)
- Interview with Faculty
- No GRE Required
Applications are now being accepted for Fall 2023. We encourage you to apply as early as possible.
|Apply for Fall 2023|
|Priority Deadline||Nov 1|
|Round 1 Deadline||Dec 15|
|Round 2 Deadline||Jan 16|
|Round 3 Deadline||March 1|
|Round 4 Deadline||May 1|
|Beck, Sylven||Associate Professor, Curriculum and Pedagogy|
|Casemore, Brian||Associate Professor, Curriculum Studies, Humanities|
|Eakle, Jonathan||Associate Professor, Literacy, Arts, and Humanities|
|Green, Colin||Associate Professor, Curriculum and Pedagogy|
|Grooms, Jonathon||Assistant Professor, Curriculum and Pedagogy; Science|
|Kortecamp, Karen||Associate Professor, Curriculum and Pedagogy|
|Pyke, Curtis||Associate Professor, Curriculum and Pedagogy; Mathematics|
|Sikorski, Tiffany-Rose||Associate Professor, Curriculum and Pedagogy; Science|
|Tate, Patricia||Associate Professor, Curriculum and Pedagogy|
Transformation Begins Here
Learn more about the Doctorate in Curriculum and Instruction program. Complete the form linked below or contact the GSEHD Admissions Team at 202-994-9283.