Ph.D. in Education - Curriculum and Instruction Concentration

 Program at a Glance

 Research Projects Seeking Ph.D. Applicants

We are currently accepting applications to the Ph.D. in Education, Curriculum and Instruction Concentration to work on the following projects. In the application select “Education” as field of study, then select the Curriculum & Instruction concentration.

Science teacher reflective practice and use of student performance data to enhance three-dimensional science learning

This project builds on the curriculum development work of a current NSF funded project, Integrating Chemistry and Earth (ICE). The multi-disciplinary team of researchers, school district administrators, and teachers is preparing for expanded work to explore and model the impacts of teacher reflection and analysis of student performance data on teachers’ conceptions and practice of three-dimensional teaching and students’ three-dimensional science learning. Involvement in this work entails working directly with Dr. Grooms in collaboration with scholars from across multiple institutions with a wealth of research experience in diverse science classrooms from across the country.

Developing spatial competence to support learning in STEM

This project led by Dr. Pyke focuses on developing an explanatory cognitive model of spatial competence to address the need for improvements in spatial skill development in k-16 STEM education. Questions addressed include: What is the foundation of spatial competence? What level of spatial competence is required for success in STEM fields? What are the experiences needed to develop spatial competence? What is the role of spatial competence in innovation? How does spatial competence develop in interaction with virtual phenomena? This work may be conducted in collaboration with GW faculty in the social cognition lab as well as with psychology, human development, and STEM faculty.

Using curriculum and instruction to translate scientific research findings and practices from the laboratory into learning experiences that impact students’ understanding of science

This project focuses on urban high school students’ development of biomedical and socio-scientific knowledge as their curriculum and instruction is infused with new and emerging knowledge from biomedical research laboratories. This research is a collaborative effort between C&I PhD faculty (Grooms & Pyke), faculty from GW’s School of Medicine and Health Science, researchers from Children’s National Center for Translational Research, and local DC area teachers. Of particular interest is the impact of translational C&I on high school students’ cognition about the nature of science and the scientific knowledge being created in their community.

The Art of Knowing and Science Pedagogy with Elementary School Students

This project, led by Dr. Arshad Ali, will explore how students engage with a science curriculum that appreciates multiple, and culturally sustained, ways of understanding and engaging science. The initial phase of the study examines how students engage with a science curriculum specifically rooted in Muslim ways of knowing. This work includes building curriculum, engaging with K-6 STEM educators in diverse educational settings, collecting and analyzing data, drafting a peer-reviewed journal article based upon preliminary findings, and potentially conference presentations. The goal is to grow the pilot study of this social design experiment to open the space for interdisciplinary research that focuses on inclusive STEM education and offers non-Eurocentrentric approaches to science education, directly addressing curricular and pedagogical equity and social justice. For more information, contact Dr. Arshad Ali at arshadali@gwu.edu.