Curriculum and Instruction Master's Degree

Curriculum Core Area (3 hours)

This category addresses all aspects of K-12 curriculum. It is intended that one course in curriculum would address the broad range of these issues.

• The foundations of curriculum (philosophical, historical, psychological, and social foundations; curriculum theory)
• The principles of curriculum (aims, goals, objectives; curriculum design, development, implementation, and evaluation)
• Issues of curriculum (trends and issues; future directions; national standards)

Recommended courses for this core category:

• EDCI 803 – Curriculum Development
• Or a curriculum course approved by the student’s advisor and committee.

Teaching and Learning Core Area (3 hours)

This category deals with theoretical, practical, and research-based issues associated with the creation of an environment for effective teaching and learning. The following topics are representative of the issues that might affect the creation of the learning environment:

• Teaching strategies (e.g., direct instruction, cooperative learning)
• Learning theory (e.g., sociocultural theory, schema theory)
• Theory and research into practice
• Instructional planning and design
• Assessment
• Learning environments (organization, management, discipline)
• Standards and practices

One course in teaching and learning may address only one of these issues; one course is not intended to provide a survey of all possible issues that affect the creation of a learning environment.

Recommended courses for this core category:

• EDCEP 715 – Principles of Assessment
• EDCI 720 – ESL/Dual Language Methods
• EDCI 831 – Contemporary Issues in Teaching and Learning
• EDCI 862 – Instructional Systems Design
• EDCI 882 – Teaching and Learning Models
• Or a teaching and learning course approved by the student’s advisor and committee.

Teaching in a Pluralistic Society Core Area (3 hours)

This category addresses the nature of learner differences and the instructional implications of these differences. Teaching students in a pluralistic society entails knowledge of many possible factors that may affect student performance, behavior, and instruction.

Student diversity may be due to factors such as: ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, or geographical areas. One course in diversity may address several of these issues; but one course is not intended to provide a survey of all possible issues that address the nature of learner differences, the instructional implications of these differences, and the nature of the institution of schooling and biases that may exist.

Recommended courses for this core category:

• EDCI 740 – Culture and Language in Classroom Practice
• EDCI 755 – Multicultural Issues in Teaching
• EDCI 812 – History of Education
• EDCI 813 – Comparative Philosophies of Education
• EDCI 864 – Social/Cultural Issues in Educational Technology
• Or a course approved by the student’s advisor and committee.

Educational Technology Core Area (3 hours)

This category examines:

• Roles that technology, teachers, and learners may take in any educational context
• Ways of integrating technology into teaching and learning
• Issues involved in using technology in P-12 settings

Recommended courses for this core category:

• EDCI 718 – Introduction to Educational Technology

Research and Scholarship Core Area (3 hours)

This category deals with interpreting, using, and conducting research and scholarly activities. Scholarship might include analysis, position papers, essays, research into practice, and other creative endeavors. Scholarship is broader and more inclusive than research. Research is a specific form of scholarship.

This category addresses:

• The many forms of scholarship
• Scientific and naturalistic research
• Analysis, interpretation, and application of research and scholarship to improve teaching and learning
• Designing and conducting research and scholarship
• How research relates to practice

It is intended that one course in research and scholarship would address the broad range of these issues. Students must complete the research course before starting the master’s degree project, report, or thesis (see category F).

Recommended courses for this core category:

• EDCI 760 – Action Research in Education
• EDCEP 816 – Research Methods in Education
• Or a research and scholarship course approved by the student’s advisor and committee.

Project, Report, or Thesis (1–6 hours)

Students must complete a research course in Category E before starting this project, report, or thesis. The results of the project, report, or thesis are to be reported to the student’s supervisory committee in the oral exam in the last semester of the degree program.

• Project (1 hour)
  The master’s project is conducted under EDCI 890 – Master’s Project. The objective of the project is to provide documentation of the improvement of the student’s teaching and his/her impact on student learning as a result of the master’s program. Students select a theme pertinent to their own practice. This includes the construction of a professional portfolio to represent the student’s learning throughout the master’s degree program.
• Report (2 hours)
  The master’s report is conducted under EDCI 898 – Master’s Report. A master’s report is generally shorter than a thesis, and it may present the results of a more limited research investigation. Alternatively, it may review the state of a particular scholarly or scientific problem, or it may describe a project appropriate to the disciplines.
• Thesis (6 hours)
  The master’s thesis is conducted under EDCI 899 – Master’s Thesis. The master’s thesis presents the results of an original investigation of a problem or topic approved by the candidate’s supervisory committee. Its purpose is to demonstrate the candidate’s ability to conduct original research of a type appropriate to the academic discipline, to analyze the information obtained from the research, and to present the results in a form acceptable to the supervisory committee.

Area of Specialization (15 hours)

Students must select one of the following areas of specialization:

• Elementary/Middle Level Curriculum and Instruction
• Reading/Language Arts
• The Reading Specialist Endorsement
• Middle Level/Secondary Curriculum and Instruction
• Educational Technology
• English as a Second Language
• Learning Skills/School Improvement
• Mathematics Education
• Civic Education
• World Modern Languages

• This specialization is intended for elementary teachers who teach a variety of subjects and middle-level teachers who teach in more than one subject field. Core and elective courses for this specialization are intended to focus on curricular issues of the subjects that elementary/middle level teachers teach (e.g., math, science, social studies, science, language arts, reading).
• Recommended Courses:
  • EDCI 776 – Teaching in Middle Schools
  • EDCI 816 – Approaches to Reading Instruction
  • EDCI 820 – Contemporary Issues in Language Arts
  • EDCI 821 – Advanced Methods in the Teaching of P-12 Mathematics
  • EDCI 822 – Contemporary Issues in Social Studies
  • EDCI 834 – Improving Science Teaching
  • Or other courses approved by the advisor.

• Master’s degree candidates may specialize in reading/language arts without taking the particular courses for the reading specialist endorsement (that endorsement can be obtained with the Reading Specialist endorsement). Students may choose any 15 hours of approved elementary/middle level and/or secondary courses that emphasize reading and the language arts. Some of the courses may have prerequisites; see the university catalog for that information.
• Recommended Courses:
  • EDCI 715 – Reading in the Content Areas
  • EDCI 756 – Tradebooks across the Curriculum
  • EDCI 758 – Reading/Writing Connections
  • EDCI 816 – Approaches to Reading Instruction
  • EDCI 820 – Contemporary Issues in Language Arts
  • EDCI 840– Literacy Assessment
  • EDCI 841 – Supporting Struggling Readers
  • EDCI 878 – The Language Arts Curriculum
  • Or other courses approved by the advisor.

Also Available Online

• This specialization provides the needed coursework and practicum for the reading specialist license, which is available from the Kansas State Department of Education (KSDE). After completing this coursework, students need to submit an application for the license to KSDE along with some additional requirements that are outlined below.
• Required courses:
  • EDCI 816 – Approaches to Reading Instruction
  • EDCI 818 – Theoretical Models of Reading
  • EDCI 840 – Literacy Assessment
  • EDCI 841 – Supporting Struggling Readers
  • EDCI 930 – Leadership in Literacy
  • Required Practicum (3 hours):
    EDCI 945 – Clinical Practicum in Reading
• Licensing Information for the Reading Specialist:
  • Students who want to apply for the KSDE reading specialist license should contact Di Murphy, College of Education licensure officer, at dim@k-state.edu or 785-532-5524. See the Licensing and Endorsement Assistance web page for licensing information.
  • After completing the coursework and practicum, applicants for the license must also meet the following additional KSDE requirements:
    1. Take the Praxis exam for the Reading Specialist (test number 5302) and report a score of 165 or higher. See the ETS website to register for the Praxis exam. To have your score sent to Kansas State University, enter code # 6334 when registering for the Praxis.
    2. Hold a master’s degree. (It is permitted, but not necessary, to include the required courses as part of the master’s degree.)
    3. Have a 3.25 grade point average in graduate coursework.
    4. Hold a currently valid Kansas professional teaching license.
    5. Have recent teaching experience or coursework (i.e., at least one year of teaching or 8 credit hours within the last six years)

• This specialization is for middle-level and secondary teachers who teach in one subject field. This specialization is designed to enhance one’s knowledge and skills about their teaching field (e.g., education in math, science, social studies, language arts, family and consumer sciences, agriculture, vocational fields). These courses may relate to the content being taught, the curricular program, or instructional aspects of the teaching field.
• The requirements include:
  • A curriculum course in the teaching field (3 hours)
  • Electives (12 hours)
• Students taking courses for the graduate certificate in teaching and learning may apply those courses for this master’s degree specialization in middle level/secondary curriculum and instruction. For more information, see the Graduate Certificate in Teaching and Learning web page.

Also Available Online

• This area of specialization focuses – following guidelines prescribed by the Association for Educational Communications and Technology (AECT) – on the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. While P-12 educators constitute its largest audience, this specialization is equally appropriate for those from higher education or corporate/industry backgrounds who want to explore the role of educational and communications technologies in enabling effective teaching and meaningful learning. This specialization also provides a solid foundation for those wishing to pursue a doctoral program in Educational Technology.
• Required Foundations Courses:
  • B: Teaching and Learning (3 hours)
    • EDCI 862 – Instructional Systems Design
  • C: Teaching in a Pluralistic Society (3 hours)
    • EDCI 864 – Social/Cultural Issues in Educational Technology
  • D: Educational Technology (3 hours)
    • EDCI 718 – Introduction to Educational Technology
  • Area of Specialization Courses Required (12 credit hours)
    • EDCI 863 – Online Teaching and Learning
    • EDCI 866 – Educational Technology Change Management
    • EDCI 887 – Educational Technology Proseminar I
    • EDCI 888 – Educational Technology Proseminar II
  • Electives (select at least 3 credit hours from the following)
    • EDCI 826 – Contemporary Technologies in Mathematics Education
    • Any other Educational Technology centered elective approved by the advisor

Also Available Online

• This area of specialization provides teachers with methods and strategies to help non-English speaking students in U.S. schools to continue to achieve academic progress while learning the English language. Specifically, this 15-hour area of specialization meets the requirements for the English for Speakers of Other Languages (ESOL) endorsement in the state of Kansas.
• Required Courses:
  • EDCI 720 – ESL/Dual Language Methods
  • EDCI 731 – ESL/Dual Language Linguistics
  • EDCI 740 – Culture and Language in Classroom Practice
  • EDCI 742 – ESL/Dual Language Assessment
  • EDCI 745 – ESL/Dual Language Elementary Practicum, or
  • EDCI 746 – ESL/Dual Language Secondary Practicum
  • (For students seeking the ESL endorsement, any substituted course must closely address the content of the course it is replacing.)
• Licensing Information for ESOL:
  • Students who want to apply for the KSDE license should contact Di Murphy, College of Education licensure officer, at dim@k-state.edu or 785-532-5524. See the Licensing and Endorsement Assistance for licensing information.

Also Available Online

• This area is appropriate for educators who want to develop knowledge and skills to work with others in the school or district on improvement in curriculum and instruction. Course selection should be done with the guidance of an advisor.
• EDCI 721 – Learning Strategies and Study Skills (3 credits) is required.
• Other coursework for the G8 emphasis is selected in consultation with the major professor and supervisory committee. With careful planning, graduate certificate in Educational Technology or licensing coursework toward the Reading Specialist may be embedded.

Also Available Online

• This area of specialization is designed for teachers who wish to further their understandings of mathematics curriculum, content, and pedagogy. Courses are designed to provide a contemporary perspective on teaching mathematics in P-12 schools.
• Recommended Courses:
  • EDCI 729 – Middle-Level Mathematics for Teachers
  • EDCI 821 – Advanced Methods in the Teaching of P-12 Mathematics
  • EDCI 823 – History of Mathematics Education
  • EDCI 825 – Research in Mathematics Teaching and Learning
  • EDCI 826 – Contemporary Technologies in Mathematics Education
  • EDCI 827 – Theoretical Models of Mathematics Teaching and Learning
  • EDCI 828 – Assessment in Mathematics Education
  • EDCI 886 – Seminar in Curriculum and Instruction
  • Other courses may be approved by the advisor. These hours may include up to six hours from the KSU Math Department (e.g., MATH 591, MATH 791)

Also Available Online

• This area of specialization is designed for teachers who wish to further their understandings of civic education curriculum, content, and pedagogy. Courses are designed to provide a contemporary perspective on teaching civic education in P-12 schools.
• Recommended Courses:
  • EDCI 781 – Teaching the Theoretical Foundations of Constitutional Government
  • EDCI 782 – Teaching the Historical Origins of Constitutional Government
  • EDCI 783 – Teaching the Development of Constitutional Principles
  • EDCI 784 – Teaching the Institutions of Government
  • EDCI 785 – Teaching the Bill of Rights
  • EDCI 787 – Teaching Citizenship
  • EDCI 788 – Teaching the Constitutional Principles of America’s Founders
  • EDCI 789 – Methods and Materials in Civic Education
  • EDCI 790 – Engaged Citizens: Public Policy Issues and Processes
  • Or other courses approved by the advisor; these hours may include up to six hours in political science, history, or law.

• This area of specialization is designed for teachers who wish to further their understandings of world modern language education curriculum, content, and pedagogy. Courses are designed to provide a contemporary perspective on teaching world modern language education in P-12 schools.
• Recommended Courses:
  • EDCI 770 - Methods for Second Language Acquisition/Learning Advanced Approached in World Language Education
  • EDCI 771 - Assessment in World Language Education
  • EDCI 772 - Current Trends and Research in World Language Education
  • EDCI 773 - Contemporary Technology in World Language Education
  • EDCI 871 - World Language Education Practicum

Complete ALL of the following Courses:

• EDCI728 - Game-Based Learning (3 cr)
  
• EDCI738 - Pedagogy of Game-Based Learning (3 cr)
  
• EDCI748 - Design Principles of Game-Based Learning (3 cr)

Complete at least 2 of the following Courses:

• EDCI750 - Roleplaying Games in Learning and Teaching (3 cr)
  
• EDCI751 - Wargames in Learning and Teaching (3 cr)
  
• EDCI752 - Card Games in Learning and Teaching (3 cr)
  
• EDCI753 - Board Games in Learning and Teaching (3 cr)
  
• EDCI754 - Simulations in Learning and Teaching (3 cr)

Develop professional educators who accurately perceive, critically analyze, prudently judge, skillfully perform, and ethically act in their professional environments.

Critical Skills = Perceive, Analyze, Judge, Perform, Advocate

• CONTEXT – Professional educators accurately interpret the contexts in which they work from multiple [systemic?] perspectives. Examples:
  • Historical/Philosophical Context
  • Social/Political/Cultural Context
  • Legal/Ethical Context
  • Contemporary/Current Context
  • Student/Family/Community Context

• CURRICULUM – Professional educators synthesize and apply ideas about content, pedagogy, and learners to inform professional practice. Examples:
  • Curriculum Theory
  • Curriculum Design
  • Developmental Theory
  • Models of Curriculum
  • Learning Theory
  • Critical Theory
  • Social Justice Theory
  • Motivation Theory
• PRACTICE – Professional educators design engaging learning experiences, defend effective strategies, create dynamic learning environments, and collaborate with others. Examples:
  • Curriculum Mapping
  • Instructional Design
  • Assessment Strategies
  • Practical Wisdom
  • Reflective Practice
  • Technology Integration
  • Research-based Teaching Strategies and Skills
• INQUIRY – Professional educators seek, analyze, and use research and data to make informed judgments about curriculum, instruction, and assessment. Examples:
  • Identify and Apply Criteria to Research Projects
  • Conduct Research Literature Review
  • Construct Theoretical Framework
  • Analyze, Interpret, and Critique Education Research Data
  • Conceptualize, Direct, and Defend Original Research
• DISPOSITIONS – The educator values learning and professional development (InTASC 9, KEEP 4.1), commits to professional, ethical, and legal conduct (InTASC 9, KEEP 4.1); values positive, caring, and respectful relationships (InTASC 10, KEEP 4.2); embraces fairness (InTASC 2, KEEP 1.2); and, commits to wise and reflective practice (InTASC 9, KEEP 4.1).

Student Learning Outcome (SLO) Rubric

(4) Exceeds Standard: Evidence demonstrates comprehensive analysis, synthesis, and application.

• Artifacts provide a strong illustration of core ideas and skills embedded in the SLO.
• Reflection/discussions include a very good analysis of the ideas and skills of the SLO and clearly justifies selection of artifact(s) by providing strong evidence of professional self-reflection
• Artifacts and reflection/discussions are well organized and professionally presented (e.g., vocabulary, formatting, spelling, grammar).

(3) Meets Standard: Evidence demonstrates substantial analysis, synthesis, and application.

• Artifacts provide an acceptable illustration of core ideas and skills embedded in the
• Reflection/discussions include a satisfactory analysis of the ideas and skills of the SLO and justifies selection of artifact(s) by providing adequate evidence of professional self-reflection
• Artifacts and reflection/discussions are mostly well organized and professionally presented (e.g., vocabulary, formatting, spelling, grammar).

(2) Developing: Evidence demonstrates some analysis, synthesis, and application.

• Artifacts provide limited evidence core ideas and skills embedded in the
• Reflection/discussions do not include satisfactory analysis of the ideas and skills of the SLO and do not satisfactorily justify selection of artifact(s) or adequate evidence of professional self-reflection
• Some artifacts and reflection/discussions are not well organized or professionally presented (e.g., vocabulary, formatting, spelling, grammar).

(1) Unsatisfactory: Evidence demonstrates little or no analysis, synthesis, and application.

• Artifacts fail to connect to core ideas and skills embedded in the
• Reflection/discussions are unsatisfactory and fail to justify selection of artifact(s) or provide adequate evidence of professional self-reflection
• Some artifacts and reflection/discussions are not well organized or professionally presented (e.g., vocabulary, formatting, spelling, grammar).

Note: All Curriculum and Instruction students must score 3 or higher on all entries to receive CREDIT in EDCI 890.

Entries and Artifacts

Your portfolio will consist of five entries – one for each domain of the Student Learning Outcomes (SLOs) – Context, Curriculum, Practice, Inquiry, and Dispositions. For each entry you will select one to three artifacts to demonstrate your mastery and application of ideas and skills of the C & I Student Learning Outcomes. Each entry will also contain a reflection/discussion section (a maximum of 400 words).

• Artifacts. An artifact is compelling evidence that you have mastered one or more of the ideas and skills contained in the SLOs. A good artifact is professionally presented, personally meaningful, and accompanied by an insightful, thoughtful, and clear reflection/discussion. All artifacts should be clearly labeled. Example artifacts include:
  • Course papers, lessons, units, projects, reflections, or other relevant
  • Field experience observations, reflections, video, or other relevant
• Reflection/Discussion. The first paragraph of your reflection/discussion should provide an analysis of the ideas or skills associated with entry. In other words, the first paragraph should address the following question:
  • In what specific ways do the ideas and skills of this entry promote effective teaching and/or foster student learning?
• Subsequent paragraphs discuss they ways in which the artifacts you have selected demonstrate your thinking and ability to apply the entry to learning and teaching.
  • In what specific ways does this/these artifact(s) demonstrate a synthesis and/or application of the ideas and skills associated with this entry?

How Do I Submit the Portfolio?

The portfolio is submitted in KSOL in the EDCI 890 course. Unlike other courses, EDCI 890 is available to students throughout their program to enable continuous access to the portfolio. Every entry includes a place to upload artifacts and a space to provide reflection/discussion.

How is the Portfolio Evaluated?

Your master’s degree supervisory committee (three faculty members) will examine and assess your Curriculum & Instruction Portfolio. Grading for this course will be by Credit or No Credit.