Curriculum and Instruction (M.Ed.)
Faculty and Administration
Dr. Christine Carrino Gorowara, Dean of the School of Education
Ms. Cachanda Orellana, Assistant Dean of the School of Education
Ms. Promis Crawford, Program Coordinator and Education Advisor
Dr. Marie Celeste, Associate Professor
Dr. Jennifer Lee, Assistant Professor
Mr. Michael Rowe, Assistant Professor
Dr. Stephen Thorne, Distinguished Professor
Dr. Gladys Williams, Assistant Professor
Faculty in the School of Education support Trinity’s graduate education programs.
Program Description and Degree Requirements
Trinity’s Master of Education in Curriculum and Instruction (M.Ed.) is a fully on-line degree designed for educators and education professionals who are passionate about transforming schools, school systems, and education programs. This degree prepares education personnel for leadership roles that include increased responsibilities in research, instructional design, and program evaluation.
The Master of Education in Curriculum and Instruction is a 36-credit hour program with all courses offered in the virtual modality. Students have the opportunity to focus their program of study by choosing one of four concentrations: Education Policy and Leadership, Literacy and Reading, Mathematics for Educators, and Social Justice. Students in all concentrations participate in an individualized capstone research project through which they can apply the knowledge and skills learned throughout their coursework.
Core Curriculum
The below core curriculum applies to the four areas of concentration: Education Policy and Leadership, Literacy and Reading Education, Mathematics for Educators, and Social Justice.
ALL of the following courses (24 credits):
EDCC 600 Research in EducationExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. The skills developed in this course will be important for the development of the capstone topic in the Capstone course. Candidates will be able to interact and share research ideas with the other candidates from the other education programs, such as Teacher Education. Formally titled, "Research in Education and Counseling"
3 credits
EDCI 505 Psychology of Children and Youth Facing PovertyProvides a diagnostic and descriptive profile of the impact that poverty in the United States has on psychology and emotional growth of children in general, and particularly children in the inner city and rural environment. Invited speakers broaden the scope of the course by sharing current trends, information, and programs. This course informs educators of the need for understanding and sensitivity and discusses program designs that offset environmental and social poverty.
3 credits
EDCI 611 Role of Social, Economic, and Political Systems in EducationExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.
3 credits
EDCI 650 Global and Ethical PerspectivesImproves knowledge about diverse learners and issues in educating these learners by exploring different theoretical, national, and cultural frameworks and perspectives. Develops an understanding of education of diverse learners at the global level.
3 Credits
Prerequisites: None
EDCI 653 Current Issues in Urban EducationThis course serves as a culmination of the best practices examined for education for change. With the approval of their advisor students begin the review of the literature for their final capstone project.
3 credits
EDCI 654 Curriculum and Program DesignThis course prepares candidates to review, evaluate, and develop curricula for use in urban settings, with an emphasis on the transformational leadership styles needed to effect change in the learning environment of urban settings and growing academic rigor.
3 credits
EDCI 656 Principles of Educational Assessment and EvaluationThis course examines policy issues in education and how this affects assessment practice. Students will develop professional assessment skills, including instrument design and consultation, through applied projects and experiences. In addition, students will develop, select, and critique education assessment instruments and identify the appropriate measurement tools and statistical analyses needed for common assessment situations.
3 credits
EDCI 699 Capstone in Curriculum and InstructionProvides students with the opportunity to explore an area of particular interest within their specialization. Under the direction of their faculty advisor, candidates design a project and develop a research topic that transforms to a capstone. A capstone topic usually encompasses the development of a model or intervention that addresses the identified research problem. Candidates will write a thesis like paper and make and oral presentation to their peers in the program and faculty. Candidates can receive an "In Progress" (IP) designation if they are unable to complete the major assignment in one semester. A grade of B or higher is required to meet the graduation requirements for the degree.
3 credits
Pre: EDCC 600
Areas of Concentration
Education Policy and Leadership (12 credits)
This concentration prepares education professionals to serve as leaders in schools or organizations (such as school districts, federal and state agencies, and non-profits). It provides students with the knowledge and skills needed to critique current standards and use data analysis and evidence to implement education policies and programs to support teachers and impact the future of education. The Education Policy and Leadership track does not lead to teacher or administrator licensure.
Core curriculum plus ALL of the following courses (12 credits)
EDCI 612 Conflict Management and ResolutionExplores conflict and interpersonal violence and its repercussions, emphasizing communication skills and techniques that effectively, appropriately and respectfully convey feelings and emotions in creative conflict resolution. Presents varied conflict management programs and models for educators, such as restorative justice, strength-based/peacemaking initiatives, and programs to address harassment and bullying. Also explores historical examples of effective peacemaking and conflict resolution.
3 credits
Prerequisites: None
EDCI 651 Education LeadershipThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Explores the historical issues related to diversity and equity/equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced.
3 credits
EDCI 657 Education Law & PolicyThis course examines the legal basis of education and public schools in the United States. Constitutional provisions and federal statutes that guide school law. It considers the legal factors that influence school policy. Practical school situations for legal implications, development of skills to research legal issues affecting schools, and preventive law measures will be studied.
3 credits
EDCI 658 Politics & Education PolicyThis course examines the politics of education in the United States. It considers the key institutions (e.g., school boards, state governments, Congress, executive branch agencies, and courts) and actors (e.g. elected officials, parents, teachers unions, and the general public) shaping the American K-12 education system in order to understand recent reform efforts and their consequences for students. Past conflicts over education governance, ongoing policy debates, and the forces shaping current reform efforts are studied.
3 credits
Literacy and Reading Education
This concentration is designed for certified classroom teachers who wish to pursue advanced study in the teaching of reading. It provides practicing teachers the opportunity to extend their learning in the area of literacy through coursework that prepares them to develop lessons, design interventions, and assess student needs focused on reading. The Literacy and Reading Education track does not lead to teacher or administrator licensure.
Core curriculum plus ALL of the following courses (12 credits)
EDCI 612 Conflict Management and ResolutionExplores conflict and interpersonal violence and its repercussions, emphasizing communication skills and techniques that effectively, appropriately and respectfully convey feelings and emotions in creative conflict resolution. Presents varied conflict management programs and models for educators, such as restorative justice, strength-based/peacemaking initiatives, and programs to address harassment and bullying. Also explores historical examples of effective peacemaking and conflict resolution.
3 credits
Prerequisites: None
EDCI 652 Literacy Issues in Urban EducationThis course provides an overview of the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nationwide. A field experience is required.
3 credits
EDTE 611 Literacy Development Across the CurriculumDevelops an understanding of the developmental continuum of literacy acquisition in early childhood and provides the foundation for learning developmentally appropriate techniques for enhancing early literacy development in children. The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective instruction and learning opportunities. Infusing literacy promoting activities through the use of children's literature and other content areas of the early childhood curriculum will be stressed. The field component is an integral part of the course. Formerly EDU 552T. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
EDTE 627 Literacy Assessment and Instruction for Emergent and Early ReadersPrepares beginning teachers to instruct young children (Pre-K-Grade 3) in reading, writing, and the language arts. Current theories of reading acquisition and the reading process are discussed in order to provide a theoretical foundation for the practical work. Students learn how to use informal assessments and knowledge of the paths of literacy development to create lesson plans targeting the "cutting edge" of student learning. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Strategies for fostering engagement and motivation in literacy activities will be infused throughout the course. Course content also includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. The field experience is an integral component of this course. A grade of B or higher is required to advance.
3 credits
Prequisites: EDCC 510, EDCC 530, and EDCC 541
Mathematics for Educators
This concentration deepens practitioners’ understanding of the mathematical concepts they teach and how PK-12 students think and reason about those concepts, utilizing a case-study approach. Based on the Developing Mathematical Ideas series from the National Council of Teachers of Mathematics, the curriculum examines how mathematical concepts are situated in the trajectory of learning, how connections are built among different concepts, and how to analyze student thinking from a mathematical perspective. Designed for those who teach, coach, or supervise mathematics instruction. The Mathematics for Educators track does not lead to teacher licensure.
Core curriculum plus ALL of the following courses (12 credits)
EDCI 661 Developing Mathematical Ideas Part I: Number Systems and OperationsFocuses on the structure of the base-ten number system and how K-8 learners develop and expand comprehension of base-ten, including whole numbers and decimals. Explores the four basic operations (addition, subtraction, multiplication, and division) with both whole numbers and fractions. Examines how learners? understanding of the number system and operations scaffolds to their development of computational fluency and flexibility in math classes.
3 credits
EDCI 662 Developing Math Ideas II: AlgebraExplores properties of the number system and arithmetic operations. Investigates how the study of repeating patterns and number sequences can lead to concepts of functions, how to use the learning of reading tables and graphs to interpret phenomena of change, and how to use algebraic notation to write function rules.
Prerequisite: EDCI 661
3 credits
EDCI 663 Developing Math Ideas III: GeometryExamines different attributes of size, develops facility in composing and decomposing shapes, and applies these skills to make sense of formulas for area and volume. Explores the conceptual issues of length, area, and volume and their complex interrelationships. Investigates the features of 2-D and 3-D shapes.
Prerequisite: EDCI 662
3 credits
EDCI 664 Developing Math Ideas: Stats & DiscInvestigates questions concerning real-world contexts by collecting, representing, describing, and analyzing data. Examines how various graphs and statistical measures reveal features of the data. Learns how to summarize data and to reflect on whether the data provide a model that illuminates the original questions. Defines mathematical discourse learns why it is essential to students? learning and how to support it for all students.
Prerequisites: 663
3 credits
Social Justice
This concentration prepares practitioners to serve as advocates for students in kindergarten-12 education, particularly in urban environments, to better understand how to work for change to improve the quality of education for all students. It provides an interdisciplinary perspective while addressing social inequalities within educational systems associated with gender, ethnicity, social class, and varying abilities. The Social Justice track does not lead to teacher or administrator licensure.
Core curriculum plus ALL of the following courses (12 credits)
EDCI 612 Conflict Management and ResolutionExplores conflict and interpersonal violence and its repercussions, emphasizing communication skills and techniques that effectively, appropriately and respectfully convey feelings and emotions in creative conflict resolution. Presents varied conflict management programs and models for educators, such as restorative justice, strength-based/peacemaking initiatives, and programs to address harassment and bullying. Also explores historical examples of effective peacemaking and conflict resolution.
3 credits
Prerequisites: None
EDCI 651 Education LeadershipThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Explores the historical issues related to diversity and equity/equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced.
3 credits
EDCI 652 Literacy Issues in Urban EducationThis course provides an overview of the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nationwide. A field experience is required.
3 credits
EDCI 655 Hispanic/Latinx Literature & CultureAddresses social, political, and educational issues affecting the Hispanic/Latinx community. Improves educator knowledge and understanding of Hispanic/Latinx history, culture, schooling, and academic achievement issues. Covers a variety of topics impacting educational communities that are culturally and linguistically diverse with a focus on culturally responsive pedagogy. Develops critical reading and analytical writing skills through short stories, novels, plays, essays, and poetry from Spain, Latin America, and U.S. Hispanic/Latinx authors.
3 Credits
Prerequisites: None
Course Descriptions
Explanation of Course Prefixes and Numbers
Courses designated EDCC are education core and common courses across various programs in the School of Education. The Curriculum and Instruction Program directly sponsors courses prefixed by EDCI. Courses designated EDTE are largely specific to the M.A.T. teacher education program, although students in other programs may be required to take some of these courses. Undergraduates with at least junior status may enroll in courses at the 500-level, with permission of their academic advisor. Only graduate students may enroll in courses numbered 600 and above.
EDCC – Education Core and Common Courses
EDCC 600 Research in EducationExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. The skills developed in this course will be important for the development of the capstone topic in the Capstone course. Candidates will be able to interact and share research ideas with the other candidates from the other education programs, such as Teacher Education. Formally titled, "Research in Education and Counseling"
3 credits
EDCI – Curriculum and Instruction Courses
EDCI 505 Psychology of Children and Youth Facing PovertyProvides a diagnostic and descriptive profile of the impact that poverty in the United States has on psychology and emotional growth of children in general, and particularly children in the inner city and rural environment. Invited speakers broaden the scope of the course by sharing current trends, information, and programs. This course informs educators of the need for understanding and sensitivity and discusses program designs that offset environmental and social poverty.
3 credits
EDCI 611 Role of Social, Economic, and Political Systems in EducationExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced. Curriculum and pedagogy for diverse groups will be addressed.
3 credits
EDCI 612 Conflict Management and ResolutionExplores conflict and interpersonal violence and its repercussions, emphasizing communication skills and techniques that effectively, appropriately and respectfully convey feelings and emotions in creative conflict resolution. Presents varied conflict management programs and models for educators, such as restorative justice, strength-based/peacemaking initiatives, and programs to address harassment and bullying. Also explores historical examples of effective peacemaking and conflict resolution.
3 credits
Prerequisites: None
EDCI 650 Global and Ethical PerspectivesImproves knowledge about diverse learners and issues in educating these learners by exploring different theoretical, national, and cultural frameworks and perspectives. Develops an understanding of education of diverse learners at the global level.
3 Credits
Prerequisites: None
EDCI 651 Education LeadershipThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Explores the historical issues related to diversity and equity/equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, spirituality, and learning styles will be addressed. Concrete activities for developing an appreciation of self and sensitivity to others will be introduced.
3 credits
EDCI 652 Literacy Issues in Urban EducationThis course provides an overview of the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nationwide. A field experience is required.
3 credits
EDCI 653 Current Issues in Urban EducationThis course serves as a culmination of the best practices examined for education for change. With the approval of their advisor students begin the review of the literature for their final capstone project.
3 credits
EDCI 654 Curriculum and Program DesignThis course prepares candidates to review, evaluate, and develop curricula for use in urban settings, with an emphasis on the transformational leadership styles needed to effect change in the learning environment of urban settings and growing academic rigor.
3 credits
EDCI 655 Hispanic/Latinx Literature & CultureAddresses social, political, and educational issues affecting the Hispanic/Latinx community. Improves educator knowledge and understanding of Hispanic/Latinx history, culture, schooling, and academic achievement issues. Covers a variety of topics impacting educational communities that are culturally and linguistically diverse with a focus on culturally responsive pedagogy. Develops critical reading and analytical writing skills through short stories, novels, plays, essays, and poetry from Spain, Latin America, and U.S. Hispanic/Latinx authors.
3 Credits
Prerequisites: None
EDCI 656 Principles of Educational Assessment and EvaluationThis course examines policy issues in education and how this affects assessment practice. Students will develop professional assessment skills, including instrument design and consultation, through applied projects and experiences. In addition, students will develop, select, and critique education assessment instruments and identify the appropriate measurement tools and statistical analyses needed for common assessment situations.
3 credits
EDCI 657 Education Law & PolicyThis course examines the legal basis of education and public schools in the United States. Constitutional provisions and federal statutes that guide school law. It considers the legal factors that influence school policy. Practical school situations for legal implications, development of skills to research legal issues affecting schools, and preventive law measures will be studied.
3 credits
EDCI 658 Politics & Education PolicyThis course examines the politics of education in the United States. It considers the key institutions (e.g., school boards, state governments, Congress, executive branch agencies, and courts) and actors (e.g. elected officials, parents, teachers unions, and the general public) shaping the American K-12 education system in order to understand recent reform efforts and their consequences for students. Past conflicts over education governance, ongoing policy debates, and the forces shaping current reform efforts are studied.
3 credits
EDCI 699 Capstone in Curriculum and InstructionProvides students with the opportunity to explore an area of particular interest within their specialization. Under the direction of their faculty advisor, candidates design a project and develop a research topic that transforms to a capstone. A capstone topic usually encompasses the development of a model or intervention that addresses the identified research problem. Candidates will write a thesis like paper and make and oral presentation to their peers in the program and faculty. Candidates can receive an "In Progress" (IP) designation if they are unable to complete the major assignment in one semester. A grade of B or higher is required to meet the graduation requirements for the degree.
3 credits
Pre: EDCC 600
EDTE- Teacher Education
EDTE 611 Literacy Development Across the CurriculumDevelops an understanding of the developmental continuum of literacy acquisition in early childhood and provides the foundation for learning developmentally appropriate techniques for enhancing early literacy development in children. The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective instruction and learning opportunities. Infusing literacy promoting activities through the use of children's literature and other content areas of the early childhood curriculum will be stressed. The field component is an integral part of the course. Formerly EDU 552T. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
EDTE 627 Literacy Assessment and Instruction for Emergent and Early ReadersPrepares beginning teachers to instruct young children (Pre-K-Grade 3) in reading, writing, and the language arts. Current theories of reading acquisition and the reading process are discussed in order to provide a theoretical foundation for the practical work. Students learn how to use informal assessments and knowledge of the paths of literacy development to create lesson plans targeting the "cutting edge" of student learning. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Strategies for fostering engagement and motivation in literacy activities will be infused throughout the course. Course content also includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. The field experience is an integral component of this course. A grade of B or higher is required to advance.
3 credits
Prequisites: EDCC 510, EDCC 530, and EDCC 541
EDAD – Education Administration
EDAD 601 Leadership, Management, and SupervisionFocuses on theories of leadership and supervision and how these theories impact on effective school administration and effective teacher supervision. Emphasizes the human dynamic as it affects the organization and administration of a school. Students examine current theories of leadership, motivation, management, performance appraisal, and evaluation, and they apply these theories to current school issues. Students develop a personal philosophy of leadership and supervision. Formerly ADM 610
3 credits
EDAD 604 Staff and Group DevelopmentProvides students with opportunities to employ strategies and skills to assist in the design of a personal development plan. Students will be able to articulate the role of professional development, professional learning communities and collaborative instructional planning in effective schools. Students will be able to analyze and evaluate the dynamics related to instructional leadership in a school environment.
3 credits
EDAD 640 Internship in AdministrationProvides students with practical experience in a supervised environment and with an opportunity to apply the knowledge and skills acquired in core content courses and classes in the student's specialization. An on-site mentor serves as the field supervisor, and a faculty member oversees the 120-hour intern field experience. Regularly scheduled seminars are held on campus to provide support and a forum for collaboration and discussion about the field experiences. A grade of B of or higher is required to advance.
Credits: 3