Curriculum and Instruction (M.Ed.)

Degree Description

Trinity’s Master of Education in Curriculum and Instruction (M.Ed.) is 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. Students have the opportunity to focus their program of study by choosing one of four concentrations: Education Policy and Leadership, Literacy and Reading, Social Justice, and Leadership in Coaching and Supervision. Students in all concentrations participate in an individualized capstone research project through which they can apply the knowledge and skills learned throughout their coursework.

Degree Requirements

Core Curriculum 

The below core curriculum applies to three areas of concentration: Education Policy and Leadership, Literacy and Reading Education, and Social Justice.

ALL of the following courses (27 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 612 Conflict Management and ResolutionThe examination of conflict and violence and its repercussions will be explored in depth in this course. Emphasis will be placed on developing communication skills and techniques that effectively and appropriately convey feelings and emotions. The course considers the influence of resolving conflicts creatively and stresses the importance of communication as a vehicle for conflict resolution and helping people work collaboratively to express feelings respectfully. Conflict management programs and models, such as restorative justice, will be presented, reviewed and models for educators and mental health practitioners. Harassment and bullying issues will be sub-topics of this course. Positive psychology, restorative justice and strength based and peacemaking theories and philosophies will be presented along with the presentations of historical contributors of effective peacemaking and conflict resolution. This course is cross-listed with Counseling, so that candidates have the opportunity to interact with those candidates who will be school counselors.
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 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 

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 licensure.

ALL of the following courses (9 credits)

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

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 an additional teaching credential.

ALL of the following courses (9 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
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

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 a teacher licensure.

ALL of the following courses (9 credits)

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

Leadership in Coaching and Supervision

This concentration prepares teachers with the knowledge and skills needed to coach and/or supervise teachers as they refine their approaches to developing a positive cultural environment, designing and implementing effective instructional strategies, crafting purposeful assessments and using data to inform practice, and differentiating to meet diverse student needs. This track is designed for experienced educators who are looking to assume leadership in their school or district.

See below program of student for the fourth concentration Leadership in Coaching and Supervision.

Core Curriculum (27 credits)

All of the following:

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
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 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 ResolutionThe examination of conflict and violence and its repercussions will be explored in depth in this course. Emphasis will be placed on developing communication skills and techniques that effectively and appropriately convey feelings and emotions. The course considers the influence of resolving conflicts creatively and stresses the importance of communication as a vehicle for conflict resolution and helping people work collaboratively to express feelings respectfully. Conflict management programs and models, such as restorative justice, will be presented, reviewed and models for educators and mental health practitioners. Harassment and bullying issues will be sub-topics of this course. Positive psychology, restorative justice and strength based and peacemaking theories and philosophies will be presented along with the presentations of historical contributors of effective peacemaking and conflict resolution. This course is cross-listed with Counseling, so that candidates have the opportunity to interact with those candidates who will be school counselors.
3 credits
Prerequisites: None
EDAD 608 Teaching and Learning in a Trauma Informed SchoolThis course is designed to provide candidates with the knowledge and skills needed to be effective instructional leaders.The focus of the course is the art and science of instructional leadership and the exploration of how theories of teaching, learning and research can be applied in the classroom. Candidates will review historical and current approaches to teacher supervision, professional development, conferencing, and learning strategies that best support student learning. Topics include visioneering, ACEs and brain-based research, marginal teacher improvement and resiliency and assessments.
The course will prepare candidates to create a school-wide environment that is conducive to optimal teaching, learning and well-being by using existing school resources differently to integrate trauma-informed practices and procedures into school-wide behavior management and instructional systems.Candidates will analyze the influence of principals on the promotion of professional growth, encouragement of critical study, and the building of resilience and support in teachers, in students, and in the school culture.
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
EDAD 605 Curriculum and Program DevelopmentReviews historical and current approaches to curriculum development and implementation. Topics include competency-based learning, authentic assessment, curriculum design, and program evaluation. Students acquire the knowledge and skills needed to be effective instructional leaders.
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

Major Courses (9 credits)

All of the following:

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

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 ResolutionThe examination of conflict and violence and its repercussions will be explored in depth in this course. Emphasis will be placed on developing communication skills and techniques that effectively and appropriately convey feelings and emotions. The course considers the influence of resolving conflicts creatively and stresses the importance of communication as a vehicle for conflict resolution and helping people work collaboratively to express feelings respectfully. Conflict management programs and models, such as restorative justice, will be presented, reviewed and models for educators and mental health practitioners. Harassment and bullying issues will be sub-topics of this course. Positive psychology, restorative justice and strength based and peacemaking theories and philosophies will be presented along with the presentations of historical contributors of effective peacemaking and conflict resolution. This course is cross-listed with Counseling, so that candidates have the opportunity to interact with those candidates who will be school counselors.
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