English 
Doctorate of Education in Curriculum and Instruction
Today’s varied challenges confronting K-12 and postsecondary educational institutions call for motivated and creative educators willing to explore and improve the elements of education: pedagogy, student learning, school culture, educational access, and instructional technology. Educators will need to exhibit imaginative leadership and instructional approaches to respond to the needs of today’s students in a constantly evolving educational landscape. This comprehensive program combines rigorous coursework, practical application, and creative thinking through a flexible course of study that balances students’ professional and personal commitments.
Program Advantages
At William Woods, you’ll be participating in a graduate program built on more than 150 years of academic excellence. The program offers students the opportunity to enter the program at any point during a new 5-week term. Courses are designed and taught by professionals that not only hold degrees in the areas they instruct but have proven their expertise in the education world.
“Educational practitioners willing to seize the moment and acquire forward thinking
approaches to curriculum development, pedagogical practice, and school culture will find
the Doctor of Education in Curriculum and Instruction a program well worth taking.”
Dr. Frank Giuseffi, Chair of Doctor of Education Programs
This 54 credit-hour degree is comprised of 17 three credit-hour courses, and a dissertation with a defense to a committee.
Major Requirements
Core – 54 Credits
| EDU 701 | Teachers’ Persistence, Intentions, and Motivations | 3 |
| EDU 702 | Emerging Technologies and the Young Mind | 3 |
| EDU 703 | Inquiry-Based Teaching and Learning | 3 |
| EDU 704 | Accommodations, Modifications, and Differentiation | 3 |
| EDU 705 | Global Curriculum Comparisons | 3 |
| EDU 706 | Assessment and Evaluation | 3 |
| RSH 720 | Quantitative Analysis | 3 |
| RSH 740 | Exploration of Qualitative Research | 3 |
| RSH 780 | Dissertation Proposal Seminar | 3 |
| EDU 781 | Dissertation Seminar | 3 |
| EDU 792 | Dissertation Workshop 1 | 3 |
| EDU 793 | Dissertation Workshop 2 | 3 |
| EDU 790 | Research Seminar | 3 |
Admission Requirements
- Completed application
- Official transcripts with a GPA of 3.0 or higher
- The Admissions Committee may review student qualifications and conditionally/provisionally accept students who do not meet the above requirements
Major Requirements
Core Credits - beyond the MEd (master's degree)
| Philosophical foundations of K-12 curriculum, and its design, implementation and evaluation are examined. Basic principles of curricular theory are introduced and applied to an examination of current curriculum issues and trends. credits: | Issues in Curriculum Leadership | 3 |
| This course will focus on the knowledge, skills, and techniques necessary to effectively collect and interpret data related to school improvement issues. The course will include a discussion of basic statistical concepts that form the foundation for interpreting and analyzing the results of standardized tests and in using the results of this analysis for school improvement purposes. The course will also include procedures and skills necessary for critical review of educational research. Finally, the course will address specific assessment and research data relevant to the state of Missouri and provide the student the opportunity to implement knowledge and skills through case-based practice. credits: | Utilizing Statistical Procedures in Educational Research & Evaluation | 3 |
| The concepts of adult learning and development are highly complex propositions, influenced by a myriad of factors that have been studied for at least a century. This course focuses on identifying, analyzing, and implementing high-quality professional development at the school, district, or organizational level. High-quality professional development must be built on a foundation of relevant content and strong instruction informed by principles of adult learning theory. The dramatic shift to more online learning opportunities for professional development will also be considered as it relates to designing and leading adult professional development. credits: | Designing and Leading Professional Development | 3 |
| Using foundations of instructional theory and the essentials of K-12 curriculum design, the student will apply learning framework models to result ina connected, active and aligned curriculum that can be applied to instructional delivery. Frameworks of inquiry, problem solving, differentiation, and core curriculum are examined for application to future design and implementation. credits: | Application of Learning Frameworks | 3 |
| This course presents a dual focus on the philosophical and practical aspects of curriculum construction. Students will develop instruction that delivers understanding of content through varied processes in several context and conceptual frameworks. Understanding of course content is developed through a variety of readings, presentations, projects, and class discussion. Key topics include developing curriculum aligned to Missouri’s Show-Me Standards, the historical bases for traditional subject-area curricula, alternative curriculum standards, philosophical bases of curriculum development, social and cultural issues, and future trends. credits: | Instruction and Assessment Design | 3 |
| The most effective leaders within organizations are not necessarily leaders by title. All successfully schools and learning organizations have leaders who are not designated by role. This course provides a study of leadership skills and trends in collaborating to improve teaching and learning in schools and organizational settings. The course content will focus on building skills to become effective teacher leaders and identifying potential roles within a school to impact change. This course is designed for teacher leadership serving or who have a goal of serving as a department/grade-level chair, team leader, literary coach, dean of instructor, content facilitators, or other specialists. credits: | Teachers as Leaders | 3 |
| Schools and organizations often launch new technology without a plan for supporting and coaching teachers through the process of using the devices and software in their classrooms. This course will focus on ways to support educators to successfully launch and continuing the marriage of educational technology, curriculum, and instruction. Technology integration specialists need to differentiate instruction and support to meet the needs of the teachers and adult learners. This collaborative cycle of support that consists of setting goals with the teacher, co-planning lessons, observing the teacher in action and then debriefing after the lesson is also a key component of this course. This course also focuses on how learners’ needs vary based on the extent in which they grew up in the digital learning age. Current and future instructional technology coaches will engage in experiences designed to help them support teachers and schools in transforming their instructional behaviors, routines, curriculum implementations, and beliefs as they relate to technology integration. credits: | Instructional Technology Coaching | 3 |
| An instructional coach acts as a mentor, working with teachers to improve their effectiveness so they can raise the achievement level of their students. They leverage their classroom experience along with their textbook knowledge to pass on guidance to the next generation of teachers in schools or other organizational settings. This course will build teacher leaders’ and teacher trainers’ understandings of the fundamentals of instructional coaching. It will introduce the vital skills, methods, and strategies required of an effective coach including developing coaching relationships, setting goals and planning, developing awareness, asking powerful questions, communication and language, action and accountability and facilitating learning and results. It presents an in-depth coverage of the knowledge, strategies, skills, and processes needed to successfully guide classroom teachers as they work to create quality learning experiences for diverse learners within the classroom. Students will examine various coaching models and gain knowledge of the ethical considerations associated with coaching relationships. This training prepares participants to coach individuals, groups, and teams for performance, development, skills and personal/professional growth. credits: | Foundations of Instructional Coaching | 3 |
| This course is designed to expose the student to the many specialized state and federal programs currently in place to assist public schools. The history and purpose of each program will be examined. Specific program requirements will be detailed for each of the major differentiated programs. Programs reviewed will include the Federal Title programs, special education/at-risk; professional development; technology integration and grant-based initiatives. Upon completion of this course, students should possess the knowledge to effectively evaluate, select, and administer differentiated and supplemental programs common to school districts. credits: | Differentiated & Supplemental Program | 3 |
| This 3-credit hour (six week) capstone course is designed to provide the student with application and reflective opportunities using those attitudes, skills, and behaviors learned in previous Ed.S program curricular design and instructional leadership skills necessary for success at the central school district and administrative office and building levels. All written work will be developed individually, although required textbooks for this course. Rather, all the textbooks and references (i.e. APA Manual, 5th edition) used earlier in the other Ed.S. program courses will be referred to, as needed to complete to assignments in EDU 696. During the practicum, while the student completes the required assignments, they will simultaneously be completing activities (estimated to total about fifteen hours) that can be counted toward completion of the 40 total experience hours required for the Ed.S. program. The students will be in the ”field” observing, interviewing and gathering information from instructional staff in a school building and from the administrative staff at the central office of a school district. With the guidance of the university facilitator for EDU696, the student will be exposed to, and produce, assignments involving concepts of administrative management of instructional programs and the development and moitoring of a school or district written curricula with student assessment. The final curriculum project (which will be developed during this course via several sub-assignments) will be submitted at the end of this six-week course. This final project is a requirement for graduation and will apply previous learning and skills developed throughout this Ed.S. program for Instructional Leadership. The final product will be archived by the University (for accreditation review) for a period of seven years. credits: | Curriculum Leadership Practicum | 3 |
| Teachers have left the profession in droves over the past decade. This course allows students to investigate the ‘push’ and ‘pull’ factors leading teachers into and out of the profession. The scope of the course ranges from pre-service teachers’ beliefs about the teaching profession to psychological factors influencing persistence and attrition of practitioners. credits: | Teachers’ Persistence, Intentions, and Motivations | 3 |
| Too much ‘screen time’ is a perennial issue for parents and teachers; however, paradoxically, technology has allowed teachers to better engage students. This raises the question, “Is classroom teaching and learning being bought and sold by ‘big tech’?” This course encompasses the negative effects of screen time on the mind, the positive effects of ‘good’ technology in the classroom, and the potential for ‘big tech’ to stoke reliance on technology in homes and schools. credits: | Emerging Technologies and the Young Mind | 3 |
| “Teaching is easy, it’s simply ‘I do, we do, you do’.” Wrong. This course examines inquiry-based practices, aspects of inquiry, integrating inquiry in the curriculum, and the significant positive impacts of inquiry on student learning. credits: | Inquiry-based Teaching and Learning | 3 |
| Education is for all individuals. For many decades, federal and state law has determined that all individuals are entitled to a free and appropriate public education. Teachers must navigate the varying degree of students’ interests, abilities, learning styles, and intelligences. This course examines the legal timeline and curriculum considerations encompassing ‘a free and appropriate public education for all’ from 1970 to the present day. credits: | Accommodations, Modifications, and Differentiation | 3 |
| This course examines educational systems across the globe in terms of successes and failures. Why have some countries failed, and others excelled regarding education systems? How have various educational systems developed, and how are these institutions molded? Specific attention is given to comparisons among curricula from various countries. credits: | Global Curriculum Comparisons | 3 |
credits: | Assessment and Evaluation | 3 |
| Students exchange drafts of the first three chapters of their dissertation with their committee chair. A proposal hearing occurs during EDU781 or the following course (EDU799) when the chair and other committee members believe that the introduction to the topic, the literature review and the proposed methodology form the framework of quality dissertation research. Students complete the University’s online research inventory by the end of EDU781. Institutional Review Board approval is pursued after the dissertation committee accepts the proposal. Prerequisite: RSH 720, RSH 740, RSH 780, and passing the EdD comprehensive exam credits: | Dissertation Seminar | 3 |
| This course is an introduction to dissertation proposal requirements. Course assignments are designed to familiarize students with the information they will need to compile the first three chapters of their dissertation. The comprehensive exam is a completed Chapter 1. Techniques for integrating peer-reviewed research into a cohesive literature review are presented. Requirements of the Introduction and Research Methods chapters are also examined. University policies and procedures covering the proposal defense and the dissertation defense are explained. credits: | Dissertation Proposal Seminar | 3 |
credits: | Must complete at least 3 credits from the following options | 0 |
| This course will provide doctoral students support and further training to the quantitative skills needed for applied research and data analyses. The course will include a review of basic statistical concepts as well as an introduction to the following statistical methodologies: Correlation, Regression, t-Test, ANOVA, Repeated Measures, Non-parametric test, Factor Analysis, and Categorical Data (Chi-Square). credits: | Quantitative Analysis | 3 |
| This course will introduce doctoral students to the concepts and strategies in qualitative research in preparation for conducting independent research. Students will discuss future trends, issues, and problems in academic educational systems, industry, the service sector, and for-profit and not-for-profit organizations. Students will critically understand and develop a qualitative research design as it relates to an applied issue. Course topics will include the framing of research questions, identifying data and data sources, and using theory in the design process. credits: | Exploration of Qualitative Research | 3 |
Core Credits - beyond the EdS (specialist's degree)
| Teachers have left the profession in droves over the past decade. This course allows students to investigate the ‘push’ and ‘pull’ factors leading teachers into and out of the profession. The scope of the course ranges from pre-service teachers’ beliefs about the teaching profession to psychological factors influencing persistence and attrition of practitioners. credits: | Teachers’ Persistence, Intentions, and Motivations | 3 |
| Too much ‘screen time’ is a perennial issue for parents and teachers; however, paradoxically, technology has allowed teachers to better engage students. This raises the question, “Is classroom teaching and learning being bought and sold by ‘big tech’?” This course encompasses the negative effects of screen time on the mind, the positive effects of ‘good’ technology in the classroom, and the potential for ‘big tech’ to stoke reliance on technology in homes and schools. credits: | Emerging Technologies and the Young Mind | 3 |
| “Teaching is easy, it’s simply ‘I do, we do, you do’.” Wrong. This course examines inquiry-based practices, aspects of inquiry, integrating inquiry in the curriculum, and the significant positive impacts of inquiry on student learning. credits: | Inquiry-based Teaching and Learning | 3 |
| Education is for all individuals. For many decades, federal and state law has determined that all individuals are entitled to a free and appropriate public education. Teachers must navigate the varying degree of students’ interests, abilities, learning styles, and intelligences. This course examines the legal timeline and curriculum considerations encompassing ‘a free and appropriate public education for all’ from 1970 to the present day. credits: | Accommodations, Modifications, and Differentiation | 3 |
| This course examines educational systems across the globe in terms of successes and failures. Why have some countries failed, and others excelled regarding education systems? How have various educational systems developed, and how are these institutions molded? Specific attention is given to comparisons among curricula from various countries. credits: | Global Curriculum Comparisons | 3 |
credits: | Assessment and Evaluation | 3 |
| Students exchange drafts of the first three chapters of their dissertation with their committee chair. A proposal hearing occurs during EDU781 or the following course (EDU799) when the chair and other committee members believe that the introduction to the topic, the literature review and the proposed methodology form the framework of quality dissertation research. Students complete the University’s online research inventory by the end of EDU781. Institutional Review Board approval is pursued after the dissertation committee accepts the proposal. Prerequisite: RSH 720, RSH 740, RSH 780, and passing the EdD comprehensive exam credits: | Dissertation Seminar | 3 |
| This course is an introduction to dissertation proposal requirements. Course assignments are designed to familiarize students with the information they will need to compile the first three chapters of their dissertation. The comprehensive exam is a completed Chapter 1. Techniques for integrating peer-reviewed research into a cohesive literature review are presented. Requirements of the Introduction and Research Methods chapters are also examined. University policies and procedures covering the proposal defense and the dissertation defense are explained. credits: | Dissertation Proposal Seminar | 3 |
credits: | Must complete at least 3 credits from the following options | 0 |
| This course will provide doctoral students support and further training to the quantitative skills needed for applied research and data analyses. The course will include a review of basic statistical concepts as well as an introduction to the following statistical methodologies: Correlation, Regression, t-Test, ANOVA, Repeated Measures, Non-parametric test, Factor Analysis, and Categorical Data (Chi-Square). credits: | Quantitative Analysis | 3 |
| This course will introduce doctoral students to the concepts and strategies in qualitative research in preparation for conducting independent research. Students will discuss future trends, issues, and problems in academic educational systems, industry, the service sector, and for-profit and not-for-profit organizations. Students will critically understand and develop a qualitative research design as it relates to an applied issue. Course topics will include the framing of research questions, identifying data and data sources, and using theory in the design process. credits: | Exploration of Qualitative Research | 3 |
Workshop and Seminar Requirements
| This course consists solely of the weekend workshop. The weekend workshop provides an overview of chapters one, two, and three of the dissertation. Students are expected to progress in their dissertation over the weekend by writing several sections in their first three chapters. This 0.5 cr course is the first of two workshops for doctoral students. credits: | Dissertation Workshop 1 | 0.5 |
| This course consists of writing and instructor support for chapters four and five of the dissertation. Students are expected to progress in their dissertation in a five-week period by writing several sections of chapters four and five. Students learn and use the Pomodoro writing strategy to complete their chapters 4 and 5. credits: | Dissertation Workshop 2 | 0.5 |
credits: | Students will enroll in EDU799 every term until completion and defense of their dissertation. | 0 |
| This course is designed to allow students time to continue in writing their dissertation. Students will enroll in the course every term until completion and defense of their dissertation. The communication between chairs and students is vital during EDU 799. Just as important it is for chairs to reach out to students; students must consistently communicate with chairs. Prerequisites: EDU781 credits: | Research Seminar | 2 |