Master of Education Curriculum and Instruction (M.Ed.)
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 program is a 36-credit hour program. Students have the opportunity to focus their program of study by choosing one of three concentrations. Students in all concentrations participate in an individualized capstone research project through which they can apply the knowledge and skills learned throughout their coursework.
Areas of Concentration:
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.
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.
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.
- Bachelor’s Degree
- GPA 2.8
- Literacy and Reading Education requires:
- Teacher Certification
Featured CoursesCore 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 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.
Prerequisites: None EDCI 650 Global and Ethical PerspectivesThis 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. Field experience is required. A grade of B or higher is required to advance.
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 656 Principles of Educational Assessment & 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 Areas of Concentration: Educating for Social Justice 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 Spanish Language & CultureThis course is specifically designed for candidates who must be able to demonstrate skill, knowledge, and awareness of diversity issues impacting educational communities that are culturally and linguistically diverse. Specifically, this course will focus on developing beginning communication skills in Spanish with a major emphasis on understanding the culture of Spanish speaking communities.
Prerequisites: None Literacy and Reading Education 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.
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.
Prequisites: EDCC 510, EDCC 530, and EDCC 541 Education Policy 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.
- K-12 Teacher
- Early Childhood Center Director
- Educators for Libraries, Museums, Parks and Recreation
- Business, Industry, and Non-Profit Education Trainer
Literacy and Reading Education
- K-12 Teacher
- Literacy Coach
- Literacy Program Director
- School System Administration
- Principals of Charter, Private, and Parochial Schools
- Educational Nonprofit Leadership
- Director of Education Policy
- Education Policy Analyst
All School of Education programs are approved by the DC State Education Agency, Office of the State Superintendent of Education (OSSE), and meet requirements for state certification.
Trinity’s initial-license and advanced-level Education programs are accredited by Council for the Accreditation of Educator Preparation (CAEP).