M.Ed. in Curriculum & Instruction: Methods and Curriculum

 

The program of study for the M.Ed. in Curriculum & Instruction: Methods and Curriculum is designed for candidates whose goal is to develop expertise in teaching expectations and student achievement. Courses provide a broad base of best practices in instructional theory and application essential to creating a successful instructional ecology.

The Next Cohort Start Date is August 30th

M.Ed. in Curriculum & Instruction: Methods and Curriculum Program Goals

In addition to meeting the objectives for all Concordia Portland’s M.Ed. programs, successful candidates in the M.Ed. in Curriculum & Instruction: Methods and Curriculum concentration will demonstrate:

  • Expertise in the utilization of new methods of authentic assessment and strategies as tools to evaluate student learning progress.
  • The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results.
  • Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students.
 

Course Descriptions

Students enrolled in the Methods and Curriculum program must complete:

  • Four core courses required for the Curriculum & Instruction degree
  • Foundation courses for the specific concentration

M.Ed. in Curriculum & Instruction - Methods and Curriculum
15 credits
EDGR 520 (3)
Curriculum Design and Assessment
This course will provide students with an intensive study of pedagogical approaches and materials for teaching in schools, curricular recommendations of professional associations, recommendations that have emerged from recent educational research, and recommendations of recent reform movements. Specific emphasis will be given to the study of alternative approaches to curriculum theory, design, practice, and evaluation. Educators will have the opportunity to apply theory to either their own classroom and school settings at the early childhood, elementary, middle school, or high school levels as well as other work environments.
EDCI 561 (3)
Foundations of STEM Education
Candidates will gain an in-depth understanding of the historical and contemporary practices of integrating the principles and skills of STEM (Science, Technology, Engineering, and Mathematics) content into and across the PreK-12 curriculum as they understand the importance of developing critical thinkers in the classroom who value and promote investigation, inquiry, exploration, questioning, and testing. The specific principles and skills to be addressed as essential to comprehensive STEM education throughout this concentration are presented in the new Next Generation Science Standards and include:

  • Asking questions and defining problems
  • Developing and using models
  • Planning and carrying out investigations
  • Analyzing and interpreting data
  • Using mathematics and computational thinking
  • Constructing explanations and designing solutions
  • Engaging in argument from evidence
  • Obtaining, evaluating, and communicating information
EDEL 533 (3)
Language and Culture in the Classroom
This course introduces the student to the theories and practice of multicultural counseling and intercultural communication by examining the cultural diversity in our classrooms and communities, defining similarities and differences in perceptual and communication style, and investigating cultural adaptation and intercultural communication skills. It examines parent and community involvement as resources that enhance the multicultural counseling and education processes.
EDRD 554 (3)
Current Issues in Literacy
This course discusses current areas of concern being researched and debated in the field of reading and the teaching of reading, studies new techniques and procedures for reading instruction, and reviews new mandates for teaching and testing elementary students in the area of reading.
EDGR 601 (3)
Educational Research
This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.

The Master of Education culminates with one of two courses
3 credits
EDGR 698 (3)
Action Research (CAPSTONE)
Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.
EDGR 699 (3)
Thesis (CAPSTONE)
The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her thesis instructor, will explore relevant literature and present a thesis following the procedure established by the College of Education.

Either option provides candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.

Earning Your Curriculum & Instruction: Methods and Curriculum Master's Degree Online

Using cutting-edge curriculum and easy-to-use online learning tools, Concordia University - Portland’s experienced faculty will provide you with the best in theory and practice to prepare you as an instructional leader. Concordia Portland’s five-week classes can be accessed via the Internet at the times and locations most convenient for you. Assignment submission is convenient, submission deadlines are achievable, and all requirements for a course fall within the dates stipulated for the courses.

 

Career Opportunities

  • Curriculum Coordinator
  • Higher Education Instructor in Curriculum & Instruction
  • Curriculum/Instructional Specialist, Instructor, Supervisor or Director (K-12)
  • Education Consultant (Public or Private)
  • Assistant Chief Academic Officer (Public or Private K-12)
  • Chair, District Curriculum/Instruction Committee (K-12)
  • Director of Curriculum & Instruction (K-12)
  • Curriculum & Instruction Leader, NCLB District or State School Intervention Team (K-12)
  • Professional Development Leader, K-12
  • Division or Department Chair (K-12)

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