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Curriculum Studies and Teacher Education
Curriculum Studies and Teacher Education offers two pathways for developing, examining, implementing, and assessing curriculum. Curriculum Studies, which employs theory and research in curriculum as a broadly construed discipline, and Teacher Education, which engages school curriculum issues, especially the teaching of particular subject areas in classroom settings. This Ph.D. concentration provides students with a general introduction to the study of curriculum, while allowing students to specialize in either Curriculum Studies or Teacher Education in ways that are flexible for meeting their needs.
Curriculum Studies aims to make sense of the teaching and learning by inquiring into the purposes of curriculum, questioning whose interests are served by curriculum, and considering research in successful teaching approaches. To do so, Curriculum Studies is not narrowly technical in application; rather, it employs a historically-informed and critical theoretical perspective. Moreover, it views curriculum as more than just a list of content to be taught by also taking into account the sociopolitical contexts of education, the organization of the school, and the hidden or unintended implications of what is taught and learned in schools. Curriculum Studies is interdisciplinary in nature, bringing together work in the foundations of education (including the history, philosophy, anthropology, and sociology of education) and educational policy analysis.
The teacher education emphasis develops candidate’s knowledge of teacher development across the life and learning span of teachers, including pre-service teacher preparation, the induction years, and teacher professional development. Within this wide construct, individual candidates may choose to focus on areas such as policies that impact teachers’ work; the development of teachers’ content knowledge, attitudes, beliefs and behaviors; the role of student knowledge and learning in a content area, or the social and political environment in which teachers work.
- CI 9004 Curriculum Theory
- CI 9005 Policy Issues in Teaching and Learning
- CI 9003 Theory, Ethics, Application of Research
- CI 8092 Critical and Postmodern Theories on Educating for Democracy or CI 9006 Teacher Education and Professional Development
Christopher Atchison (Ph.D., Ohio State University, Science Education), Assistant Professor of Geoscience Education
Contact: 511E Teachers College, 513-556-3613, email: firstname.lastname@example.org
Prentice T. Chandler (Ph.D., University of Alabama, Social Studies Education, 2007) Assistant Professor of Social Studies Education
Contact: 610C Teachers College, 513-556-7095, email: email@example.com
Research interests: social studies education, critical race theory, authentic intellectual work, academic freedom
Teaching: social studies methods, multicultural education
Anna DeJarnette, (Ph.D., University of Illinois at Urbana-Champaign, Mathematics Education) Assistant Professor of Mathematics Education
Contact: 511H Teachers College, 513-556-4547, email: firstname.lastname@example.org
Research interests: Students’ mathematical thinking and reasoning, group work and classroom discourse, the use of technology for learning mathematics
Teaching: Mathematics methods, problem solving in mathematics, technology
Shelly Sheats Harkness (Ph.D., Indiana University, Curriculum & Instruction, 2002) Associate Professor of Curriculum & Instruction email: email@example.com
Research interests: Mathematics and social justice, playing the “believing game” (Elbow, 1986) and listening in mathematics classrooms, Ethnomathematics, teaching and learning.
Teaching: Secondary mathematics education, doctoral proseminar in Curriculum & Instruction, Inquiry into Teaching and Learning, Issues in Mathematics Education.
Kathy Koenig (Ph.D., University of Cincinnati, Physics Education, 2004)
Associate Professor of Curriculum & Instruction
Contact: 443 Geo-Phys or 511 Teachers College, 513-556-0507 or 513-556-0391, email Kathy.firstname.lastname@example.org
Research interests: physics education, scientific reasoning.
Teaching: physics, science methods.
Helen Meyer (Ph.D., University of Wisconsin-Madison, Curriculum & Instruction, 2000) Associate Professor of Curriculum & Instruction
Contact: 513-556-5115, email Helen.Meyer@uc.edu
Research interests: qualitative methods, action research, teacher beliefs, science education, urban education, organizational change, social justice, and democracy in education.
Teaching: science education research, science methods, introduction to academic writing, history and philosophy of science, role of teachers in a democratic society.
Sally Moomaw (Ed.D., University of Cincinnati, Special Education, Early Mathematics Development, 2008) Assistant Professor, Early Childhood Education. email: email@example.com
Research interests: Mathematics development in early childhood, Curriculum-based mathematics assessment, Mathematics curriculum, STEM education in early childhood
Teaching: Early childhood mathematics and science, assessment, STEM education
Linda Plevyak (Ph.D., The Ohio State University, Teacher Education/Environmental Education, 1997) Associate Professor of Curriculum & Instruction.
Contact: 511F Teachers College, 513-556-5106, email firstname.lastname@example.org
Research interests: environmental education and scientific inquiry research within K-6 grades.
Teaching: science methods, environmental education, teacher effectiveness, and attitude formation.
Sarah M. Stitzlein (Ph.D., University of Illinois, Philosophy of Education, 2005) Associate Professor of Curriculum Theory.
Contact: 615-S Teachers College, 513-556-2439, email Sarah.Stitzlein@uc.edu
Research interests: curriculum theory, philosophy of education, educational equality, education for democracy, politics of education.
Teaching: curriculum theory, theory and ethics of research.