What is an Education Specialist (EdS) in Curriculum and Instruction?
In the field of education, experienced professionals know there’s always more to learn in order to expand their skillsets and find new methods and practices to become even more effective and impactful educators.
Marshall University in Huntington, West Virginia, offers a unique Education Specialist (EdS) degree in Curriculum and Instruction for those who have completed their master’s degrees, but want to enhance their education and become specialized in the field of Curriculum and Instruction.
MU students in the EdS in Curriculum and Instruction program take such courses as: Curriculum Development; Curriculum Theory; Theories, Models and Research of Teaching; Social & Political Determinants of Curriculum; and more.
This graduate program in Curriculum and Instruction is offered in the College of Education and Professional Development (COEPD), which is accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the Council for Accreditation of Counseling & Related Educational Programs (CACREP).
Why Study Curriculum and Instruction at Marshall?
MU’s EdS degree program is for experienced, post-master’s degree candidates seeking to advance their professional knowledge and application in the area of Curriculum and Instruction.
This graduate degree program is the only one of its kind offered among graduate schools in West Virginia.
Most students in the EdS degree program are experienced classroom teachers; or school, county, and state-level coordinators or administrators in the K-12 system. Others come from various occupation backgrounds such as health and nursing / hospital personnel; community social and behavioral agencies; business, law, and government; and community college and adult technical education settings.
EdS program goals. MU’s graduate program to become an Education Specialist is designed for students to accomplish these goals:
Benefits of an EdS degree. This graduate program in Curriculum and Instruction enables successful candidates to:
Other candidates may simply wish to pursue this EdS degree for personal and professional accomplishment as lifelong learners.
EdS degree-seekers can complete this 30-credit program full-time in 3-4 semesters. Part-time students can complete the Education Specialist degree anywhere from 5 semesters (taking 6 credit hours per semester) to 10 semesters (taking 3 credit hours per semester).
The EdS program has two curriculum components:
Expert faculty. EdS program students learn with excellent faculty members who successfully deliver course content and principles. MU professors are experienced in teaching advanced educational research principles and concepts. The Education Specialist degree program is highly collaborative and engaging.
Gateway to the EdD degree program. The Education Specialist degree program can serve as a gateway to Marshall University’s doctoral (EdD) program in Curriculum and Instruction, given that the requirements in these two programs overlap considerably.
Career Outlook for Curriculum and Instruction
What can you do with an Education Specialist degree?
The Education Specialist in Curriculum and Instruction degree is not considered a career-based program to seek employment. Instead, the EdS degree program is an opportunity for candidates to prepare for practice in specific professional settings and in related roles such as counseling, classroom teaching, school administration or school psychology.
Education specialist jobs. For the most part, EdS program candidates are seeking to deepen their skills and advance in their current positions or organizations. Most students are already employed in a range of professional career roles, including: school counselors; public school teachers; university, community college and higher education classroom teachers; college personnel in student affairs, admissions, and registration; school administrators and supervisors; social agency personnel; and higher education coordinators and directors.
EdS degree learning outcomes. MU graduates with the EdS degree bring job-ready skills to their professional work, including abilities to:
Opportunities for Curriculum and Instruction EdS Candidates
In the College of Education and Professional Development, Marshall students can choose from a wide range of degree and professional development programs, continuing education opportunities, and services that address needs of adult learners who are primarily fully employed students. The College provides professional/technical expertise and is actively involved in addressing regional and state-level educational, mental health and social issues.
In addition to teacher education programs and doctoral programs in Curriculum and Instruction, and Leadership Studies, COEPD offers these service programs: Appalachian Studies Association, West Virginia Autism Training Center, HEART Tutoring Program, June Harless Center for Rural Education Research and Development, Higher Education Learning Program (H.E.L.P.), MU Child Development Academy, MU Early Education Center, MU Computer Based Testing Center, and Professional Development Schools Partnership.
Program Benefits
MU students in the Education Specialist in Curriculum and Instruction degree program have access to two computer labs on-campus for independent study and to complete course requirements. EdS students also are able to complete selected courses online, which can help with busy work schedules and other responsibilities.
MU students in the EdS degree program also gain research and writing experience through their capstone course, which requires the preparation of a written report, focusing on a research problem, experiment or field project in education. Candidates also prepare an original educational research article that can be submitted to a professional publication. A Technology Issues Report requires Education Specialist candidates to critique published research about instructional technology issues.
Plan of Study
| Code | Title | Credit Hours |
|---|---|---|
| Core Courses | ||
| EDF 703 | Research Design | 3 |
| EDF 625 | Qualitative Research Educ | 3 |
| or EDF 676 | Statistical Methods | |
| CIEC 700 | Technology and Curriculum | 3 |
| EDF 711 | Survey Research in Education | 3 |
| CI 677 | Writing Publicatn Prof Ed | 3 |
| or HUMN 604 | Expository Wrtng for Research | |
| Area of Emphasis | ||
| CI 701 | Curriculum Development | 3 |
| CI 702 | Curriculum Theories | 3 |
| CI 703 | Theory Models & Res. of Teach | 3 |
| CI 704 | Soc Cult Pol Determ Curr | 3 |
| Capstone | ||
| EDF 679 | Problem Report | 3 |
| Total Credit Hours | 30 | |
The study of procedures for creating a functional middle childhood curriculum with emphasis upon the needs of middle childhood learners.
Study of methods appropriate for teaching in the middle childhood grades and the production and utilization of materials and resources in these grades. Middle school clinical experience is required.
The analysis and appraisal of teaching strategies employed in the teaching of young children.
General scaondary/middle school course with emphasis on instructional standards and objectives, methods, and materials of the disciplines. A clinical experience provides observation and teaching.
Identification of common classroom discipline problems and techniques for dealing with behavioral incidents in school settings K-12.
This course allows elementary education students to critically examine a variety of classroom management strategies and educational issues that impact instruction.
Classroom management with an emphasis on practical techniques for dealing with management problems in secondary and middle school settings.
Designed to introduce teachers to successful approaches and strategies to foster thinking and learning through writing, and experiment with a variety of approaches and techniques in their classrooms.
Participants will examine problems in the teaching of writing, present and demonstrate approaches to the teaching of writing, study current and past research in the field.
Considers diversity, equity, and inclusion with an emphasis on theory and practice for teaching students with diverse perspectives and backgrounds.
Courses and activities designed to meet the specific inservice need of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrading if approved but not in degree programs.
Courses and activities designed to meet the specific inservice need of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrading if approved but not in degree programs. CR/NC grading.
Courses and activities designed to meet the specific inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrading if approved but not in degree programs. CR/NC grading.
Courses and activities designed to meet the specific inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrading if approved but not in degree programs. CR/NC grading.
Courses and activities designed to meet the specific inservice needs of public school personnel. Credit in these courses may be used for certificate renewal and salary upgrading if approved but not in degree programs. CR/NC grading.
Permission of Chair and GPA 3.0 to take class. Limit of 6 hrs. of Independent Study to be used in master's degree program.
Permission of Chair and GPA 3.0 to take class. Limit of 6 hrs. of Independent Study to be used in master's degree program.
Permission of Chair and GPA 3.0 to take class. Limit of 6 hrs. of Independent Study to be used in master's degree program.
Permission of Chair and GPA 3.0 to take class. Limit of 6 hrs. of Independent Study to be used in master's degree program.
A study of practical applications in teacher education and related fields for advanced students and professionals. Experience in new techniques and application of new knowledge.
A study of practical applications in teacher education and related fields for advanced students and professionals. Experience in new techniques and application of new knowledge.
A study of practical applications in teacher education and related fields for advanced students and professionals. Experience in new techniques and application of new knowledge.
A study of practical applications in teacher education and related fields for advanced students and professionals. Experience in new techniques and application of new knowledge.
Examination of traditional and current assumptions undergiriding the modern elementary school curriculum with emphasis on converting theoretical bases into plans for curriculum change and modernization.
Analysis of the social and political factors which affect secondary school curriculum and emphasis upon trends and developments in high schools today.
Informal learning in the primary and middle school with emphasis on the significance of natural child development, learning through games and play, and the British model for infant and junior schools, and related activities for the middle years (ages 10-14) in middle school settings.
Selected teaching models are analyzed with implications for the role of the teacher; assessment of influences of the teacher.
Performance-based laboratory experiences in a micro-teaching laboratory development of a personalized teaching repertoire. (PR: CI 515 or permission)
Pre-req: CI 515.
Explicitly links program planning in/for organizations with advances in evaluation research practice in education and closely related fields. Designed for students engaged in varying levels of professional practice.
Supervised experience in teaching pre-kindergarten and/or kindergarten
A study of recent findings in the behavioral sciences and their implications for early childhood education.
An examination of past and present programs for young children with opportunity provided for curriculum development.
Ways of communicating and involving paraprofessionals, parents, volunteers, staff in the education of young children.
Examination of selected studies in language acquisition and cognitive development of children from birth to eight years of age.
A study of the fundamental skills needed to evaluate educational progress at the classroom, program, and school levels.
A program of reading, either extensive or intensive, and reports on a group of outstanding contributions to education; readings selected with guidance of advisor. Only one registration for Curriculum and Instruction 640 is permitted.
A guided program of readings, reports and discussions. No student may register for this course a second time.
A unified Reading-Language instructional approach to develop a basic understanding of reading-language related principles derived from disciplines, research, and innovation classroom practices.
Historical, social, psychological, and philosophical foundations of mathematics education; investigation of current trends and issues in contemporary programs.
The symposium is the culmination of the master's degree program in Elementary Education. Secondary Education, and Early Childhood Education. This is the first of a twopart sequence. (PR: Consent)
Materials and procedures for teaching social studies with emphasis on a survey of succesful programs of instruction.
Intensive concentration on helping children inquire into the earth, physical, and biological sciences through modern methods and media.
Clinical Experience: Directed activity in a clinical setting.
Analysis of the assumptions undergirding curriculum development.
An examination of program evaluation models and techniques for instructional supervisors.
For professional educators and students who wish to study and practice writing articles for publication in scholarly journals in the field of education.
Duties and responsibilities of the teacher who supervises student teachers.
This course is designed for elementary teachers. The content includes methods of managing the physical and social environment in the classroom.
The comprehensive assessment requirement is met within the framework of this course. (PR: Consent.)
Students completing 681 must defend their thesis in an oral examination.
This course is designed as a culminating experience that allows participants to demonstrate professional knowledge and skills related to program experiences.
To review Curriculum Development and Planning from the historic perspective, the four bases of curriculum and the interpretation into the assumptions that can be translated into instructional design.
This course will give the students a basic foundation in the theories and paradigms underlying curriculum from the past, present and future.
It is the intent of this course to analyze and synthesize the historical development as it correlates to the development of curriculum and ultimately has implication on instructional design. Besides behaviorism, cognitivism, and constructivism, this course will discuss humanism, brain-based learning, developmental appropriateness, multiple intelligence and thinking styles.
This course critically analyzes the social, cutural, and political determinants of curriculum, and examines issues of difference and equity in curriculum. (PR: Admission to C&I doctoral program or permission)
This course is an introduction to the development and management of the curriculum in higher education instititutions.
This course attempts to understand the issue of differences and equity through personal and critical analyses of the philosophical, social, and cultural perspectives that inform and shape curriculum and teaching.
This course will explore current developments in curriculum transformation and change theory. This course will examine the impace of change theory on curriculum development.
This course focuses on current organizational policy issues and provides conceptual and analytical tools for their critical examination.
This course requires study, reading and research in an advisor/chair approved area of curriculum and instruction. This course limited to Ed.D and Ed.S. students.
Independent Study
This course is designed to support the student's doctoral research. The major focus is competion of the dissertation. (PR: Admitted to Candidacy of C & I Doctoral Program. First Term Offered: Spring 2004)