Doctor of Education in Curriculum and Instruction

Curriculum and Instruction class

The Doctor of Education in Curriculum and Instruction will prepare learners to become instructional leaders who will create and strategically manage processes related to curriculum,instruction, and assessment. Students will deepen their knowledge and understanding of educational practices and acquire tools needed to provide professional leadership in curriculum, teacher education, and professional development in the schools.

Graduate Admissions

The purpose of the Doctor of Education in Curriculum and Instruction is to develop curriculum leaders through courses, research, seminars, and internships conducted in an environment based on Christian principles and values. The program is designed to offer the depth of a concentration and the breadth of a cross-disciplinary perspective to develop curricular leaders who can shape educational practices at all levels.

Schools and organizations are dynamic institutions whose practice is shaped by powerful and influential interests. As a result, the economic, political, social, and technological environments of organizations deal with constant change.

The Doctor of Education in Curriculum and Instruction program goals are:

  1. To engage candidates in critical analysis of curriculum theory and practice;
  2. To engage candidates in disciplined inquiry in the field of curriculum and instruction;
  3. To prepare candidates for making contributions to curriculum theory and practice; and
  4. To prepare candidates to become curriculum leaders in organizations.

Gardner-Webb University’s School of Education offers a learning environment that supports Christian values in the classroom. You will gain valuable professional preparation to succeed in your career and help your future students succeed in school. You will also benefit from spiritual support that prepares you for ethical, inspired leadership.

Doctor of Education in Curriculum and Instruction students develop professional learning modules based on needs identified through assessments of their own schools and school districts. Modules are developed in accordance with a comprehensive rubric, assessed by cross-cohort peers, and evaluated by faculty. Certain modules are identified to be published in Digital Commons, an institutional repository maintained by Gardner-Webb University’s Dover Library, for use by other educators. This collection of professional learning modules is titled IMPROVE (Instructional modules for professional learning: Responding to opportunities and valuing educators).

Meet the faculty for this department
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Graduate Admissions