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Curriculum Research and Development Group


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College of Education

Graduate Programs

Master’s Degrees

The College of Education offers MEd degrees in curriculum studies, early childhood education, educational administration, educational foundations, educational psychology, learning design and technology, and special education. The MEd programs in curriculum studies and early childhood education are in the Department of Curriculum Studies. Other MEd programs are in departments of the same name.

The College of Education also offers Master of Science degrees in Athletic Training (AT) and Kinesiology and Rehabilitation Science (KRS). The MS degree in AT is a two-year Professional Athletic Training Education Program. The MS degree in KRS is designed as a two- to three-year program of study for students with advanced knowledge, skills, research, and clinical/field experiences in one of the following program areas: Physical Activity, Adapted Physical Activity, and Rehabilitation Counselor Education.

The MEdT, a two-year, field-based program, is designed for students who have earned baccalaureate degrees in fields other than education. Graduates are eligible for state teacher licensure in either elementary or secondary education. See the “Institute for Teacher Education” for more information.

Doctoral Degrees

Doctor of Philosophy in Education (PhD)
Wist 113
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-7913

Graduate Faculty

M. J. Noonan, PhD (Chair)—moderate and severe disabilities, early childhood special education, applied behavior analysis, autism
A. Bartlett, PhD—literacy, teacher education
R. Black, EdD—intellectual disability, secondary education and transition, community integration for youth and adults with disabilities
S. Buelow, PhD—teacher education, disciplinary literacies, new literacy studies
K. Cashman, PhD—Native Hawaiian education, indigenous self-determination and education, art education
E. B. Chapman de Sousa, PhD—children who are multilingual, teacher preparation for multilingual learners, sociocultural theory
B. Cheng, EdD—comparative and international education, education policy
P. Chinn, EdD—K-20, place based culturally responsive stem education
M. Conway, PhD—disability studies, transition, postsecondary supports, sensory impairment, assistive technology
L. Collins, PhD—emotional and behavioral disorders, evidence based practices, research to practice, academic and behavioral interventions and outcomes
S. Cook, PhD—secondary education, high incidence disabilities, evidence-based practices, co-teaching
J. A. Daniels, EdD—school, development, adolescent, group, homeless children, loss and transition counseling, rehabilitation counseling
P. Deering, PhD—curriculum and instruction, middle level education, social studies education, qualitative research
X. Di, EdD—teacher education, multicultural and international education
D. B. Edwards, Jr., PhD—global education policy, global governance of education, international organizations, international development and education
D. P. Ericson, PhD—philosophy of education, educational policy, study of national educational systems
C. Frambaugh-Kritzer, PhD—language and literacy
C. P. Fulford, PhD—educational technology, instructional and visual design
L. A. Fulton, PhD—elementary science education, teacher education, qualitative research
L. H. L. Furuto, PhD—mathematics education, ethnomathematics, quantitative research
P. E. Halagao, PhD—social studies, multicultural education and Filipina/o curriculum and pedagogy
R. H. Heck, PhD—leadership and governance, organizational theory, policy
R. Hetzler, PhD—exercise physiology with interest in body composition and metabolism
C. Hitchcock, PhD—disability studies
C. Ho, PhD—educational technology
A. A. Jenkins, PhD—mild/moderate disabilities, content strategies/inclusive education, collaboration
R. Johnson, EdD—early childhood and elementary education
J. Kaomea, PhD—Native Hawaiian and decolonizing Indigenous research methodologies
I. F. Kimura, PhD—kinesiology, athletic training and biomechanics
E. Kukahiko, PhD—mathematics education, Hawaiian language immersion education
D. Leake, PhD—transition, self-determination, child and adolescent mental health
P. Leong, PhD—educational technology, distance education, virtual worlds
M. G. Lin, PhD—educational technology, participatory learning, open access resources
C. M. Lucas, PhD—professional development practices, leadership theories, partnerships
M. Maaka, PhD—indigenous education, language and literacy in education, multicultural education
J. K. Maeda, PhD—physical education, elementary and adapted physical education pedagogy, and professional development, applied behavior analysis
A. Makaiau, PhD—social studies, philosophy for children, curriculum and instruction, international collaboration
C. Mangram, PhD—access and equity in mathematics education, parent engagement and teacher professional development
K. Mawyer, PhD—teacher professional development in science, literacy in the context of science, teacher cognition, teacher thinking and learning
D. McDougall, EdD—behavioral self-control (self-management, self-monitoring), behavioral disorders/learning disabilities, inclusion/integration, applied behavior analysis, special education law
P. McKimmy, EdD—policy and information technology solutions
M. P. Menchaca, EdD—educational technology integration, online teaching and learning, distance education, multiculturalism and social justice, and communities of practice
C. Miller, PhD—philosophy for children, Democratic education, teacher education & preparation, mindfulness, history of education
C. Morgan, PhD—promoting youth physical activity; benefits, assessment, levels, and related factors of youth physical activity
P. Morrissey, PhD—disability policy instructional and assistive technology accommodations in assessment; inclusion
L. S. Muccio, PhD—early childhood, inclusive education, teacher action research
N. Murata, PhD—general physical education pedagogy, adapted physical education, special education/transition, and professional development
K. L. Murphy, DPE, CAPE—physical education pedagogy, adapted physical education
T. T. T. Nguyen, EdD—educational leadership, educational technology, internet safety
J. M. Ninci, PhD—students with severe disabilities and autism, applied behavior analysis, early childhood education
Y. Oba, PhD—athletic training, curriculum development, anatomy
M. Ok, PhD—assistive and instructional (AIT), universal design for learning, learning disabilities, teacher education on AIT, mathematics instruction
T. O'Neill, PhD—place-based science and STEMS2 education
C. Ornelles, PhD—mild/moderate disabilities, students at risk, teacher education
L. Oshita, PhD—mild/moderate disabilities, teacher education, distance education advising
S. Paek, EdD—educational technology, statistical analysis and evaluation
H. Park, PhD—special education professional development, STEM education in special education, universal design for learning
M. E. Pateman, HSD, MPH—school and college health education
L. H. Phan, PhD—international education, language-culture-pedagogy, identity studies, TESOL, critical theories of education and language
J. H. Prins, PhD—kinesiology
K. Rao, PhD—universal design for learning, instructional and assistive technology, online learning, culturally and linguistically diverse learners
A. B. Ray, PhD—mild/moderate disabilities, academic interventions, strategy instruction, Self-Regulated Strategy Development (SRSD), inclusion, literacy
N. S. A Reyes, EdD--indigeneity in higher education, critical race theories, postsecondary success for students of color
S. Roberts, PhD—curriculum administration, policy, professional socialization, school administration
S. Robinson, PhD—secondary teacher preparation, science education
D. Royer, PhD—comprehensive, integrated, three-tiered (Ci3T) models of prevention; emotional and behavioral disorders (EBD); evidence-based practices; student-directed IEPs
A. R. Ruhaak, PhD—mild/moderate disabilities, neuroscience and education, students with ADHD and EBD
A. K. Serna, PhD—health education, school health programs, elementary education
P. Sheehey, PhD—mild/moderate and severe disabilities, families, multicultural issues
A. Smith, PhD—adolescent literacies, noncognitive domains of literacies, ethnography, arts based research methods
J. Simpson Steele, PhD—elementary teacher preparation, performing arts education, performance ethnography
C. K. Sorensen Irvine, PhD—professional studies in education, educational technology, research methods
C. D. Stickley, PhD, ATC—athletic training and biomechanics, exercise physiology
D. Taira, PhD—history of American education, history of Hawai‘i’s school system, 20th century Native Hawaiian history
P. M. Tamashiro, PhD—exercise physiology and cancer exercise rehabilitation
K. Tamura, PhD, ATC—athletic training and biomechanics
C. Tanabe, PhD—educational law and policy, philosophy of education
H. Tavares, PhD—politics of education, critical theories of education
S. Twomey, PhD—new literacies, teacher education, feminist pedagogy, drama education
J. Wells, PhD—autism, severe disabilities
B. L. Williams, PhD—art education
E. Wright, PhD—indigenity in higher education, indigenous research methologies, student affairs leadership
K. K. Yamamoto, PhD—CRC-rehabilitation counseling, transition, multicultural counseling, and disability-related issues
J. Yoshioka, PhD—science education, teacher education
D. B. Young, EdD—science education
J. W. L. Yuen, EdD—diversity, inclusion, accessibility
J. Zilliox, EdD—mathematics education
D. K. Zuercher, PhD—teacher education, middle level, health, qualitative research methodology, language arts, fine arts

Cooperating Graduate Faculty

M. Benham, EdD—educational leadership and community based leadership, policy, indigenous critical studies, Mo‘olelo and narrative as pedagogy and methology, indigenous post-secondary education, community engagement
T. Jackson, PhD—philosophy for children
W. S. Nishimoto, PhD—oral history, life history, interviewing in qualitative research
K. Oliveira, PhD—Hawaiian language, culture and geography
M. Soetoro-Ng, PhD—social studies
L. Venenciano, PhD—algebra preparedness, Davydov’s developmental approach to mathematics education, instructional strategies that promote CCSS mathematical practices
K. Wong, PhD—Hawaiian language and culture

The doctor of philosophy in education (PhD) is a college-wide degree awarded for distinguished academic preparation for professional practice and research in the field of education. The program is designed to enhance and facilitate educational, social, and economic growth locally, nationally, and internationally with a pool of highly qualified educational scholars and leaders.

The quality of a candidate’s work is judged by a variety of experiences, which include the College of Education general and specialization area courses, culminating in a field project or internship, a set of comprehensive and final examinations, and a dissertation. The dissertation is based on a selected research problem and is a significant part of the candidate’s experience. Seven areas of focus are currently available: curriculum and instruction, educational administration, educational foundations, educational policy studies, exceptionalities, kinesiology, and global and international education.

Application for admission to the PhD program will be considered for the fall semester only and is made to Graduate Division and to the College of Education. Students must meet the requirements of both Graduate Division and the College of Education, including acceptable scores on the Graduate Record Examination (GRE) verbal, quantitative, and analytic writing assessment. Applicants from foreign countries where English is not the dominant language are required to have a TOEFL score of 600 (regardless of degree completion from other U.S. institutions). A master’s degree from an accredited university or college is required with evidence of a minimum of three years of experience in the field of education. The applicant must demonstrate competence in writing and present a written statement of career goals and academic objectives. At least three letters of recommendation are required. An oral interview may be conducted.

For further information, applicants may contact the PhD in Education Program at (808) 956-7913.

Curriculum and Instruction Track

Curriculum and Instruction develops educational leaders in curriculum development, teaching, curriculum evaluation, and/or teacher education and professional development. The program varies in the number of credit hours required, depending upon the candidate’s qualifications, and includes courses required for all doctoral students enrolled in the College of Education; courses in an area of study, such as issues and trends in curriculum, teaching and learning, curriculum and program evaluation, and research on teacher education and professional development; breadth courses; a field project or an internship in college teaching; and the dissertation.

Educational Administration Track

Educational Administration develops educational leaders in elementary, secondary, and higher education settings. Areas of emphasis within the program include management and leadership, organizational theory, policy and governance, organizational socialization, and research methods.

The program includes courses required of all doctoral students in the college, courses in K–12 or higher education, courses taken outside the department, a field project/internship or an apprenticeship in college teaching, and the dissertation.

Educational Foundations Track

Educational Foundations prepares educational professionals with an understanding of the historical, philosophical, cultural, social, and political contexts of education so that they can make informed and wise decisions about educational problems and policy issues. Graduates are expected to exert leadership in the field of education and deal with those aspects and problems in society that need to be taken into account in advancing educational thought, policy development, and practice, especially where these concern the social role of the school and other educational agencies. The program of study varies in the number of credits required, depending upon the candidate’s qualifications; college and departmental course requirements; course work focused on an area of emphasis in history, philosophy, or comparative or social foundations of education; courses outside the department; a field project/internship or an apprenticeship in college teaching; qualifying and comprehensive examinations; and the dissertation.

Global and International Education Track

The College of Education PhD offers a track in Global and International Education through the Department of Educational Foundations. Global and International Education aims to prepare in-service educators and educational researchers and analysts for leadership positions in educational and research settings. Strongly concerned with theory generation, application, and analysis, from this track draws significantly upon concepts, theories, and research methods from a variety of fields –including the social sciences, history, law, and philosophy–in understanding, defining, analyzing, and researching educational issues and problems around the world and in global perspective. Given the spread of globalization around the world, the growth of internationalization, and evident student mobility from country to country, the study of education and educational systems at all levels in global and international dimensions is increasingly important.

Educational Policy Studies Track

Educational policy studies consists of a multidisciplinary program of study and research concerned with identifying and ameliorating significant educational problems. It draws upon concepts and research methods from a variety of fields (including the social sciences, history, law, and philosophy) in defining problems and formulating solutions. This track prepares professionals from diverse backgrounds for effective informed engagement in this process. At the same times, it prepares such persons to pursue research and service agendas geared toward lifting policy analysis, discourse, and action to new levels. The program varies in the number of credit hours required, depending upon the candidate’s qualifications, and includes courses required of all doctoral students in the college, courses in the track, breadth courses taken outside the track, a field project/internship, or an apprenticeship in college teaching, and the dissertation.

Exceptionalities Track

Exceptionalities prepares professionals to work as leaders in the education and support of individuals who have unique needs, often due to disabilities. The field is broad, addressing life-span concerns and involving such services as special education, advocacy, family support, community services, and vocational training and support. Graduates of the program are expected to assume leadership roles addressing local, regional, national, and international issues related to research and higher education and/or program development and evaluation. The program varies in the number of credit hours required, depending on the candidate’s qualifications, and includes courses required by the college, courses in the specialization, courses that provide an emphasis/breadth, a field project/internship or an apprenticeship in college teaching, and the dissertation.

Kinesiology Track

Kinesiology prepares professionals to work as leaders in adapted physical activity or athletic training (BOC), and applied biomechanics. This discipline is based in the biological and physical sciences as well as in education. This foundation will be reinforced via course work, research, clinical/practical experiences in teaching, supervision, and mentorship experiences in the two areas specified above.

Doctor of Philosophy in Educational Psychology (PhD)

See “Educational Psychology.”

Doctor of Philosophy in Learning Design and Technology (PhD)

See “Learning Design and Technology.”

Doctor in Professional Education Practice (EdD)

The EdD professional practice doctorate in education is in line with the recent call by the American Educational Research Association (AERA) to offer advanced degrees of professional practice that are distinct from doctoral research degrees in education. Professional practice doctorates in education are advanced degree programs aimed at preparing professionals for leadership roles at all levels of education, as well as in other positions where the main interest is the application of research in education settings.

Completing the EdD Degree

The EdD at the College of Education is accessible to qualified candidates across the state, and requires approximately 64 semester hours of credit spread over three years of study. Students will be organized in cohorts to encourage collaboration on projects. Instruction will be conducted in a combination of face-to-face course work during the summer, fall, and spring semesters (40%), online instruction (20%), participation in field-based projects during fall and spring semesters (40%).

Admission Requirements

The COE invites applications from prospective students with outstanding academic records and demonstrated potential to succeed in a professional practice doctoral program. The following is a summary of admissions requirements and course work. Detailed information is available on the COE website: coe.hawaii.edu/academics/professional-practice-edd.

  • Master’s degree
  • GPA of 3.0
  • At least five years of experience in an education-related field
  • Evidence of competence as a writer

Hawai‘i Teacher Licensure Programs

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See the “Institute for Teacher Education,” “Kinesiology and Rehabilitation Science,” and “Special Education” sections within the College of Education for more details on BEd, post-baccalaureate, and MEdT options for teacher licensure.

Research Units

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Center on Disability Studies

1410 Lower Campus Road, Bldg 171F
Honolulu, HI 96822
Tel: (808) 956-5142
Fax: (808) 956-7878
Email: cds@hawaii.edu
Web: www.cds.hawaii.edu

The Center on Disability Studies (CDS) is a UH Board of Regents recognized organized research unit (ORU) focused on interdisciplinary education, community service and technical assistance, research and evaluation, and information dissemination. The CDS was established in 1988 as the Hawai‘i University Affiliated Program, and is a charter member of the Association of University Centers on Disability (AUCD). This national network of university centers focuses on education, research, and service activities, which impact the quality of life of persons with disabilities across the nation. Beginning in 1988 with core funding of only $250,000 and a staff of four, the CDS has leveraged resources to its current level of funding of almost 10 million dollars and 30 projects, with more than 100 faculty and staff.

The CDS conducts a wide range of education, research, and service activities in collaboration with other academic disciplines (e.g., Public Health, Law, Social Work, Business, Psychology, Political Science, etc.). These activities are centered around several initiative areas: school and community inclusion; special health needs; transition, postsecondary education, and employment; mental health; and Pacific outreach. These initiative areas reflect a commitment to evidence-based practice and interdisciplinary cooperation within academic, community, and family contexts. Activities strive to be culturally sensitive and demonstrate honor and respect for individual differences in behavior, attitudes, beliefs, and interpersonal styles. CDS activities reflect an organizational commitment to the communities we serve through excellence and evidence-based practices. Faculty and staff are mentored, supported, and encouraged to excel.

Each year, the CDS sponsors the International Pacific Rim Conference on Disabilities (Pac Rim), to promote international collaboration and to impact the lives of persons with disabilities. Pac Rim focuses on disseminating information on promising practices, evidence-based research, and emerging issues with the communities it serves. This conference has been held annually for the past 30 years, with an attendance of approximately 1,000 from the state, region, nation, and international communities. Special efforts are made to provide support to enable persons with disabilities, self-advocates, parents, and family members of persons with disabilities to attend.

CDS publishes an international scholarly publication in the field of disability studies, Review of Disability Studies: An International Journal (RDS). RDS is an internationally-focused academic journal in the field of Disability Studies, containing research articles, essays, bibliographies, and reviews of materials relating to the culture of disability and people with disabilities. It also publishes forums on disability topics brought together by forum editors of international stature. RDS is published four times a year in electronic format.

CDS Disability Studies Certificate and Coursework

The CDS offers an interdisciplinary graduate Certificate in Disability and Diversity Studies, a 15-credit program grounded in the interdisciplinary process to promote effective, efficient, and culturally sensitive services for persons with disabilities of all ages. This program enables graduate students to acquire the skills needed to collaborate through joint planning, decision-making, and goal setting, gaining the perspective of mutual understanding and respect for persons with disabilities and the contributions of other disciplines. The CDS also offers undergraduate students courses in disability studies, disability culture, and creating universally designed environments.

Certificate Faculty

S. Brown, PhD—disability history, disability culture, universal design
M. Conway, PhD (Coordinator)—foundations in disability studies, transition, postsecondary access, access to technology, sensory impairment
T. Conway, PhD—online learning, web accessibility access to technology
C. Hitchcock, PhD—multilingual learners, STEM education
L. Ho, MSW—intersectionality, instructional design, accessible technology
K. Takahashi, PhD—twice exceptional studies, STEM careers, assistive technology, international issues

Curriculum Research & Development Group

Castle Memorial 132
1776 University Avenue
Honolulu, HI 96822

Tel: (808) 956-7961
Fax: (808) 956-9486
Email: crdg@hawaii.edu
Web: www.hawaii.edu/crdg

The Curriculum Research & Development Group (CRDG), with its partner laboratory school, is an organized research unit in the College of Education at UH Manoa that contributes to the body of professional knowledge and practice in teaching and learning, curriculum development, program dissemination and implementation, evaluation and assessment, and school improvement. CRDG conducts research and creates, evaluates, disseminates, and supports educational programs that serve students, teachers, parents, and other educators in grades pre-K–20.

CRDG work influences change in curriculum, instruction, assessment, and school systems by creating programs and practices that result in improved student learning. CRDG concerns itself with the P–20 continuum of education, including those who receive and those who deliver educational programs and services. CRDG assembles teams of academic scholars, teachers, design specialists, evaluators, and others to create instructional programs and professional development services that improve learning, teaching, and assessment. While CRDG faculty are concerned with and address current needs, their primary focus is on creating innovations that by their very nature are intended to go beyond current practice to investigating and creating quality programs and materials for the future. Support for CRDG work comes from a mix of funding sources including the UH, other state of Hawai‘i agencies, federal governmental granting agencies, private foundations, and pro bono services from the academic community, locally, nationally, and internationally.

CRDG conducts its work in partnership with the University Laboratory School (ULS). ULS, with its culturally diverse student body, provides an essential experimental ground for developing and testing educational ideas and programs aimed at improving teaching, learning, and assessment. The school enrolls approximately 450 students in grades K–12 and serves as a demonstration site for exemplary school practices.

Student Organizations

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The College of Education Student Association (CESA) is open to all persons interested in teacher education. CESA members participate in college committees and projects and sponsor various activities for education students. CESA is an affiliate of the Student National Education Association. For more information, call (808) 956-7849 or email cesahi@hawaii.edu.

All doctoral students are eligible to participate in the College of Education Doctoral Student Association (COEDSA). COEDSA sponsors activities and workshops on matters of concern to doctoral students. For more information, visit COEDSA’s website at: www.hawaii.edu/coedsa/.

Honors and Awards

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Each semester, the College of Education recognizes the scholastic performance of students who achieve a GPA of 3.5 or better by placing them on the Dean’s List. To be eligible for the Dean’s List, students must successfully complete at least 12 credits during the semester and not receive grades of W, I, F, or NC. Additionally, the college awards the distinction of being student marshals at commencement exercises to those students who demonstrate high scholastic achievement, outstanding character, and extraordinary potential for teaching. Exemplary students also are invited to join the College of Education’s chapter of Pi Lambda Theta, a national education honorary society.

The College of Education makes scholarship support available to classified undergraduate and graduate students. In 2017-2018, 164 students received scholarships totaling over $278,207. For information, contact the Office of Student Academic Services at (808) 956-7849.

EDUC Courses