!-- START HEADER -->
Home About UH Academic Calendar Courses Undergraduate Education Graduate Education Degrees, Minors, & Certificates Colleges, Schools, & Academic Units

Administration

General Information

Advising

Undergraduate Programs

Graduate Programs

Hawai'i Teacher Licensure Programs


Research Units

Center on Disability Studies

Curriculum Research and Development Group


Student Organizations

Honors and Scholarships


Curriculum Studies

Educational Administration

Educational Foundations

Educational Psychology

Institute for Teacher Education

Kinesiology and Rehabilitation Science

Learning Design and Technology (formerly Educational Technology)

Special Education

Curriculum Studies

Everly Hall 224
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-4401
Fax: (808) 956-9905
Web: coe.hawaii.edu/academics/curriculum-studies

Faculty

*A. Bartlett, PhD (Chair)—literacy education, children's literature
*K. Cashman, PhD—Indigenous teacher education, art education, storytelling
*P. Chinn, EdD—elementary and secondary science education, culture and science studies
*R. Chun, MEd—early childhood education
*P. Deering, PhD—social studies, middle school curriculum
K. K. Faria, MEd—Hawaiian language immersion, teacher education
*L. H. L. Furuto, PhD—mathematics education, ethnomathematics, quantitative research
*P. Halagao, PhD—social studies, multicultural education, Filipino curriculum and pedagogy
*A. Henward, PhD—early childhood education, media, culture
*R. Johnson, PhD—elementary and early childhood education
*J. Kaomea, PhD (C & I Coordinator)—Indigenous education, qualitative research, elementary mathematics
G. (Kalehua) Krug, PhD—Hawaiian language immersion education, teacher education
*E. K. Kukahiko, PhD—Hawaiian language immersion education, teacher education
M. K. Lenchanko, MEdT—Indigenous education and curriculum development
*M. Maaka, PhD—Indigenous education, language and cognition, research methodologies
*T. O'Neill, PhD—science education
*S. Twomey, PhD—critical literacy, teacher education, poststructuralism, feminist theory, drama education
*B. L. Williams, PhD—art education

Cooperating Graduate Faculty

L. M. Baron, EdD—teachers' beliefs and practices, quantitative literacy, critical action research
K. F. Berg, PhD—educational psychology, cooperative learning
R. S. Black, EdD—mental retardation transition, students at risk, research design
S. M. Buelow, PhD— literacy and reading education, elementary teacher preparation, 21st century literacies
B. D. DeBaryshe, PhD—educational measurement, early childhood
D. P. Ericson, PhD—philosophy of education, educational policy
C. Frambaugh-Kritzer, PhD—adolescent literacies, new literacies, disciplinary literacies
L. A. Fulton, PhD—elementary science education, teacher education, qualitative research
D. Grace, EdD—language, literacy, media studies, early childhood
R. K. Hetzler, PhD—exercise physiology with interest in body composition and metabolism
C. Kessler, EdD—K-6 social studies-history education; anti-bullying; health advocacy
I. F. Kimura, PhD—kinesiology, athletic training and biomechanics
M. I. Martini, PhD—parenting and family relationships across cultures
H. McEwan, PhD—curriculum theory, philosophy of teaching
J. Moniz, PhD—multicultural education
L. S. Muccio, PhD—early childhood education, inclusive education, teacher action research
N. Murata, PhD—general physical education, pedagogy, adapted physical education, special education/transition, and professional development
M. E. Pateman, HSD, MPH—health education
E. Ponte, PhD—language, literacy
J. H. Prins, PhD—kinesiology
S. B. Roberts, EdD—curriculum administration, policy, professional socialization, school administration
P. Sheehey, PhD—mild/moderate disabilities, teacher preparation, autism
J. Simpson Steele, PhD—elementary teacher preparation, performing arts education, performance ethnography
M. Soetoro, PhD—multicultural education, social studies methods, peace education
E. Spitler, PhD—English/language arts methods, secondary education, adolescent literacy, disciplinary literacy, teacher identity and transformation, multiple/21st century literacies
R. A. Stodden, PhD—mental retardation, career/vocational special education
L. Venenciano, PhD—educational psychology, mathematics education, teacher education
F. C. Walton, PhD—career, technology and technical education
D. B. Young, EdD—science education
J. Zilliox, EdD—elementary mathematics

Degrees Offered: Certificate in Reading K-12, MEd in curriculum studies, MEd in early childhood education, PhD in education with specialization in curriculum and instruction

The Academic Program

The Department of Curriculum Studies (EDCS) offers advanced degrees at the master's level in curriculum studies and early childhood education (MEd-CS and MEd-ECE), and, as part of a college-wide doctoral degree, a specialization in curriculum and instruction (PhD). Students may also study for a 15-credit certificate in Reading K-12. All programs focus on the educational needs of children and adolescents, teaching, learning, and curriculum.

The students at UH Manoa are ethnically diverse as are the students in Hawai'i's school system. Students in EDCS programs, therefore, learn and teach in a unique multicultural environment.

Graduate Study

General information, policies, requirements, and procedures of the Graduate Education are in the “Graduate Education” section of this Catalog.

Master of Education in Curriculum Studies

The Department of Curriculum Studies offers a 30 credit program leading to the degree of master of education in curriculum studies. It is designed to serve licensed teachers who wish to learn about and inquire into the areas of PK-3 early childhood, elementary, middle level, secondary education, or K-12 education.

Students in elementary and secondary education specialize in art, language arts/literacy, mathematics, science, or interdisciplinary subjects. Other specializations may be possible if advisors are available. K-12 specializations include disabilities studies, multicultural education, language, literacy specialist, reading, and social studies education. MEd-CS, Reading, K-12 concentration may be used to add the field, Reading to a Hawai'i Standard or Advanced License. The 15-credit Reading K-12 certificate is available as part of the MEd-CS degree or separately.

The MEd program in curriculum studies equips teachers to fill a variety of teaching and resource roles at an advanced level. The program helps teachers become better informed about the developmental and educational needs of children and adolescents from various types of communities; skillful in diagnostic and evaluation procedures and in developing educational programs to meet individual and group needs; versatile in their teaching strategies; capable of providing leadership in a classroom, school, or school system; knowledgeable about issues, trends, and research in their fields; systematic in their reflective assessment of trends and innovations, and well-informed about new technology and its applications.

Admission Requirements

In addition to the requirements of Graduate Education, applicants for the MEd in the curriculum studies program must provide the following:

  1. Evidence of adequate successful course work and/or experience related to the concentration area selected.
  2. Evidence of student teaching, teaching, or experience designing and/or implementing curriculum in educational settings.
  3. Three (3) professional references from people who are able to comment on the quality of the applicant's experience, ability to pursue graduate study, and character.

Program Requirements

MEd-CS courses are scheduled to meet the needs of educators and may be completed at least partially online.

Additional details about the program are available at coe.hawaii.edu/academics/curriculum-studies. Please download Handbook 1: Prospective and New Students.

Plan A (Thesis) Requirements

The Plan A program is designed primarily for students interested in research and in writing a thesis. It requires a minimum of 30 credit hours with at least 12 credit hours in curriculum studies, not counting 699V or 799V. Of the 30 credit hours, 24 credit hours must be approved course work. Required courses are EDCS 622, 667, and two research methods courses. A minimum of 12 credit hours is to be taken in a related field, which may be in a concentration area within the Department of Curriculum Studies, in other departments in the College of Education, or in a discipline in one or more of the other colleges/schools at UH Manoa. Of the approved courses, 18 credit hours must be at the 600 to 700 level (excluding 699 and 799). Six credit hours (EDCS 700) are required for the thesis.

Plan B (Non-thesis) Requirements

The Plan B program is designed primarily for students who wish to strengthen their teaching in selected areas of teacher education and curriculum studies. It requires a minimum of 30 credit hours of approved course work, with a minimum of 12 credit hours in curriculum studies (excluding EDCS 699). Required courses are EDCS 622, 667, and two research methods courses. A minimum of 18 credit hours is to be taken in a related field. The related field may be in a concentration area within the Department of Curriculum Studies, in other departments in the College of Education, or in a discipline in one or more of the other colleges/schools at UH Manoa. Of the approved courses, 18 credit hours must be at the 600 to 700 level, excluding 699. A maximum of 6 credit hours of 699 may be applied to the degree program.

The Plan B program also requires a culminating project.

For further information and application forms, go to coe.hawaii.edu/academics/curriculum-studies or contact the secretary of the Department of Curriculum Studies, Everly Hall 224, (808) 956-4401.

Certificate in Reading K-12

The Certificate in Reading K-12 is a 15-credit post-baccalaureate program. The certificate may be earned as a certificate-only program, or as part of the MEd-CS with 15 additional credits and a Plan B Professional Teaching Portfolio. The 30-credit MEd-CS: Reading K-12 has been approved by HTSB to add the field, Reading, to a Standard or Advanced Hawai'i teaching license.

The purpose of the certificate is to prepare teachers and other educators to be school literacy leaders, literacy coaches, and reading specialists. Based on International Reading Association standards, it provides knowledge and hands-on experiences so educators improve their own literacy instruction and support school and/or district change.

Hawai'i's teachers and educational officers are the most likely audience, but other interested educators will be considered. Participants learn about and apply advanced topics in literacy, such as adapting instruction for diverse students, using formative assessments to guide instruction, coaching teachers, and creating and delivering effective professional development. Since many assignments are field-based, access to a K-12 classroom is required.

The Reading K-12 Certificate is theory, standards, and research-based. A cohort model encourages peer support and active engagement in learning. Most courses are hybrid (combination of campus and on-line), depending on each cohort's preference.

Admission Requirements

Admission to the Reading K-12 Certificate program is by cohort, so please contact csdept@hawaii.edu before applying. Students must meet the requirements set by Graduate Education and the MEd-CS for admission. They must also have two years of teaching experience before the program begins and access to a classroom during the program.

In addition to the application materials required by Graduate Education, prospective students must also submit the Curriculum Studies application packet and select the Reading K-12 Certificate (see Curriculum Studies, Reading K-12 Certificate, How to Apply web page to download the packet). Because the number of students who can be admitted is limited, meeting the minimum established criteria does not guarantee admission.

Program Requirements

The Reading K-12 Certificate is comprised of five 3-credit required courses and is completed in 2 years. The first course explores new literacies, followed by two literacy assessment courses (classroom and larger-scale assessment) and two leadership courses (literacy coaching and professional development implementation). One assessment course and one leadership course are designated as practicums, although other courses also involve applied projects.

Courses follow the UH Manoa semester schedule, and are offered in fall, spring, and sometimes summer semesters. Courses are scheduled to meet the needs of educators, and are either entirely online or a combination of online and face-to-face classes.

Master of Education in Early Childhood Education

The Departments of Curriculum Studies and Special Education in the College of Education and the Department of Family Resources in the College of Tropical Agriculture and Human Resources (CTAHR) offer a 30 credit interdisciplinary program leading to the degree of Master of Education in Early Childhood Education (MEd-ECE). The program is designed to support professional development and promote leadership in personnel who work in programs with children between infancy and five years of age.

Course of study includes understanding the developmental and educational needs of young children ages birth to five; knowledge of family systems, needs and resources; development of the ability to design and implement learning environments and programs to meet the needs of all young learners ages birth to five including those with disabilities; current issues and trends in early education policy, assessment, and research; and development of reflective practice and ethical leadership skills.

Admission Requirements

In addition to the requirements of Graduate Education, applicants for the MEd in Early Childhood Education must provide the following:

  1. Evidence of successful academic performance in child development and early childhood education. This includes a minimum of one course each in:
    a. child development, age birth to five;
    b. early childhood education;
    c. developmentally appropriate practice;
    d. family studies/working with families and communities;
  2. Documented experience of work with young children and their families or in early childhood program administration or public policy;
  3. Three (3) professional references from people who are able to comment on the quality of the applicant's experience, ability to pursue graduate study, and character.

Program Requirements

30 credit hours in early childhood regular education, early childhood special education, and child development are required. Students take a common core of 18 required credits and select 12 credits of specialization courses in an area of interest within their major.

The required core of 18 credits is taken over the course of three Summer Institute sessions on the UH Manoa campus. Core courses are offered through the Departments of Curriculum Studies and Special Education in the College of Education, and the Department of Family Resources in the College of Tropical Agriculture and Human Resources. The balance of 12 elective credits is taken either online or on ground, based on student interest and need, in consultation with a program advisor.

Plan A (Thesis) Requirements

The Plan A program is designed for those who are interested in research and writing a thesis and who may be interested in pursuing a later doctoral degree. Students completing a Plan A will take a minimum of 30 credit hours including 18 credits at the 600 level or higher, a core consisting of 18 credits, 6 credits of electives, and 6 credits of thesis research (EDCS 700). The culminating experience for Plan A students will be a thesis based on original research.

Plan B (Non-Thesis) Requirements

The Plan B program is for those who wish to focus on strengthening professional knowledge and skills. Students completing a Plan B will take a minimum of 30 credit hours including 18 credits at the 600 level or higher, a core consisting of 18 credits, 9-11 credits of electives and 1-3 credits of Plan B preparation. The culminating experience for Plan B students will be the submission of a portfolio that documents their competency in demonstrating program standards. The program advisor will guide and direct the development of the portfolio. For further information and application forms, go to coe.hawaii.edu/academics/curriculum-studies/med-ece or contact the Department of Curriculum Studies, Graduate ECE Program at (808) 956-0337.

Doctoral Degree

The doctor of philosophy degree in education (PhD) is a college-wide degree awarded for distinguished academic preparation for the field of education.

The PhD in Education, specialization in 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 specialization, 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.

For additional information, see the “Doctoral Degrees” section within the College of Education section of this Catalog or visit coe.hawaii.edu/academics/curriculum-studies/phd-ci.

EDCS Courses