Master of EducationCurriculum and Instruction
Master of Education
Curriculum and Instruction
Application due date for April 12, 2021 term: April 9
Estimated time to completion: 17 Months
Take your career further.
This program provides PreK-12 educators with a thorough background of current scientific research and pedagogy to help them learn how students learn. It is designed around the “learn, apply, assess” model to maximize gains in student performance.
#3
Nationally for most Master’s of Education graduates.*
What you can expect.
- Relevant Coursework Designed with diverse PreK-12 students in mind, you will learn how to use data and assessment metrics to improve your PreK-12 curriculum and instruction.
- Customizable Choose from more than 10 Focus of Study options, plus an additional general track that’s completely customizable.
- Flexible Study on your schedule. Our online format allows you to plan your coursework around your life.
- Accreditation For information about American College of Education's program accreditation, please visit the accreditation page.
Choose your focus of study.
Nine of your semester credits will specialize in a focus area of your choice. View the College Catalog for full descriptions.
You also have the option of customizing this program by selecting a General Track and choosing the three courses that best fit your needs.
- Curriculum and Instruction Core
- Differentiated Instruction
- Digital Learning and Teaching
- Effective Classroom Management
- Elementary English Language Arts and Literacy
- Elementary Literacy
- Mathematics 6-8
- Mathematics K-6
- Science
- Secondary English Language Arts and Literacy
A few of the classes you'll take.
- CI5033 3 semester credits
- RES5153 Research Methods 3 semester credits
- ED5053 Community Engagement, Outreach, and Collaboration 3 semester credits
- DL5103 Instructional Models for Digital Learning 3 semester credits
Keep exploring.
Dual Degree Programs
After you complete your M.Ed. in Curriculum and Instruction, you can earn a second M.Ed. degree in less time due to the overlap in required courses. If you’re interested in an M.Ed. in Educational Leadership or an M.Ed. in Elementary Education, visit our Dual Degree page.
Department Chair
Tiffany Hamlett, Ph.D.
Administrative Faculty and Chair,
Department of Teaching and Learning
View All Faculty
Administrative Faculty and Chair,
Department of Teaching and Learning
A Note About Licensure:
While this program provides a comprehensive understanding of the intended program outcomes, it does not lead to licensure, certification, or endorsement. ACE offers several programs that do provide a pathway to licensure, certification, or endorsement and they can be found here.
Tuition
M.Ed. in Curriculum and Instruction
Total Tuition
34 semester credits
x
$235 per credit
$7,990
Fees
$50 Application Fee
$1,360 Technology & Library Fee
($40 per credit)
$100 Program Conferral Fee
$1,510
Total Program Cost*
$9,500
On average, see how ACE compares to other online universities.
Even without federal loans, there are plenty of ways to finance your education at ACE. When you’re ready to invest in yourself, explore our flexible payment and financing options. Our Student Services reps are available to help you create a workable plan whatever your financial circumstances.
View Payment Options Talk to an Enrollment Counselor*This is an estimated value of the cost for tuition and fees. Amounts may vary depending on number of transfer credits applied to the selected program hours or program pathway credit hours, the pace and satisfactory completion of the selected program or program pathway credit hours, receipt of, or eligibility for, institutional or non-institutional scholarship and/or grant amounts, and adjustments to tuition or fees as described in the Catalog Right to Modify Tuition section.
State of California Student Tuition Recovery Fund (STRF)
It is a state of California requirement that a student who pays his or her tuition is required to pay a state-imposed assessment for the Student Tuition Recovery Fund. For more information and to see if you must pay the state-imposed assessment for Student Tuition Recovery Fund (STRF) click here.
Admission Requirements
M.Ed. in Curriculum and Instruction
ACE General Admission Requirements
- Complete and submit all application components including the admission application, including the enrollment agreement, and payment agreement.
- Submit the nonrefundable application fee.*
- Provide official transcripts from a regionally accredited institution indicating successful completion of the level of education required for entry to the program.**
*The application fee is valid for one year from date of submission.
**Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview.
Program Admission Requirements
M.Ed. in Curriculum and Instruction
- Bachelor's or Highest Post-Baccalaureate degree earned
- Minimum Grade Point Average 2.75 on a 4.0 Scale for full admission
- Minimum Cumulative Grade Point Average of 2.50 on a 4.0 Scale for Provisional Admission*
- Documentation of at least an initial teaching license (in the state the applicant resides), school service personnel license, or a school services certificate
- If applicants do not have a teaching certificate, they may document their teaching status by providing evidence of full-time teaching assignment from an individual in a supervisory capacity of from a human resources official of the school at their current employment
*Applicants whose overall GPA, or GPA in the last 60 hours is below 2.50 will not be admitted to the degree program
International Transcript Requirements
All applicants must submit to the Admissions Office official, sealed college transcripts from each institution attended.
- Transcripts that are international and/or not in English must be evaluated through an NACES-recommended agency.
- Texas applicants may only submit evaluations from agencies approved by the Texas Education Agency.
- International applicants must request the course-by-course evaluation. The evaluation report must show that the non-U.S. education is equivalent to the education/accreditation level required for the program.
English as a Second Language Applicants
All applicants whose first language is not English must demonstrate competence in the English language as demonstrated in one of three ways:
- Submission of an official transcript showing a degree from a United States secondary school or regionally accredited college/university.
- Submission of an official minimum score on the paper or internet-based Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) exams.
- The minimum TOEFL score required for the internet-based version is 80, and the paper-based version requires a minimum TOEFL score of 20 for each of the three skills: Reading, Listening, and, Writing.
- The minimum IELTS score required is 6.5. Note: IELTS is not acceptable for Texas programs leading to certification.
- The testing agency must send test scores directly to American College of Education.
- Applicants to the Texas Educational Leadership program whose first language is not English must submit a minimum scaled score of 24 for speaking, 22 for listening, 22 for reading, and 21 for writing from the Internet-Based TOEFL (IBT) or evidence of an undergraduate or graduate degree earned at an institution of higher education in a country outside of the United States listed in Figure: 19 TAC §230.11(b)(5)(C).
Courses
M.Ed. in Curriculum and Instruction
Explore the classes you'll take to fulfill this program's 34 semester credit requirement. For more information, a complete list of requirements, and course options, see the College Catalog.
Curriculum and Instruction Courses (13 semester credits)
Through classroom application of course content, this course provides students with substantial practical experience as they master and implement preventive and positive classroom management strategies. In addition, students acquire both theoretical and practical knowledge about the relationships between school-wide systems and behavioral development, learning and achievement among students with diverse needs.
This course focuses on the major theories, strategies, and applications utilized in P-12 standards-driven learning environments. Participants review and apply current literature and educational research studies concerning standards-based curriculum, implementation strategies and tools.
This course prepares teachers to establish high expectations for all students and to effectively evaluate and implement theories of motivation and cognitive engagement in classroom learning. Emphasis will be placed on different theories of motivation and how classroom, school, work, and social environments shape and influence student motivation.
This course assists in the development of rigorous, appropriate curriculum and instruction. Multiculturalism, culturally relevant pedagogy, differentiated instruction, and thematic, interdisciplinary unit planning are emphasized. Using a curricular framework, students plan, evaluate, reflect on, and adapt curricula experiences to build successful learning environments for all learners.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the Curriculum and Instruction program.
Research Courses (3 semester credits)
This course enables students to become informed consumers of research and to develop skills to prepare them to carry out action research in their professional organizations. An emphasis is placed on providing students with knowledge they can apply in determining whether particular research findings are relevant to their leadership and instructional practices and to distinguish between trustworthy and non-trustworthy research. The course places action research within the context of various types of research and examines research in terms of basic concepts and various purposes, methods, data, and paradigms. Emphasis is placed on how research can become a vital and relevant tool for professional practice.
Literacy Courses (3 semester credits)
This course prepares students to implement a schoolwide leadership initiative to improve a comprehensive range of literacy skills. Specific principles and theories of reading instruction are evaluated in relation to currently employed practice so teachers can immediately strengthen instruction. Students examine the scientific research base underlying different models of reading instruction. Special attention is given to curriculum mapping, alignment, and the development of an implementation plan to strengthen literacy.
Teaching/Learning Core Courses (3 semester credits)
Embracing the value of assessment and evaluation is the first step in improving learner outcomes through datadriven decision-making. This course develops relevant competencies and promotes a healthy balance of utilizing formative and summative assessments, evaluation practices, and data to inform and guide integrated curriculum development and instructional delivery. Assessments can provide facilitators with the knowledge and skills required to meet the needs of diverse learners in a variety of school and organizational settings.
Leadership Courses (3 semester credits)
This course explores leadership models to increase teacher leadership through collaboration, mentoring, and shared governance within school organizations. Participants will engage in self-evaluation to identify their leadership qualities and capacity for leadership activity, to improve professional practices positively impacting student achievement. Participants will engage in critical thinking and problem-solving skills to navigate demands from multiple stakeholders and become advocates for continuous school improvement.
Focus of Study
Customize this degree by choosing a three-course Focus of Study to fulfill the remaining nine semester credits.
Curriculum and Instruction Core (9 semester credits)
This course reviews data related to the effectiveness of educational initiatives emphasizing evidence-based instructional design models used to assess and instruct students with diverse learning needs. Special attention is given to inclusion of traditionally underrepresented learner populations, i.e.; special education, LEP, economically disadvantaged, and ethnic minorities.
How can those within the community support the established teaching and learning goals set by the school? This course provides a foundation for developing relationships among stakeholders in the school community-students, school, parents, and the community at large-for the express goal of supporting student learning. In addition to examining research findings, students will explore family engagement, mutually beneficial community relationships, and student advocacy. The course culminates with a plan for continuing school improvement and professional growth.
This course prepares students to implement strategies for building a learning community. An emphasis is placed on the application of the learner-centered principles; cooperative and problem-based learning strategies; and the promotion of integrated curriculum and critical thinking.
Differentiated Instruction (9 semester credits)
This course examines the major tenets of differentiated instruction in relation to the diverse needs of 21st century learners, establishing and authenticating the philosophy driving learning centered teaching while exploring how neurological changes influence thinking. A range of instructional and assessment options are prospected to amplify the learning experience exemplified by national and state standards.
Exploring the impact of 21st century skills on traditional literacies, this course disseminates characteristics of the new literacies including visual, digital, critical, economic, and scientific as they influence sustainable learning in content areas while instruction shifts to accommodate these differences. By building connections and layering curriculum, this course probes effective frameworks to deliver a range of instructional options to brand the cognitive and affective domains.
Blending principles of thought with action, this course maximizes learning through integrated and inquiry-based experiences, enhanced creative expressions, and elements found in habits of the mind; applying brain-based research to augment instruction. Moving principles to form action, concepts of DI are infused into lesson plans by contrasting frameworks to deliver content, process and products, while influencing affective thought within the learning environment.
Digital Learning and Teaching (9 semester credits)
This course examines the impact of technology on learning as well as how today's student navigates a media-rich world. Topics include the human-computer interface, technology and the brain, diffusion of innovations, and connectivity through social media. The course considers trends and issues in educational technologies as well as research into the effects of technology on society.
This course uses a project-based approach in studying technology in education, best practices for classroom teachers, and strategies for professional development in light of emerging technologies. The course addresses 21st century standards for education, educators' digital presence, cloud computing, and digital ethics.
This course draws from multiple disciplines to explore design and strategies for computer- and web-based learning. Special attention is paid to collaborative learning, interactivity, assessment, and best use of technology tools.
Effective Classroom Management (9 semester credits)
This course prepares educators to implement a Positive Behavioral Support System (PBSS). The evidenced-based PBSS components are designed to guide educators to teach preK-12 learners competencies in social, emotional, and behavioral self-management for consistent application in classrooms and school-wide.
This course emphasizes the role of social skills instruction in effective classroom and school management. The Stop & Think program serves as a model in the course to assist educators in implementing a cognitive-behavioral approach to the teaching of social skills. Prevention of and response to student teasing, taunting, bullying, harassment, and physical aggression are a major course focus.
This course prepares educators to assist challenging students through the use of evidence-based behavioral interventions. Response to Instruction and Intervention (RTI2) is a major focus of the course with major emphasis on strategic Tier 2. Tier 3 interventions for intensive student need and crisis management situations are also addressed.
Elementary English Language Arts and Literacy (9 semester credits)
The course introduces the foundations of elementary level reading and English language arts (ELA) to support literacy and communications skills across disciplines. Principles and methods of inquiry to foster critical and creative thinking are utilized to examine methods for introducing language arts concepts across curriculum. This course also examines issues related to integrating reading skills to enhance fluency, vocabulary development, and comprehension in a variety of text structures and across content areas.
This course builds key concepts related to phonemic awareness and phonics, shaping an emerging understanding of the connection between language and the written code, listening and talking, and ELA principles. Essential components of effective reading instruction will be explored using research based best practices. Students will analyze critical elements of emerging skills to foster the use of appropriate instruction and assessment strategies across developmental stages, content areas and technology to support elementary age learners.
This course examines issues related to integrating curriculum to enhance fluency, vocabulary development, and comprehension in a variety of text structures and literacies across the content areas for elementary grade levels. Utilizing core concepts, ELA skills will be used to build connections between disciplines and extending into real-world applications. A range of instructional strategies for assessment, intervention, and enrichment will be evaluated to support diverse learners. Key dimensions for the development of differentiated instruction will promote blending of resources from the school environment, community and abroad, including the use of technology.
Elementary Literacy (9 semester credits)
This course builds key concepts and principles related to phonemic awareness and phonics, shaping an emerging understanding of the connection between language and the written code. Essential components of effective reading instruction will be explored using a Response to Instruction (Rtl) model. Learners will analyze critical elements of emerging skills to foster the use of appropriate strategies across developmental stages, content areas, technology, and diversity issues in learning to read.
This course examines issues related to integrating reading skills to enhance fluency, vocabulary development, and comprehension in a variety of text structures and across content areas. A range of instructional strategies for assessment, intervention, and enrichment will be evaluated as to their effectiveness for supporting engagement and motivation in reading to learn. Key dimensions for the development of differentiated instruction will promote blending of resources from the school environment, community and abroad, including the use of technology.
This course considers how to develop an appreciation for the world beyond the classroom as found in writings and other literacies in relation to significant historical events and global perspectives. Principles and methods of inquiry to foster critical and creative thinking are utilized to explore methods for introducing genres and core ideas which have shaped regional, state, national, and global understanding from past eras to present day. Response to Instruction (RtI) procedures will engage strategies and methods appropriate for the delivery of reading/language arts and social studies through the use of differentiated instruction.
English Language Arts 6-8 (9 semester credits)
This course integrates English Language Arts (ELA) and Literacy applications for developing skills across disciplines. Specific examples from secondary grade levels grades explore strategies to support literacy skills for older grade levels. Principles and methods of inquiry to foster critical and creative thinking are utilized evaluate effective strategies to support ELA concepts aligned to best practices.
This course examines issues related to integrating communication skills to enhance fluency, vocabulary development, and comprehension in a variety of text structures and literacies across the content areas for secondary learners. Utilizing core concepts, ELA skills will be used to build connections between disciplines of thought, extending into real-world applications. A range of instructional strategies for assessment, intervention, and enrichment will be evaluated as to their effectiveness for supporting engagement and motivation of learners. Key dimensions for the development of differentiated instruction will be addressed to support literacy and reading skills across disciplines.
This course examines the use of language, literacy and modes of communications through content specific examples of ELA. Utilizing content-specific illustrations, learners examine major components of ELA and literacy to support conceptualization of knowledge for secondary grade levels. Prioritizing essential elements of thought characterized in a discipline, learners connect prior knowledge to authentic assessment options which support best practices and state standards related to ELA and literacy.
English Language Arts K-6 (9 semester credits)
The course introduces the foundations of elementary level reading and English language arts (ELA) to support literacy and communications skills across disciplines. Principles and methods of inquiry to foster critical and creative thinking are utilized to examine methods for introducing language arts concepts across curriculum. This course also examines issues related to integrating reading skills to enhance fluency, vocabulary development, and comprehension in a variety of text structures and across content areas.
This course builds key concepts related to phonemic awareness and phonics, shaping an emerging understanding of the connection between language and the written code, listening and talking, and ELA principles. Essential components of effective reading instruction will be explored using research based best practices. Students will analyze critical elements of emerging skills to foster the use of appropriate instruction and assessment strategies across developmental stages, content areas and technology to support elementary age learners.
This course examines issues related to integrating curriculum to enhance fluency, vocabulary development, and comprehension in a variety of text structures and literacies across the content areas for elementary grade levels. Utilizing core concepts, ELA skills will be used to build connections between disciplines and extending into real-world applications. A range of instructional strategies for assessment, intervention, and enrichment will be evaluated to support diverse learners. Key dimensions for the development of differentiated instruction will promote blending of resources from the school environment, community and abroad, including the use of technology.
Mathematics 6-8 (9 semester credits)
This course facilitates students' appreciation and investigation of mathematical structure by examining number systems, patterns, operations, and properties. Those structures are applied to achieve a deeper understanding of the concepts and problem-solving procedures involving ratios and proportions. Throughout the course, students will focus on learners in Grades 6−8 to apply classroom-relevant strategies and technology for problem-solving, reasoning to justify procedures and solutions, communication through multiple representations and connections to prior and future mathematical learning and real life.
This course facilitates students' appreciation and investigation of mathematical reasoning by examining concepts related to algebra (expressions, equations, and functions), rates of change, and logic (inductive reasoning, deductive reasoning, and abductive reasoning). Throughout the course, students will focus on learners in Grades 6−8 to apply classroom-relevant strategies and technology for problem-solving, reasoning to justify procedures and solutions, communication through multiple representations and connections to prior and future mathematical learning and real life.
This course provides students an opportunity to become familiar with, reflect on, and develop practical ways to implement state standards and the Common Core State Standards for 6th, 7th, and 8th grade mathematics as they relate to using mathematical models and tools. The content standards covered include geometry, statistics, and probability. Standards of mathematical practice covered include making sense of problems and persevering in solving them, attending to precision, modeling with mathematics, and using appropriate tools strategically.
Mathematics K-6 (9 semester credits)
During this course, educators will explore state standards and the Common Core for K-6 mathematics and ways to balance instruction for procedures, concepts, and problem-solving. Educators will investigate and implement strategies to improve student performance in development of basic number and counting skills, estimation, number combinations and mathematical facts, operations on whole numbers, algebraic thinking, and problem solving.
During this course, educators will focus on state standards and the Common Core in K-6 mathematics related to measurement, data, geometry, and problem solving applications. Educators will investigate and implement strategies to improve student performance in measurement and data, geometric concepts and applications, and problem solving. Concepts such as congruence, transformations, area, and perimeter will be investigated.
During this course, educators will focus on state standards and the Common Core in K-6 mathematics related to fractions and decimals. Educators will investigate and implement strategies to improve student performance by understanding from a conceptual level the importance of equivalence, magnitude, part-whole relationships, the relationship between fractions and decimals, operations on fractions and decimals.
Science (9 semester credits)
This course provides a holistic overview of historical and current issues and trends impacting science education in today's global society. Emphasis is placed on the examination of diverse viewpoints and approaches to integrated science education to examine research-based integrative models and strategies for the improvement of student learning. Participants will examine current STEM education initiatives related to policy, method, and engagement. Critical and creative thinking, problem solving, and writing skills are emphasized. While using an integrated approach, this course spotlights content-rich components dedicated to biology, chemistry, and physics.
The course will examine didactic strategies of pedagogy, andragogy, multiple intelligence theory, social learning theory and exchange theory to foster the innovative engagement of diverse learners. Emphasis will be placed on strategies related to the differentiation of instruction.
This course will examine the integration of digital resources into the integrated science learning environment. Participates will explore digital resources and develop strategies for effectively integrating technology with didactic strategies to address the needs of diverse learners and enhance learning.
Secondary English Language Arts and Literacy (9 semester credits)
This course integrates English Language Arts (ELA) and Literacy applications for developing skills across disciplines. Specific examples from secondary grade levels grades explore strategies to support literacy skills for older grade levels. Principles and methods of inquiry to foster critical and creative thinking are utilized evaluate effective strategies to support ELA concepts aligned to best practices.
This course examines issues related to integrating communication skills to enhance fluency, vocabulary development, and comprehension in a variety of text structures and literacies across the content areas for secondary learners. Utilizing core concepts, ELA skills will be used to build connections between disciplines of thought, extending into real-world applications. A range of instructional strategies for assessment, intervention, and enrichment will be evaluated as to their effectiveness for supporting engagement and motivation of learners. Key dimensions for the development of differentiated instruction will be addressed to support literacy and reading skills across disciplines.
This course examines the use of language, literacy and modes of communications through content specific examples of ELA. Utilizing content-specific illustrations, learners examine major components of ELA and literacy to support conceptualization of knowledge for secondary grade levels. Prioritizing essential elements of thought characterized in a discipline, learners connect prior knowledge to authentic assessment options which support best practices and state standards related to ELA and literacy.
General Track (9 semester credits)
Any three of courses from the courses above.