The following courses are required as part of the MA Curriculum and Instruction program:
Phase I Foundation
CRI 707 – Historical Foundations of Curriculum 3 Units
The multicultural forces that influence curriculum and instruction are analyzed: philosophy, psychology, pedagogy/learning, sociology, knowledge and evaluation. Major approaches to curriculum and instruction are compared/contrasted with analysis of assumptions about teaching and learning inherent in specific curriculum practices and assessment procedures.
CRI 708 – Curriculum Design: Theory & Practice 3 Units
This course focuses on the theory and practice of curriculum design and implementation, aligning with appropriate state-adopted content standards. It examines the principles of human learning, identifies effective strategies for teaching to the diversity in the classroom (English learners, special populations) and incorporates strategic methods of differentiating for the success of all learners. It will review methods of assessment, analyzing how they inform the teaching/learning experience and continually reflecting on each candidate’s ongoing practice.
CRI 704 – Conflict Management and Peacemaking in Schools 3 Units
This course will familiarize students with the structure, dynamics, role and challenge of conflict in schools. Special emphasis will be given to developing strategies and structures to promote cooperative and constructive resolution of conflict.
CRI 724 – Using Technology to Differentiate Curriculum 3 Units
This course provides an advanced look at the theory, design, implementation and reflection of differentiated curriculum using technology. Strategies and tools for responsive teaching are researched, used and reflected upon. Technology is used as the vehicle to make learning student-centered for content and process. Candidates will interact with the course text and with resources on the web to further their learning. They will design a series of technology-enhanced lessons that focus on the needs of diverse learners and the ways to reach all students. Candidates will reflect on their successes and challenges with using technology to differentiate learning. Projects are field-based, inquiry-oriented and require a significant reflection on the effectiveness of both the process and the product.
CRI 727 -– Leadership: A Personal Perspective 3 Units
This course provides individuals with tools to analyze and reflect on their personal and professional lives. Specific, values-oriented assessments are used to raise self-awareness, understand leadership styles and enhance professional development. Connections to how personal style informs abilities for leading organizational change are highlighted.
CRI 728 – Curricular Leadership 3 Units
This course takes a look at the big picture of education and considers the role of each of the players involved. It examines the process of change and the elements needed for effective leadership. The current trends in curriculum development are identified and learning as inquiry is examined.
CRI 732 – Performance Assessment: Design, Implementation and Analysis 3 Units
This course is an introduction to the theory and practice of the performance assessment. It promotes an interactive look at classroom-based assessment tasks, ranging from short and specific to lengthy and substantive. It examines and incorporates examples of student projects as well as an array of effective assessment tools. The beginning focus on formative assessment requires the design, implementation and analysis of a performance assessment tool. The second focus on summative assessments requires the design, implementation and analysis of a performance assessment.
Phase III Master of Arts Capstone
Candidates may choose from two pathways: innovative project or thesis.
ED 779 – Values in School and Society 3 Units
This course focuses on a cultural, historical, philosophical and/or social analysis of schools and schooling as a basis for developing an understanding of the educator’s role as a change agent and as a basis for personal and professional decision-making. The university’s philosophy and values, as expressed in the Fresno Pacific Idea, and their implications for schools and society will provide one perspective for such analysis. When taken as part of the educational technology program, a special emphasis will be given to technology issues in context to the topics of the course.
Innovative Project Pathway
CRI 795 – Innovative Project-Methods and Proposal 3 Units
The course begins with a study of the nature of systematic inquiry using an overview of methods employed in research and evaluation methodology, with an intentional focus on action research. Topics include identification of educational research problems, evaluation of research articles, ethical considerations and data collection, analysis and interpretation. Instruction results in a draft of Sections One and Two of the Innovative Project, which details the strategies of inquiry, methodology and an IRB application.
Take CRI-707 CRI-708 CRI-704 CRI-727 CRI-728 ED-779
CRI 796 – Innovative Project-Implementation and Analysis 3 Units
This course focuses on the supervised design of a situated innovative project in the field of curriculum and instruction. It is informed by the completion of a literature review and organized as action research-systematic, intentional study of one’s own professional practice. A curricular unit, Section Three, is designed for implementation. The project is implemented, data collected, analyzed, displayed and finally, implications and recommendations are discussed in Section Four. Instruction results in a completed Innovative Project and a virtual presentation.
Take CRI-707 CRI-708 CRI-704 CRI-727 CRI-728 ED-779;
Students need 2 semesters to complete the course.
Phase III Thesis Pathway
EDRH 794 – Thesis Introduction and Literature Review 3 UnitThis course is the initial course for students whose research will culminate in the completion of a master's thesis. Students will be involved in a supervised independent inquiry of study built upon a literature review. Along with the course instructor, students will work with an assigned thesis mentor who will guide and support the student through the development and writing of a literature review and the introductory chapter of the thesis.
EDRH 795 – Research Methods in Education 3 Units
This course focuses on a study in the nature of the systematic inquiry, a survey of methods employed in research and an explanation of evaluation methodology, as well as the use of research and evaluation methods in actual school situations. Topics include identification of education research problems, use of library resources, data gathering and processing, and evaluation of research articles.
EDRH 796 – Thesis Completion 1 Unit
This course is designed to assist students in the completion of their master's thesis. Students work alongside an assigned thesis mentor to finalize the (1) Institutional Review Board application, (2) collect and analyze data, (3) report findings and (4) make recommendations. This is the final course leading to a Master of Arts degree.
Students may take up to 2 semesters to complete the course; Graded C/NC; May not be audited.
EDRH 790 – Continuous Registration 0 Units
Students who do not complete EDRH-796 at the end of the second semesters are required to register for continuous registration each semester until the project/thesis has been satisfactorily completed. Registration for EDRH-790 is equivalent to 1 unit of tuition.
Signature required; May not be audited.