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programs & admission
graduate programs
Curriculum Studies & Teacher Development Program
The Curriculum Studies and Teacher Development Program of study leads to University of Toronto M.Ed., M.A., Ed.D., and Ph.D. degrees. The CSTD program is a forum for systematic reflection on the substance (subject matter, courses, programs of study), purposes, and practices used for bringing about learning in educational settings. Of concern are such fundamental issues as: what should be studied? Why? By whom? In what ways? And in what settings? Reflection upon such issues involves an interplay among the major components of education: subject matter, learning, teaching, and the larger social, political, and economic contexts as well as the immediate instructional situation. CSTD Program course offerings and guided research opportunities reflect the diverse interests of faculty in a range of areas.
CSTD Program - Research Areas
- Curriculum Theories, Perspectives and Contexts
- Curriculum Subject Matter and Teaching/Learning Processes
- Diverse Student Populations and Curriculum Equity
CSTD
Program - Faculty / Research Interests
CSTD Program - Degrees
- M.Ed.
- M.A.
- Ed.D.(discontinued)
- Ph.D (Full-time and Flexible-Time options)
Comprehensive
Exam Guidelines
Comprehensive Exam Reading References
CSTD Program - Admission Requirements
CSTD Program - Tips for Doctoral Applications (Examples and Criteria for submitting a sample of writing)
CSTD Program Course Descriptions
CSTD
Program - Research Methods Courses
CSTD Program - Research Areas
Curriculum Studies and Teacher Development Program course offerings and research reflect the diverse skills and interests of a strong faculty and cover several broad categories of study.
Curriculum
Theories, Perspectives and Teacher Development- include
broad orientations and diverse settings for research in
curriculum, schooling, teaching/learning, educational change
to educational change:
- Assessment and Evaluation
- Comparative Education and Education
in International Settings
- Cultural Studies and Critical Theory
in Education
- Curriculum and Program Development and
Implementation
- Dialogic and Social Constructivist Approaches
to Curriculum
- Distance Education and On-line Learning
Environments
- Education in Non-school Settings
- Feminist Theories in Education
- Holistic Education, Imagination, and
Spirituality
- Knowledge Media/Technology, Knowledge
Building and Innovation
- Queer Theories in Education
- School and District Policy, Environments,
Change and Reform
- Teacher Knowledge/Teacher Identity
- Teacher Leadership
- Teacher Professional Learning, Teachers
as Change Agents
- Teachers' Work, Lives, Narratives, Beliefs
and Knowledge
Curriculum
Subject Matter and Teaching/Learning Processes- include
subject area content and/or pedagogical approaches:
- Arts and Aesthetic Education
- Conflict/Peace Education
- Critical and Social Justice Pedagogies
- Democratic Citizenship, Global Perspectives, and Social Sciences Education
- Drama/Theatre Pedagogy
- English Language, Children's Literature, and Literacy Education
- Health and Physical Education
- Mathematics Education
- Pedagogy, Instructional Design and Student Assessment
- Science and/or Technology Education
- Student and/or Teacher Problem Solving and Critical Thinking
Top
Diverse Student Populations
and Curriculum Issues- include challenges and issues in
constructing and delivering curriculum for particular diverse
students and/or for social change:
- Adaptive Instruction and Inclusive Classrooms
- Anti-Racist, Multicultural and Anti-discriminatory Education
- Early Childhood Education
- Educating Immigrant and English as a Second Language Students
- Franco-Ontario French Language Minority Education
- Gender and Education
- Gifted Learners
- Sexuality and Anti-Homophobia Education
- Students' Identity Construction
- Urban Youth
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CSTD Program - Degrees
Master of Education
The M.Ed. degree program is designed
chiefly for the professional development of those who are
already engaged in a career related to education. Applicants
are accepted under the general regulations which specify
an appropriate four-year University of Toronto bachelor's
degree, or its equivalent from a recognized university.
This degree must be completed with an academic standing
equivalent to a University of Toronto mid-B or better
in the final year. Ordinarily, applicants will have at least
one year of relevant, successful, professional experience
prior to applying.
In the Statement of Intent, applicants
should state the reasons they wish to study curriculum at
the graduate level. The chief academic interests, professional
concerns, and career plans related to curriculum studies
and teacher development should be discussed. The Admissions
Committee reviews this Statement to determine the kind of
focus or area of study in which an applicant is most interested
and to link them to appropriate faculty advisors.
The M.Ed. program of study consists of 10 half-courses, at least five of which are normally CTL 1000-level courses undertaken in the Curriculum Studies and Teacher Development Program, and may be taken on a full- or part-time basis. Additional study may be required either within the degree program or prior to admission, depending on previous experience and academic qualifications. Students are required to successfully complete CTL1000H. All requirements for the degree must be completed within six calendar years from first enrollment.
Applicants should refer to the OISE/UT
Graduate Admissions website for further information.
Top Master of Arts
The M.A. degree program is designed
to provide academic study and research training related
to curriculum studies. Applicants are accepted under the
general regulations. Admission normally requires a four-year
University of Toronto bachelor's degree, or its equivalent,
in a relevant discipline or professional program completed
with standing equivalent to a University of Toronto mid-B
or better in the final year.
Ordinarily, applicants will have
at least one year of relevant, successful, professional
experience prior to applying. Students who anticipate going
on to further study at the Ph.D. level are advised to apply
for enrolment in an M.A. rather than an M.Ed. degree program.
(See the OISE/UT
Graduate Admissions website for other admission and
program requirements.
In the Statement of Intent, applicants
should state the reasons they wish to undertake a research-oriented
program of study in curriculum. The chief academic interests
and experience, professional concerns, and career plans
related to an aspect of curriculum studies should be discussed.
The Admissions Committee reviews this Statement to determine
the kind of curriculum problem or area of study in which
an applicant is most interested and to link them to faculty
advisors.
The M.A. may be taken on a full- or part-time basis and
consists of eight half-courses, at least four of which are
normally CTL 1000 level courses undertaken in the Curriculum
Studies and Teacher Development Program, and a thesis. Additional
courses may be required of some applicants, depending on
previous experience and academic qualifications. Students
are required to successfully complete CTL1000H, and a course
in research methods from an approved course listing. A listing
of approved research methods courses is available here
Note: Candidates are responsible for meeting
deadlines to complete their course requirements, thesis
committee formation and ethical review. All requirements
for the degree must be completed within five years from
first enrolment.
Top Doctor of Education
Please note: Curriculum Studies
and Teacher Development Program has discontinued admission
to the Ed.D. as of September 2005.
Top Doctor of Philosophy
The Ph.D. is intended primarily as preparation for academic positions in universities, and demands a strong commitment to curriculum research. The Curriculum Studies and Teacher Development Program offers both a full-time and a flexible-time Ph.D. program option. Applicants must declare the option(s) for which they are interested in applying. (See the OISE/UT Graduate Admissions for other admission and program requirements.)
Ph.D. Admission Requirements
Full time Ph.D. option:
Applicants are accepted under SGS general regulations. A
University of Toronto master's degree in education or its
equivalent from a recognized university, in the same area
of specialization as proposed at the doctoral level, completed
with an average grade equivalent to a University of Toronto
B+ or better is required. Further documentation
may be required to establish equivalence. A minimum of two
years professional experience prior to applying will normally
be expected. Applicants are required to submit, along with
the application:
- Their master's thesis or a sample of
single-authored scholarly writing. Details of what constitutes
an appropriate writing sample can be found here.
- A statement of intent describing their intellectual interests and concerns relevant to curriculum studies and teacher development, reasons for wishing to take the program, previous qualifications and professional experiences, and future career goals; and
- Two letters of reference, one academic
and one professional.
Flexible time Ph.D. option:
Applicants to the flexible-time Ph.D. option are accepted
under SGS general regulations and are subject to the same
admission requirements as applicants to the full time Ph.D.
option. However, in addition, applicants to the flexible
Ph.D. must include in their statement of intent the outline
of a plan that demonstrates the following: (a) that the
applicant is in a career related to the field of study;
(b) the applicant has three or more years with the same
employer; (c) a desire to continue with current career path;
(d) the capacity to secure blocks of time to enable concentrated
study (eg. reference to the employer's leave policy, study
incentive system, etc.)
Degree Requirements:
Full-time Ph.D. students must complete
their degree within six years. Flexible-time Ph.D. students
must complete their degree within eight years. Degree requirements
for both programs are the same. The Ph.D. program of study
normally consists of six half courses, at least four of
which are ordinarily CTL 1000-level courses undertaken in
the Program. Additional courses may be required of some
candidates. Students are expected to take CTL1000H if they
did not complete it at the master's level, and one course
in research methods from an approved course listing. This
listing is available for download here.
Students must successfully complete a comprehensive
examination. In addition, a thesis embodying the results
of an original investigation, and a final oral examination
on the content and implications of the thesis, are also
required.
Note: Students are responsible
for meeting deadlines to complete their course requirements,
comprehensive examination, thesis committee formation and
ethical review.
Top CSTD Program - Admission Requirements
Although the minimum requirement for admission to a master's program is the equivalent of a University of Toronto bachelor's degree with standing equivalent to a University of Toronto mid-B, students normally need a higher academic standing to compete effectively with the large number of applicants to be considered each year. Given the limited number of students this department may accept into the majority of its programs, not all eligible students can be admitted.
All applicants must submit:
- A Statement of Purpose, which is a carefully
prepared short essay telling the admissions committee
why the applicant wishes to undertake a graduate program
in curriculum. Refer to the applicable degree for specified
issues that should be addressed. The statement is an essential
part of every application; an applicant who omits it will
not be considered for admission. MA and PhD applicants
are asked to include in their statement the names of one
or more faculty
members with whom they might like to do research.
- Two letters of reference:
- Master's Candidates: where possible
one reference should be from a university professor
who knows the applicant's current scholarship and/or
professional work;
- Doctoral Candidates: two letters
of reference, one academic and one professional.
Top CSTD Program - Tips for Doctoral Applications
Writing Samples include:
Thesis OR the following examples of a scholarly writing sample:
- major paper
- refereed article
- refereed conference paper
- conference proceedings publication
- book chapter
- research paper
Criteria for this writing sample include the following:
- The sample must be single-authored
- The writing sample must demonstrate quality writing - i.e., logical, clear and well written
- The sample must be academically rigorous
- It must be a theoretical or empirical study
- It must demonstrate the ability to analyze and synthesize concepts, ideas and/or data
- The sample must contain a solid bibliography
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Course
Descriptions
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