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Curriculum Studies & Teacher Development Program (CSTD)


 

The Curriculum Studies and Teacher Development Program (CSTD) is a forum for systematic reflection on curriculum, viewed in the broadest sense as educational experiences that occur in both formal and informal settings. This includes a critical examination of the substance (subject matter, courses, programs of study), purposes, and practices used for bringing about learning in educational settings.

The CSTD program includes three areas of interest which reflect overlapping and intersecting strengths of faculty that teach within the Curriculum Studies and Teacher Development Program.  Given the diverse academic and research interests of our faculty, three areas can suggest possible directions for students.  One of these areas - Critical Studies in Curriculum Pedagogy (CSCP) - corresponds with a program Emphasis of the same name, which can be taken optionally by students within the CSTD program.  Descriptions of faculty research areas and the CSCP program emphasis are provided below.

CSTD Program - Research Areas

Critical Studies in Curriculum and Pedagogy
   ♦ Emphasis Certificate in Critical Studies in Curriculum and Pedaogy
Learning Schools and Innovation
Teaching and Teacher Education

CSTD Program - Faculty / Research Interests

CSTD Program - Degrees

♦ M.Ed.
♦ M.A.
♦ Ed.D.(suspended)
♦ Ph.D (Full-time and Flexible-Time options)

CSTD Program - Admission Requirements

CSTD Student Resources

♦ Comprehensive Exam Guidelines
♦ 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.


Critical Studies in Curriculum and Pedogogy (CSCP):

Taking curriculum and pedagogy broadly defined as points of departure, the Critical Studies in Curriculum and Pedagogy cluster is a forum for systematic and interdisciplinary reflection on the myriad of processes and contexts related to educational experience, from schools and local communities, to media and transnational cultural contexts. The cluster encourages a critical exploration of educational phenomena, within and beyond the scope of schools, with a focus on power relations and social justice issues. The kinds of educational phenomena considered within this cluster cover a wide range of issues and topics, such as student experience, human interaction, subjectivity, knowledge production, ecology, environmental justice, globalization, colonialism, race, disability, gender, sexuality, cultural and linguistic difference, technology, and media production. Faculty affiliated with this cluster have a commitment to educational scholarship -- including international and transnational perspectives -- that promotes social justice, equity, and a critical consideration of how social categories and institutions shape educational experiences with a view to promoting and informing sustainable emancipatory and anti-oppressive practices.

Learning Schools and Innovations:

The Learning, Schools and Innovations cluster emphasizes scholarship concerning the nature of learning and instruction in formal and informal settings, building on a broad academic literature in educational research, the learning sciences, evaluation and assessment, and learning and instruction within subject areas.  Faculty interested in this cluster embrace a spectrum of methodologies, from formal evaluation and comparison studies to design-oriented research, mixed methods, and qualitative research.  The focus is to achieve a theoretical understanding of learning and instruction, embedding that theory in powerful innovations, and advancing the research. In this cluster, faculty make important connections to institutional settings including K-12 and higher education, they investigate new technologies, and emphasize the study of learning within rich contexts and distributed communities.

Teaching and Teacher Education:

This cluster focuses on the study of teaching and teacher learning across the curriculum. Faculty interested in this cluster recognize that teachers come to education with a range of perspectives. Their beliefs influence how they support, understand, and assess student learning, direct their own learning, and design their curriculum. The term teacher is used broadly to include those who work in schools, district and government offices and diverse settings (e.g., museum studies, outdoor education centres).  In this cluster, researchers study the complex role of teachers, the intersection of the formal and hidden curricula, and the socio-political context of teaching.  A wide range of research methodologies in examining student and teacher learning, teaching, and teacher development is employed.
 
 
Emphasis in Critical Studies in Curriculum and Pedagogy
The Critical Studies in Curriculum and Pedagogy (CSCP) Emphasis will encourage a critical exploration of educational phenomena, within and beyond the scope of schools, and will focus on social justice issues in education including issues related to environmental justice, globalization, colonialism, race, disability, gender, sexuality, cultural and linguistic difference.
 
PhD, MA, and MEd students enrolled in the Critical Studies in Curriculum and Pedagogy Emphasis are required to take 3 courses from the following list of courses affiliated with the Emphasis.
 
Students who successfully complete CSCP coursework as part of their CSTD degree requirements may request a letter of completion in the Emphasis in CSCP.
 
CTL1011H Anti-Oppression Education in School Settings 
CTL1024H Poststructuralism and Education
CTL1031H Language, Culture, and Identity: Literary Text in Teacher Development 
CTL1037H Teacher Development: Comparative and Cross-Cultural Perspectives 
CTL1048H Qualitative Methodology: Challenges and Innovations [RM]
CTL1062H Performed Ethnography and Research-Informed Theatre [RM] 
CTL1063H Pedagogies of Solidarity 
CTL1064H Applied Theatre and Performance in Sites of Learning
CTL1065H Approaches to Anti-Homophobia and Anti-Transphobia Education
CTL1099H Critical Approaches to Art-Based Research [RM] 
CTL1218H Culture and Cognition in Mathematics, Science and Technology Education 
CTL1219H Making Secondary Mathematics Meaningful 
CTL1220H Sociocultural Theories of Learning 
CTL1221H Experiencing Science Education as a Global Educational and Development Endeavor
CTL1302H Media Studies and Education 
CTL1304H Cultural Studies and Education 
CTL1306H Qualitative Research Methods in Education: Concepts and Methods [RM] 
CTL1307H Identity Construction and Education of Minorities 
CTL1309H Les stéréotypes sexuels dans les programmes scolaires 
CTL1312H Democratic Citizenship Education 
CTL1313H Gender Equity in the Classroom
CTL1318H Teaching Conflict and Conflict Resolution 
CTL1319H Religious Education: Comparative and International Perspectives 
CTL1816H Minority Education and Inclusion: Policies in Practice 
CTL1818H Arts in Education: Concepts, Contexts, and Frameworks 
CTL1822H Urban School Research: Youth, Pedagogy, and the Arts [RM] 
CTL1861H Critical Ethnography [RM] 
CTL3031H Children’s Literature within a Multicultural Context 
CTL3034H New Literacies: Making Multiple Meanings
 
 

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CSTD Program - Degrees

Master of Education (M.Ed.)

The M.Ed. program of study (Option IV) consists of ten half-courses, at least five of which are 1000-level courses normally undertaken in the Curriculum Studies and Teacher Development Program, and may be taken on a full- or part-time basis. Students are required to complete CTL1000H.  Additional study may be required either within the degree program or prior to admission depending on previous experience and academic qualifications.  Applicants should refer to the OISE Graduate Admissions. Ordinarily, students who enter this program will have a minimum of one year of professional experience.

In the Statement of Purpose, applicants should state the reasons they wish to study curriculum at the graduate level. The chief academic interests, professional concerns, and career plans within curriculum 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. It also looks for signs of his or her intellectual maturity and ability to write.

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Master of Arts (M.A.)

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 Graduate Admissions) 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. In order to identify their research interests in their Statement of Intent, applicants should visit the Curriculum Studies and Teacher Development Program web page (www.oise.utoronto.ca/depts/ctl/programs/curriculum.shtml). 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 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 the CSTD approved research methods course list

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 six years from first enrolment for part-time enrolment and within three years of first enrollment for full-time students.

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Doctor of Education [Ed.D. (discontinued in 2005)]

Please note: Curriculum Studies and Teacher Development Program has suspended admission to the Ed.D. as of September 2005. Following the approval of a new set of Ed.D. program guidelines, the Curriculum Studies and Teacher Development Program will resume accepting applications to a reformulated Ed.D. Program.

The following description pertains to the former Ed.D. program.

The Ed.D. degree program is intended for established practitioners in positions which involve responsibility for curriculum design and implementation. A University of Toronto M.Ed. or M.A. in education or its equivalent from a recognized university, in the same area of specialization 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. Ordinarily, applicants will have a minimum of three years professional experience in education prior to applying. Admission is contingent upon satisfactory completion of a Qualifying Research Paper (QRP) or a master's thesis. An applicant's admission will be confirmed, however, only when the QRP or master's thesis is judged to be of sufficiently high quality to warrant admission. (See the OISE Graduate Admissions for program requirements.)

The Ed.D. program of study normally consists of eight half-courses, at least four of which must be 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 the CSTD approved research methods course list. This listing is available on the Curriculum Studies and Teacher Development Program web page
(www.oise.utoronto.ca/depts/ctl/programs/curriculum.shtml). Students must successfully complete a comprehensive examination . 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. The Ed.D. program of study includes a minimum of one year of fulltime study but may be initiated on a full-time or part-time basis.
NOTE: Candidates are responsible for meeting deadlines to complete their course requirements, thesis committee formations and ethical reviews. All requirements for the degree must be completed within six years from first enrolment.

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Doctor of Philosophy (Ph.D.)

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 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. Applicants will ordinarily have a minimum of two years professional experience prior to applying. All applicants are required to submit, along with the application:

Their master's thesis or a sample of single-authored scholarly writing. For information on writing samples review these 'tips' on doctoral applications.
A Statement of Intent describing their reasons for wishing to take the Program, previous qualifications and professional experiences, particular research or professional interests, and future career goals.
Two academic letters of reference, or one academic and one professional letter of reference.

Flexible time Ph.D. option:
In addition to the full-time admission requirements outlined above, applicants to the flexible-time Ph.D. should demonstrate that they are active professionals engaged in activities relevant to their proposed program of study.

Ph.D. 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 PhD program of study normally consists of seven half courses, at least four of which are ordinarily CTL 1000-level courses undertaken in the Program.  Students are also required to complete CTL1899H, the CSTD doctoral proseminar course. 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 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.

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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 academic letters of reference, or one academic and one professional letter of reference.

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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

CSTD Courses in 2012/2013 OISE Bulletin

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