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STANFORD UNIVERSITY SCHOOL OF EDUCATION
The CTE program helps graduate students learn how to develop the specialized under standing and research skills needed to study and improve educational practice.
MASTER’S PROGRAMS
The Stanford Teacher Education Program Policy, Organization, and Leadership Studies International Comparative Education International Educational Administration and Policy Analysis
CURRICUL UM A ND TEACHER EDUC ATION (CTE) S TANFORD U NIVERSITY ﹘ S CHOOL OF E DUCATION
Learning, Design, and Technology Curriculum and Teacher Education Joint MA/MBA Joint MA/JD
Find out how to get started at: http://ed.stanford.edu/academics/ masters/cte http://ed.stanford.edu/admissions
Contact & Info: http://ed.stanford.edu info@suse.stanford.edu Follow: facebook.com/StanfordEducation twitter: @StanfordEd
M A S T E R ’ S D E G R E E P RO G R A M
CTE
CURRICULUM AND TEACHER EDUCATION
・ One-on-one work with a faculty advisor to develop and direct to an individualized program of study ・ Specializations in particular subject matters, i.e.: English
The Curriculum and Teacher’s Education Master's program is an individualized, research-intensive program designed for people with experience in schools or other educational settings (e.g. museums, community-based organizations, etc.) who are interested in furthering their ability to work at the intersection of theory and practice on issues of teaching, learning, curriculum, teacher education, and school reform. CTE aims to prepare students to serve as educational leaders in a variety of contexts, as well as pave the way to further graduate study.
History, Literacy, Mathematics, or Science.
・ Final project
educational research subject. Examples of past project:
◦ Renee Scott, “The Role of Teacher Prompts: A Case Study in
Early Readying Instruction.”
◦ Amy Busch, “Raising Voices in the City: The Integral Roles of
Urban Writing Programs.”
◦ Alice Fu, “Sharing the Experience: Programs that Reach Out
F I N A L P RO J E C T The final project provides an oppor tunity for students to delve into an area of par ticular interest to them and to use what they are learning in a different context.
・Fit to your interests
Types of projects: ◦ Development/evaluation of curriculum materials
◦ Empirical research study
◦ Synthesis of literature
・ Individualized focus
◦ Part of the purpose of the final project is to help students identify how they want to put their
learning to use after they graduate from Stanford.
allows an in-depth exploration of an
from Science Centers to Underserved Schools.”
g i v e v o i c e t o y o u r e d u c a t i o n a l vision ALUMNI CAREERS AFTER CTE P U B L I C / N O N - P R O F I T S E C TO R POSITION
O R G A N I Z AT I O N
P R E K - 1 2 E D U C AT I O N POSITION
O R G A N I Z AT I O N
Program Manager
BUILD
English Teacher
Institute for Collaborative Education
Science Specialist
WestEd
Assistant Principal
Metro Tech High School
Curriculum Planning Officer
Ministry of Education, Singapore
Founding Educator
Larchmont Charter School
Curriculum Developer
Making Waves Foundation
Director of Site Support
The Breakthrough Collaborative
“The projects I have pursued in and outside of classes have given me invaluable experience in curriculum development...Because of the freedom that the CTE program allows I have been able to pursue both my academic and career interests. Now, as I am nearing the end of the Master’s program I am even more certain that I made the correct decision." Megan Slocum, Class of 2006