Doctoral / PHD Programs in Curriculum and Instruction

Doctor of Philosophy in Education (Ph.D.) Program Policies.

Part 4: Academic Integrity and Standards of Conduct.

And what our students will do in the world. In addition to their academic coursework, students can delve deeply into their own practice, building skills in learning design, curriculum planning, classroom management, and much .

The Teaching and Learning Lab (TLL) supports and develops innovative and effective approaches to teaching and learning at HGSE. Students can get involved with the TLL and apply what they are learning in their program in several ways, including internships, focus groups, and through the Teaching and Learning Lab Practicum course.

During January term (J-term), HGSE students have the opportunity to augment their studies with unique, noncredit learning experiences, most of which are not offered during the regular school year. The non-credit J-term courses may include critical topics such as cultural intelligence, making transformative change, and race in America.

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The Curriculum and Instruction offers bachelors, masters and doctoral programs designed to attract students who are committed to social, racial and economic justice.

A doctoral program preparing education researchers, teacher educators, curriculum specialists, and instructional leaders.

The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers and teacher educators in universities and colleges. Focal areas include teaching and learning, research and practice in teacher education, mathematics education, science education, and the study of urban education and urban contexts.

Penn proudly houses the IES Predoctoral Training Program, a multi-year opportunity for current Ph.D. students offering both financial and skill-building support.

The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers in education. The program includes formal courses, mentored research, and informal seminars. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.

Coursework and research experiences address a range of practice-based and theoretical problems in schools and community settings from sociopolitical, cultural, philosophical, psychological, and historical perspectives. You will build a program of study that includes courses in teaching and learning, social foundations, and research methods.

Field-based research and collaborative projects with practitioners in schools or other educational settings are key components of the program. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.

As a full-time Ph.D. student, you are expected to be in residence and participate in practicum activities, courses, and other academic experiences throughout the first two years, where you will be enrolled in 3 course units per semester. Coursework and experiences are arranged around three areas or strands, including specialization courses, research methods courses, and electives professional experiences, as well as a set of core courses.

The RAC is part of the Professional Experiences strand and is designed to assist you in developing, conducting, and presenting on your own original research. The course focuses on the research interests of the students and requires participation in the scheduling of activities, presentations, and directing part of the RAC agenda as it pertains to the collective needs of the group. You will participate in the RAC beginning in the spring of your first year and continue participation until completion of your dissertation.

Annual Self-Evaluation: Each year, doctoral students complete a Professional Self-evaluation that is used as part of the ongoing evaluation and planning process. You are introduced to the evaluation form in the proseminar and will work on it in the spring Research Apprenticeship Course (RAC). The deadline for the Professional Self-evaluation falls in mid-autumn or mid-spring.

Qualifying Examination: The Qualifying Examination is taken by all doctoral students, most often at the end of the first year. Passing this exam is an important step in being admitted to program candidacy. In order to take the qualifying exam, you need to have completed Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course.

Program Candidacy: You are assessed for program candidacy after successfully completing Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course, and passing the Qualifying Examination. You must be in good academic standing to receive program candidacy.

Preliminary Examination: The Preliminary Examination is taken after you have completed all courses and before you begin work on your dissertation. Passing the Preliminary Exam allows you to be admitted to doctoral candidacy. You may submit a Preliminary Exam from the start of the fall semester through April 1. A description of the Preliminary Exam is available from the Division Coordinator.

Our graduates are prepared for research and academic careers in education, psychology, and related human services fields.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.

Current students in the Teaching, Learning, and Teacher Education program are researching a range of topics including mathematical practices, teacher education, maker-based project education, culturally responsive pedagogy, science education, and media making.

The Ph.D. program in Learning, Teaching, and Diversity is offered by the Vanderbilt Graduate School. Students admitted to the program typically receive full tuition support, health insurance, and graduate assistantships that cover living expenses. A significant proportion of students also receive scholarships that increase their level of . Several generous travel grant programs enable students to participate in national conferences even during their first year in the program.

The program focuses on current issues of research and practice, and offers students considerable flexibility to pursue their developing goals and interests. Each of the four areas provides a graduated apprenticeship in becoming a creative scholar and a university teacher.

Students are actively involved in conducting research studies during their first year in the program.

As students progress through the program, they are mentored to conduct increasingly ambitious investigations and to develop papers for publication and presentation and conferences.

The program prepares students to address the interdisciplinary nature of problems related to learning environments, culture, and diversity.

Our objective is for our doctoral students to have a research apprenticeship experience that prepares graduates for a variety of research and leadership roles.

Length of Study Doctoral study in all three areas of specialization typically requires approximately four years of full-time study.

Doctoral students in the Learning, Teaching, and Diversity program typically receive full tuition support, health insurance, and graduate assistantships that cover living expenses. A significant proportion of students also receive scholarships that increase their level of . Several generous travel grant programs enable students to participate in national conferences even during their first year in the program.

The University of Florida offers a Doctor of Philosophy program in Curriculum and Instruction with a focus on Teachers, Schools and Society. This program is centred on the campus and is offered full-time in person. Students are required to finish 60 credits of research in 4 years. Some core courses are History of Education, Critical Pedagogy and Perspectives in Curriculum, Teaching, and Teacher Education. Additionally, students may select one area of speciality to concentrate on from Social Underpinnings, Critical Studies in Race, Ethnicity, and Culture, or Teacher Education Scholarship and Practice.

Some elements of the Doctor of Philosophy program in Curriculum and Instruction program are:

a. The program emphasizes theoretical, empirical, and practical knowledge; students participate in continuing research apprenticeships with faculty members and other students.

b. Students will be equipped to challenge the existing norms and address matters of equity in education through transformative learning.

c. Students will delve into and reconsider the connections between curriculum, teaching, and teacher training in relation to society and politics in an ever more diverse global context.

The PhD is awarded based on a candidate's overall competence, exceptional achievements in Curriculum and instruction with a focus on Teachers, Schools, and Society, and especially their capacity for autonomous inquiry, as showcased through a dissertation containing original research characterized by a high level of scholarly craftsmanship.

Learning Education Studies Applied Learning Science (AppLeS).

A number of opportunities at Illinois for interdisciplinary study fit well with a doctoral degree in CSTL, including.

The Second Language Acquisition and Teacher Education (SLATE) program, which offers a graduate concentration (designated on the transcript).

The Master of Arts (MA) program in the Teaching and Learning is a post-baccalaureate degree that serves practicing teachers at all levels (preschool, elementary, middle level and high school) and provides an important first step for graduate students who wish to pursue a doctorate and become scholars and teachers at the university level.

The Ph.D. in Teaching and Learning is a 60-credit course offered by the University of Miami that can be completed within 4 years. The program is designed to equip individuals with the skills and knowledge necessary to assume leadership roles in education. Specializations are delivered in Language & Literacy Learning in Multilingual Settings (LLLMS), Science, Technology, Engineering, and Mathematics (STEM) and Special Education (SPED).

The Ph.D. in Teaching and Learning program places a strong emphasis on three key areas:

1. Understanding the cultural contexts and policy frameworks that impact the process of learning.
2. Gaining expertise in the theoretical foundations and practical application of rigorous empirical research methods.
3. Developing the ability to design, implement, and evaluate transformative learning environments that foster deep learning experiences.

A central theme throughout the program's curriculum is a commitment to diversity and equity. This focus on inclusivity is evident in foundational courses, specialized seminars, research opportunities, and community engagement initiatives, ensuring that graduates are equipped to address the complex challenges related to educational disparities and promote equitable learning opportunities for all.

At the end of the Ph.D. in Teaching and Learning program, students will develop:

• Proficiency in their chosen area of specialization (LLLMS, STEM, or Special Education).
• Proficiency in applying research methods relevant to their specific area of expertise.
• A comprehensive understanding of the education diversity literature, especially concerning racial, ethnic, linguistic, and cultural diversity.

Graduates of this program are prepared to serve as educational leaders, researchers, curriculum designers, and teacher educators across a wide range of settings, including colleges and universities, public school systems, and nonprofit organizations.

Ph.D. in Education Program: Learning, Cognition, Instruction, and Development Concentration.

The concentration in Learning, Cognition, Instruction, and Development (LCID) within the Ph.D. in Education program prepares students to carry out research on learning and teaching within classrooms and other settings. Interdisciplinary study is encouraged within this concentration, which focuses on how people think, how knowledge is conveyed, how understanding is acquired, how human beings develop in learning environments, and the ingredients of effective teaching.

Though students will specialize in just one area of study, they are encouraged and can expect to also learn one or other areas to develop stronger educational interventions and research designs.

You may also review the Ph.D. Student Handbook.

Students enrolled in the Ph.D. in Education program and LCID concentration can expect to exit with the ability to think critically a wide range of the central theories on learning, conduct high-quality original research, communicate and share research effectively, and teach at the university level. Through completion of courses required for their specialization, students will develop a thorough understanding and expertise in one particular domain. They should exit the program with a broad knowledge of the literature in the field and an appreciation of the range of research methods that have been used to advance it. Completion of the program will require the student to complete a dissertation, including a proposal that describes research questions and the methods used to study them. Then the student carries out the investigation to explore those questions and later presents their findings.

Our core mission in the Ph.D. in Education Program is to produce scholars who can and will use research to contribute to understanding and improving education. Methods for evaluating progress with respect to these goals are described under each goal.

Broad Theories. Students will understand and think critically a wide range of the central theories on learning. These include what types of environments support learning what the goals of education are and should be how policy and social structures influence learning opportunities how education can support goals related to social justice and how the role of education continues to evolve in our society. In particular, students should be aware of the different disciplines upon which these theories draw, understand that these disciplinary lenses fundamentally influence how education and educational research is perceived, and be able to use these theories and lenses to interpret and synthesize bodies of research.

Assessment: Evaluation will be based on performance in core coursework (pro-seminars or other core course program specifications) and on successful completion of the breadth question as part of the qualifying examination.

Conducting Original Research. Students will actively engage in research from the beginning of their program. As they gain experience and autonomy, they should gain an understanding and ability to design and carry out research employing appropriate research methods.

Assessment: Evaluation will be based on performance in the two independent research courses (Pre-thesis I and II), their dissertation proposal, and a review of other research efforts described in annual progress reports.

Students will develop expertise in teaching university-level courses. This is considered to be an especially important goal because it is expected that many graduates will obtain employment at academic institutions where teaching will be part of their responsibilities.

Assessment: Evaluation will be based on an annual survey of courses taught by students as well as a report of the number of students who have met their teaching requirement and completed their observations and teaching portfolios.

Program requirements for the Statistics and Measurement concentration may vary.

After completing all 48 credits of coursework, students may take the qualifying exam. The qualifying exam is intended for students to demonstrate that they have attained some degree of expertise in the area that suggests they will be able to successfully complete a dissertation project in the area. The exam has both a written and oral component.

This doctoral work is completed in 24 research credits. Candidates are expected to complete a proposal that reviews the relevant literature, poses research questions and the methods used to study them. Then the candidate carries out the investigation to explore those questions.

The Ph.D. in Education requires students to complete 48 credits of graduate-level coursework and 24 credits of dissertation research.

Specialization in Learning SciencesDan BatteyClark A. ChinnRavit Golan DuncanEugenia EtkinaDrew GitomerJanice GobertSusan L. GolbeckGerald A. Goldin Rebecca JordanCarolyn A. MaherLorraine D. McCuneJuan Pablo Mejía RamosNicole MirraAngela M. PowellKeith Weber.

Graduates of the Ph.D. in Education program are expected to influence educational practice in the United States and abroad through original research efforts, thereby contributing to the advancement of knowledge in education, discovering exemplary educational practices, and contributing to local and national educational policy. GSE graduates most commonly go on to conduct research in higher education, policy organizations, governmental, and nongovernmental organizations concerned with education.

A personal statement that describes why you are interested in studying education at Rutgers.

Generous GSE alumni, friends, and community members have established and continue to donate to than one dozen fellowships and scholarships to help deserving students reach their goals. These awards are granted on the basis of academic achievement and or financial need. While these awards are competitive, interested students are encouraged to apply for consideration and submit the required materials. Students must also submit a FAFSA application to be eligible.

Master of Education Options in Teaching, Learning Curriculum.

Study Options in Content Instruction (MEd, PhD, EdD).

Teacher Education and Teacher Learning for Justice (Ph.D. Ed.D.).

These programs do not lead to state teaching certification. Students intending to earn certification should apply to one of the Teacher Preparation programs.

Mathematics or Science: Emphasizes advanced, specialized training in mathematics and or science education, with an elementary or secondary emphasis. Intended to strengthen teaching competence in mathematics and science.

IslandWood Option: The first year of this program can be completed through our partnership with IslandWood, an outdoor learning center. The Graduate Residency in Education for Environment and Community at IslandWood focuses on the integration of educational theory from environmental, experiential and multicultural education with practice teaching 4th, 5th and 6th graders in our School Overnight Program.

Social Studies: Emphasizes advanced specialized preparation in social studies education, with an elementary or secondary school focus. Intended to strengthen instructional, curricular, and policy competence in social studies education.

Culturally Sustaining Education: Designed for teachers to acquire the knowledge, attitudes and skills needed to integrate curricula with ethnic content, for educators to create integrated educational environments, and other professionals to improve the academic achievement of all students.

Instructional Leadership: This masters degree serves teachers and coaches who want advanced knowledge of leadership and classroom practice, but do not currently aspire to become principals or administrators. The curriculum blends teacher leadership coursework, content-specific coursework, and inquiry-focused leadership practice based on the 2011 National Standards for Teacher Leadership and 2016 National Teacher Leadership Competencies.

Teacher Quality and Teacher Education (Teaching and Curriculum): The Teacher Education doctoral studies option is part of a broad cluster of programs within the conceptual field of Curriculum and Instruction, which is designed to help graduates develop a deep understanding of teaching, research on teaching, and the implications of research for the improvement of teaching, teacher education, and professional development and policy.

Students completing the Curriculum and Instruction programs will leave the program with (1) higher standards for themselves and their profession (2) a sense of connectedness with a community of educators who are grappling with similar questions and issues (3) the disposition to suspend belief and disbelief as needed (4) a commitment to practical work guided by deep knowledge and understanding and (5) a passion for greater understanding.

Graduates of these programs can be found in classrooms and in school and district leadership roles, including content or curriculum specialists, team leaders, and staff developers.

UW researchers highlight social justice-centered science teaching and learning.

Land-based and Indigenous methodologies, Equity Studies, Immigration Schooling, Learning Sciences Human Development, Science Mathematics, Teacher Education Research.

Equity Studies, Learning Sciences Human Development, Qualitative Research Methods, Science Mathematics, Teacher Education Research.

Learning Sciences Human Development, Policy Educational Reform, Qualitative Research Methods, Science Mathematics, Teacher Education Research.

Equity Studies, Immigration Schooling, Qualitative Research Methods, Teacher Education Research.

Educational Policy, Effective Schools School Systems, Policy Educational Reform, Qualitative Research Methods, Science Mathematics, Teacher Education Research.