Online Doctoral Programs in Education Policy Analysis

2 universities offer graduate PHD online program in Education Policy Analysis

American University logo
Ranked as:  #72 in Best National University
State:  Washington D. C.
Acceptance:  38.65%

The Online EdD program at American University is proudly part of The Carnegie Project on the Education Doctorate (CPED).

Education should give students hope. Antiquated policies and structures have made hope hard to find in modern education, and the United States needs a new approach to education leadership and policy to bring hope and action to its schools.

The Online Doctorate in Education Policy and Leadership (EdD) is a response to this need, empowering leaders in education who have the practical experience and theoretical knowledge to effect widespread, progressive change in education. Whether they pursue opportunities in educational instruction, organizational leadership, or policymaking, EdD graduates will be better prepared to change education, for every student.

Graduates of the Online EdD program will be equipped with the skills every education leader needs to be effective, including strategic budgeting, collaborative inquiry, talent management, partnership building, learning science, and program evaluation. knowledge and develop their skills and beliefs in the following four domains:.

These domains serve as the backbone of our program and live out in each course, module, and residency experience that our students engage in. After completing their coursework and their Problem of Practice dissertation, students will have the policy, leadership, and research skills necessary to serve in senior positions in school district central offices, independent schools, nonprofit organizations, government agencies, advocacy organizations, and .

Peer learning and a sustained learning network are essential hallmarks of the Online EdD program. As a result, students will progress through the program as part of a cohort, taking the same courses, and accomplishing program milestones together. We intentionally build a diverse cohort of students to contribute to the dynamic learning environment in the program. Learning will occur through robust dialogue, shared learning experiences, and presenting current professional work and doctoral research.

Shayna CookSenior manager at education policy firm from Washington, DC.

Live online classes with remote students in your cohort attended according to a specific schedule.

Self-paced courses or work completed according to your schedule.

Hours are estimates and are subject to change per term course.

EDU 704 Antiracism, Equity Inclusion in Education (3).

In order to be effective educators, practitioners, and administrators who are committed to fostering equitable, inclusive, and antiracist educational environments, it is important to be engaged in discussions on these topics on a regular basis. Having a clear understanding of equity, inclusion, and antiracism in the context of education as well as its limitations is only a starting point for engaging in deeply involved issues related to achieving social justice and equity for all who participate in education. This course serves as a venue through which students act as both learners and teachers, requiring them to think deeply their own positionality, understand the unique processes by which students develop across multiple social identity dimensions, and recognize the challenges and opportunities educational organizations face when enacting commitments to equity, inclusion, and antiracism. Usually Offered: fall, spring, and summer. Grading: A-F only. Prerequisite: EDU-702.

During this course, we will explore many of the concepts that undergird the entire doctoral program: organizational change, social justice, personal leadership, and policy research. We will focus with a strong emphasis on the first three (organizational change, social justice, personal leadership) in this course, and systems thinking and change will serve as a springboard into our doctoral program in education policy and leadership.

Upon successful completion of this course, you will be able to:.

School of Education system leaders present their problem of practice to students to demonstrate the variety of disciplinary and methodological approaches to educational inquiry. The course also reviews research and statistical methodologies.

Exercising this type of leadership requires a deeper consciousness of self and the roles our identity, emotions, and adult development play during the leadership process. of leadership by honoring and releasing a healed educational practitioner ready to take on the most complex education issues of our times. leadership defaults, strengths, and blind spots. Supplementing the mirror, this course utilizes diverse research, texts, and ways of knowing to provide students with a robust toolkit of self-reflective frameworks, practices, and inclusive tools that shifts mindsets, behaviors, and practices (internal and external) on behalf of creating a just education system for all.

At the completion of this course, you will be able to:.

This course will offer you the opportunity to learn and apply policy analysis tools and management science to develop and successfully implement education policy. You will analyze historical and present-day education policies from intent to implementation. The course will begin with an exploration of policy basics and frameworks, then continue an intentional path through problem identification and problem-solving to case studies and policy analysis. You will learn how policy at the federal, state, and local levels influences and impacts American PK-12 education and the issues and challenges that educators face as a result of these policies. Several policy authors will offer insight into their own experiences through guest speaker sessions.

The EdD in Education Policy Leadership domains are: Systems Thinking, Personal Leadership, Social Justice Anti-Racism, and Policy Research. Although this course touches on all the identified domains, Education Policy and Change will place an emphasis on Policy Research. Additionally, the competencies for the EdD program are:.

Policy Writing, Implementation, Navigation: Knowledge and skill of policy history, policy implementation, and political navigation.

Within this course, we will dig into the creative process of exploring various focus areas for your practitioner research. personalized study and focus. This course will enable learners to narrow their interests and identify a focus area for the duration of their doctoral studies.

We will employ a disruptive innovation lens, a design research approach, design thinking principles, and an anti-racist framework to identify and narrow our emerging problems of practice. Learners will experiment with potential problems of practice and narrow their practitioner-oriented research to guide their studies. Within your third semester as doctoral students, you will experiment and build your skills, frameworks, and questions to solidify your study.

The course will include a mix of creative exercises, reading, presenting, academic research, practitioner research, writing, and writing peer groups.

This course will explore the fundamentals of building a team culture and learning culture within an organization. We will explore the alignment and synergy between learning and efficacy diagnose and assess the culture within our organizations create plans for deepening a culture of learning and growth within an organization and explore the connections between growth culture and equity. This course is meant to support the leadership development of students, provide them with theories and tools to employ in their current and future roles and engage students in thinking how individual and team learning intersect. Within the course, students will write reflective essays, engage in group learning simulations, and explore the ideas within their existing roles and organizations.

Through the course, students will engage in real world teaming experiences with their EdD cohort colleagues, and they will have the opportunity to focus on applied projects, within teams, supporting national organizations on existing challenges. We will also spend time during our residency weekend focused on teaming dynamics and project launch.

This course falls as the mid-point course in a three semester continuum, where doctoral learners build their skills as scholarly practitioners with an anti-racist lens. Learners enter the course having identified a problem of practice for their scholarly research. And within EDU 710, learners will build their toolkit of practitioner research methods and approaches to support their general knowledge and to consider possibly apply toward their problem of practice. Within the course, learners will explore improvement science, participatory action research, ethnography, developmental, qualitative, and quantitative methods. During the course, students will learn the methodological approaches and apply them in small scale ways toward their problems of practice.

This course surveys what education leaders need to know learning sciences and provides an of approaches to administration, analysis, and interpretation of student-level, classroom-level, school-level, and system-level learning outcomes, attending specifically to issues of equity and educational opportunity. Students develop skills in implementation science as applied to problems of practice.

In this course students explore speechwriting, public speaking in victory and crisis, communicating from values, and working with social media and the news media. attention, moves your ideas forward, focuses the problem, and helps achieve your goals.

This course is the third in a series following EDU 703 and EDU 710. This course will begin with a bit tool sharpening with participatory action research, qualitative methods, and developmental methods with an anti-racist lens. Learners will explore a potential matrix of methods that they may employ for their own scholarly research. Learners will work with their doctoral committees and their peer support networks to solidify a scholarly practitioner approach to ir problem of practice. Students will gain practice in developing and piloting survey instruments as well as interview and observation protocols focused on the practices and experiences of education stakeholders. Students will also become familiar with strategies for drawing response samples. Finally, students will learn systematic approaches to, and tools for, qualitative data coding and analysis.

This course provides a structured environment for students to explore partnerships between educational institutions and community organizations, families, government agencies, businesses, and non-profit organizations. Existing structural and institutional barriers make collaborative partnerships between schools education settings and community groups difficult to attain, particularly when leaders lack the skills and competencies to bridge the gap. The course incorporates literature, case studies, and problem-based learning exercises and encourages students to consider assumptions of community stakeholders, to clarify and challenge their own assumptions, and to explore the opportunities and risks associated with cross-sector collaboration and partnerships.

EDU 705 Strategically Managing Resources within the Education Sector.

Students learn use economic principles, such as productivity and return on investment, to evaluate education policies and programs. They apply these economic analytical approaches to education policies and programs such as value-added assessments, teacher compensation, early childhood education, and class-size reduction. Students also examine basic resource allocation and education finance, including costing-out models, school-district budgeting, Title I funding, and weighted-student formulas.

Students examine major public policy issues and theories in American education through the three-phase lens of policy design, policy adoption, and policy implementation. They learn to describe tensions in federal, state, and local education policies with reference to historical and international comparisons, as well as to evaluate the use of various education policy tools. Policy issues considered include standards and accountability, whole-district reform, school choice, teacher quality, and college and career readiness.

Students examine legal issues relating to reforming elementary and secondary education through an analysis of federal and state court cases. They identify important legal standards rules and explore how legal precedents could be applied to different situations across the country. Students also analyze institutional reform litigation such as school finance and voluntary desegregation federal and state educational authority, including civil rights enforcement local educational authority, including school boards and collective bargaining agreements and legal conditions for school improvements.

EDU-686 Proseminar in Education Policy and Leadership (3).

Working in small groups, students serve as consultants to an educational organization on a pressing issue of policy or practice. During this field-based project, they apply skills developed through their program of study in education policy and leadership. Students learn approaches to project management, client relations, analytical design, and project presentation, as well as receive support for transitions into policy and leadership careers.

Students learn how educational organizations, including schools, school districts, and state agencies, implement education programs and policies. Students learn approaches to program management, including use data to set performance targets, make strategic improvement decisions, assess programs, and prioritize changes. Students are also introduced to basic grant writing and administration, including enforcement, monitoring, and support for education grants.

While the EdD program is designed to be completed online, students are required to attend three (3) residencies at American University. Students will also participate in workshops, dialogues, and in-person class sessions that will contribute to the development of their dissertations of practice and assist in the practical application of the knowledge gained through their studies.

Research, Anti-Racism, Personal Mastery, Systems Thinking, Policy, Strategy.

This course facilitates preparation of the doctoral dissertation proposal and achievement of candidacy and includes strategies for preparation of a project brief to present the Dissertation in Practice to the dissertation committee and other stakeholders.

It is a 9 credit course, but tuition is assessed at the 1 credit rate. The course is graded SP UP and students will be deemed full-time.

The program will include three (3) required D.C. residencies, encapsulated in the EDU-798 course.

This residency will provide students with the engagement and opportunities to connect and build a strong cohort and professional network.

Presentations from academic resources and supports offered throughout their program will assist students with navigating the tools needed to be successful as online doctoral students.

Education Policy Analysis is designed for working PK-12 leaders who want to connect policy to practice and gain the practical knowledge and skills to transform their organizations and education systems.

Sunday in Washington D.C., during the first month of Term 1. This residency will provide students with the engagement and supports needed to commit to their problem of practice and the program. Presentations from academic resources and supports offered throughout their program will assist students with navigating the tools needed to be successful in their composition of a dissertation. The end of the residency will conclude with a presentation of their problem of practice.

Sunday in Washington D.C. during the beginning of Term 4 and will include an opportunity for education system leaders to present their problem of practice to graduate students to demonstrate the variety of methodological approaches to educational inquiry. Breakout sessions will include a review of research methodologies, designated time to prepare for Internal Review Board (IRB) clearance, and preparation for students defense of their proposals.

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EdD Degree in Education Policy Leadership Online

  • Program Length:  36 Months
  • Credit hours:  40
  • Cost per credit:  -
  • Program Cost:  -
  • Scholarships Available:  No
  • GRE Required:  Yes
University of Arizona logo
Ranked as:  #105 in Best National University
State:  Arizona
Acceptance:  85.13%

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Online Graduate Degrees

  • Program Length:  15 Months
  • Credit hours:  -
  • Cost per credit:  -
  • Program Cost:  -
  • Scholarships Available:  Yes
  • GRE Required:  Yes
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Ranked as:  -
State:  Minnesota
Acceptance:  -

Explore our PhD in Education Higher Education Leadership, Management, and Policy specialization.

In this specialization, you will explore the systems, policies, and politics of higher education. Learn and apply effective leadership and management skills and strategies to facilitate positive social change.

As a student in the Higher Education Leadership, Management, and Policy (Non-Licensure) specialization, you will research institutions of higher education from a systemic, organizational perspective. This program also helps you develop the leadership skills required to address the needs of a dynamic higher education landscape, domestically and internationally.

Receive up to a $5,000 Grant if you start this program on April 10, 2023.

Four PhD residencies to equal a minimum of 16 units.

Walden students have up to 8 years to complete their doctoral program unless they petition for an extension.

In general, students are continuously registered in the dissertation doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation doctoral study course shell.

Students must also publish their dissertation on ProQuest before their degree is conferred.

These are ranges of what a student can expect in terms of time and tuition cost to complete a degree. It does not include other fees, nor is it adjusted for tuition increases over time. Time is calculated using the time allowed for each semester or unit that the student completes. Students are encouraged to work continuously during the program so as not to extend the time needed to complete the degree as work can become stale and students lose focus. who repeatedly drop a course before a semester or unit has been completed, or are unable to complete in the eight year time frame, should expect that they may be dismissed from the program. Walden believes that it is in the best interest of a student who is unable to complete the degree in the stated ranges to strongly consider withdrawal or obtaining a lesser degree.

Tuition and fees are subject to change. Books and materials are not included. Students may incur additional costs for remedial writing assistance, if necessary.

Based on a 3-year minimum completion requirement and an 8-year maximum timeframe as outlined in Walden academic policy.

Tuition and fees will be higher if students petition to extend the 8-year maximum timeframe or choose to take expensive elective courses.

+Tuition and time to complete may be reduced if transfer credits are accepted, or if you receive grants, scholarships or other tuition discounts.

Our Enrollment Specialists can help you outline a plan and find resources for funding your education.

Program Admission Considerations: A master degree or higher.

General Admission Requirements: Completed online application and transcripts. Please note that the materials you are required to submit may vary depending on the academic program to which you apply. information for international applicants.

In addition to the core program learning outcomes, graduates of this specialization will be prepared to:.

Implement diversity proficiencies in higher education programs and policies.

Exhibit proficiency in the use of higher education law, policy making process, and governance.

Utilize current research to address domestic and international issues in higher education.

Apply leadership and management skills to promote organizational development within higher education settings.

Apply effective technology strategies to support higher education settings.

Exhibit leadership in program evaluation, strategic planning, and assessment.

I am passionate advancing the field of education by ensuring that every student receives high-quality teaching, particularly in higher education.

The Top 5 Reasons a PhD in Education Is Worth It.

Find your professional niche as you use your doctoral degree to advance the field of education.

A doctorate in education can prepare you for a professional shift to an exciting new environment.

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Higher Education Leadership, Management, and Policy

  • Program Length:  36 Months
  • Credit hours:  86
  • Cost per credit:  $730
  • Program Cost:  $5,000
  • Scholarships Available:  No
  • GRE Required:  Yes
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What kind of scholarships are available for Graduate Programs in Education Policy Analysis?

We have 12 scholarships awarding up to $132,545 for Masters program in for Education Policy Analysis, targeting diverse candidates and not restricted to state or school-based programs.

Scholarship nameAmountCredibility
QS WM Social Responsibility Scholarship$10,000High
Lincoln Institute 75 Fellowship for Ethics and Equity in Public Administration$5,000High
Jewish Federation of Metropolitan Chicago Academic Scholarship$4,000Medium
James M. & Erma T. Freemont Foundation Scholarship Program$1,875Medium
Lex Hester Endowed Fellowship for Public Administration$1,500High

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Compare the GRE score requirements, admission details, credit requirements and tuition for the Master's Program, from 18 universities offering Graduate Online PHD/Doctoral Programs in Education Policy Analysis. Compare Graduate Online PHD/Doctoral Programs in Education Policy Analysis

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