Best Accredited Universities for Doctoral Phd program in Research Methodology and Quantitative Methods

API-114 and API-115 comprise a two-course sequence for first-year doctoral students seeking training in econometric methods at a level that prepares them to conduct professional empirical research. API-115 (spring) begins by reviewing the foundations of causal inference, covering potential outcomes, the selection problem, and randomized evaluations. The course will then cover instrumental variables, regression discontinuity, bunching estimators, and difference-in-differences and synthetic control methods. The course will emphasize a mixture of theory and application, with problem sets focused on the replication or extension of recent papers utilizing these methods.

Also offered by the Economics Department as Economics 2115 and the Business School as 4175.

A doctoral program focused on measurement and evaluation that trains students to create new research methodologies and design empirical data analyses.

#1Penn GSE is ranked #1 Graduate School of Education by U.S. News World Report.

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

Rigorous coursework across the field of education will prepare students with the tools needed to conduct cutting-edge research and assessment.

20 courses (12 chosen from required competency areas and 4 electives).

Graduates will be prepared to design first-rate empirical research and data analyses, and to contribute to development of new research methodologies. Students who apply directly to the doctoral-level study program following a baccalaureate degree will enroll in the core courses described for the M.S.Ed. degree in Statistics, Measurement, Assessment, and Technology (SMART) and the advanced courses for the Ph.D. degree. This will include the development of independent empirical research projects.

Doctoral degree studies include advanced graduate coursework, a research apprenticeship, a Ph.D. Candidacy Examination, and the completion of a doctoral dissertation that represents an independent and significant contribution to knowledge.

Research Analyst, Penn Child Research Center, University of Pennsylvania.

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 Penn Child Research Center promotes the educational and psychological well-being of children through the application of informed social and scientific policy.

Master of Science PhD Programs in Hotel Administration.

PhD Student Course Requirements and Research Methods Courses.

All PhD students must complete a minimum of 16 total classes four classes per semester for two years, five of which must be research-based.

Four (one per semester) HADM 6699 Graduate Independent Research classes may be taken if a suitable content course is not offered at the university in any given semester.

For complete course descriptions, Courses of Study.

Operations Management Information Technology Research Methods Courses for 2012.

Management Marketing Research Methods Courses for 2012.

Master of Management in Hospitality.

Master of Management in Hospitality (MMH) Career Outcomes.

International Kyoto MBA Cornell MMH Dual Degree Opportunity.

Students in the QM doctoral program develop expertise in the principles of research design and in the theoretical foundations and application of advanced statistical models for human behavior.

The QM program is housed within the Psychology and Human Development at Peabody College--a top-ten ranked school of education for the past ten years. This unique context exposes QM students to a variety of applications, methods, and statistical problems that arise in psychological and educational research, as well as the social sciences generally.

These courses are attended by students from a variety of social science disciplines, as well as by QM students. QM students are encouraged to tailor their curriculum to maximize relevancy for their particular research interests, background, and career goals. QM course offerings include correlation and regression analysis of variance psychological and educational measurement data science methods multivariate analysis psychological, field, and clinical research methods item response theory (basic and advanced) exploratory graphical data analysis structural equation modeling factor analysis latent growth curve modeling categorical data analysis multilevel modeling mixture modeling nonparametric statistics individual differences causal analysis in field experiments and quasi-experiments network analysis statistical consulting and meta-analysis. Additionally, many of our students get an optional Minor in Biostatistics. Students may also take courses in Scientific Computing, and or other areas of psychology and education. Several research centers on campus also provide QM students with training opportunities. Also, the Vanderbilt Kennedy Center maintains a statistics and methodology core which provides a methodology lecture series as well as statistical consulting training and resources.

David Cole (structural equation modeling mediation analysis longitudinal methods developmental psychopathology).

Sonya Sterba (mixture models multilevel and longitudinal methods latent variable models).

Hao Wu (model evaluation uncertainty quantification robust and nonparametric methods structural equation modeling).

( interested in recruiting a QM Ph.D. student to start in the 2023-2024 academic year).

Joseph Rodgers (general multivariate methods exploratory graphical data analysis multidimensional scaling and measurement behavior genetics adolescent development).

Jim Steiger (structural equation modeling model evaluation inferential methods statistical computing).

Andrew Tomarken (categorical data analysis generalized linear models longitudinal methods clinical psychology).

There are also computing labs in the department and elsewhere in Peabody College that are supplied with statistical software often used for classroom teaching. Special funds for research-related software and computing equipment, as well as external workshop and conference travel, are available to QM students.

The American Psychological Association reports that there are far jobs for doctoral students trained in quantitative methods in psychology than there are applicants. Further information can be found here, here, and here.

The QM program is designed to lead to a Ph.D. degree within 5 years. To build students' oral presentation skills, students present their research to the program on a yearly basis. Students who did not enter with a full year of calculus also complete such coursework in the Mathematics Department during this time. Students take an exam in their third or fourth year that is based on reading lists related to content in courses they have taken up until that point.

Doctoral applicants admitted to the QM program receive a guaranteed 5 years of stipend and tuition support, which usually takes the form of a combination of research assistantships and or teaching assistantships in quantitative courses (for instance, the introductory graduate statistics sequence). Additionally, QM students have a successful track record of obtaining prestigious NSF fellowships. Senior students routinely also may obtain other kinds of stipends as statistical analysts or consultants for various research projects and grants on campus these opportunities serve as valuable supplementary training experiences. Application instructions are available here.

In Spring 2014, the QM program launched a terminal M.Ed. in Quantitative Methods. This program is distinct from our longstanding research-focused Ph.D. program. information the goals and expectations for applicants to our M.Ed. program can be found here.

Doctoral students outside the QM program may elect to minor in quantitative methods. This formal minor involves taking four advanced methods courses from the QM program beyond the first year required graduate statistics sequence (6 courses total). The minor provides students with exceptional training in the application of complex psyc tric and statistical procedures and provides students with skills that can enhance the quality of their research program over the course of their career. Many students find that the credential of a graduate minor in quantitative methods is a valuable asset in the pursuit of research-oriented academic positions or quantitatively-oriented industry positions after graduation. Detailed information on minor requirements can be obtained from the Psychological Sciences graduate student handbook.

The QM program offers a weekly Quantitative Methods Colloquium Series which covers novel methodological advances, cutting-edge applications of quantitative methods, inclusivity in QM, teaching pedagogy in QM, QM professional development activities, QM outreach, and QM workshops. The QM colloquium series features a mix of external speakers from different settings (e.g., academia and industry) and different stages of their careers in order to expose our QM students to a variety of career paths and perspectives.

Daniel Do Doctoral Candidate, Lecturer Online Course Facilitator.

Areas of Expertise Aging and Gerontology Behavioral Health: Mental Health and Addictions Children, Youth, and Families Clinical Research Methods Community Engagement Health and Public Health Housing and lessness Military Families and Veterans Program Evaluation Methods Racial Justice Social Policy and Poverty Trauma and Violence.

Dr. Elfers presently researches issues of teaching quality and the teacher workforce, particularly within the context of Washington state.

My research re-imagines the possibilities of public education by creating and studying digitally mediated, intergenerational learning opportunities. I center collaboration and.

Intercollegiate athletics are a highly visible aspect of campus communities. Regardless of the size of the institution or notoriety of the athletic department, policies in.

EDUCATION Post-Doctorate University of Illinois, Urbana-Champaign, 2006 Ph.D University of Illinois, Urbana-Champaign, 2005 MEd .

Jessica Rigby collaborates in a Research Practice Partnership to mitigate the institutional and programmatic disparities and inequalities that have shaped Black, Indigenous, and.

Research Professional Interests My research involves partnering with schools, teachers, and families to improve the educational experiences of students.

My teaching and research .

In an era of dwindling resources and increasing competition, optimization questions have assumed a new and urgent importance. To that end, doctoral seminars in Quantitative Methods focus on advanced optimization applications and methodologies. Related courses are available from areas such as industrial and electrical engineering and computer sciences.

A specialization in statistics and its applications address managerial problems in which randomness or uncertainty complicates the decision environment, offering students a rich variety of topics for research.

The mission of the Quantitative Methodology program is to:.

Increase the effectiveness of research and assessment in the social sciences by advancing quantitative methodology through state-of-the-art research.

The Quantitative Methodology program offers three degrees under the Educational Psychology. The M.A. and Ph.D. in Quantitative Methodology are research-oriented degrees. The M.A. and Ph.D. degree culminate in a thesis and dissertation, respectively, that advances the field quantitative methodology in a significant way. The M.Ed. program focuses on applications of advanced quantitative methodology and is open to students enrolled at UGA in another doctoral program to complete in order to develop a top-notch statistical toolkit for conducting research in their primary discipline.

Become an expert in human development, learning, and motivation, or explore gifted and creative education or quantitative methods.

Explore quantitative methods by developing and disseminating advances in measurement in the social and behavioral sciences, educational assessment and statistical methodology.

Bullard is an M.Ed. student in the quantitative methodology program. Annessia is from Atlanta, GA, and earned a Bachelor of Arts from Spelman College, a Master of Science from Central Michigan University, and a Graduate Certificate in Diversity, Equity, and Inclusion from the University of Georgia. and is passionate Lupus awareness.

Zack is a PhD student in Quantitative Methodology. Zack is interested in fourth generation assessment models, diagnostic classification models, and education law and policy as it relates to assessment.

Jing Li is a Ph.D. student at UGA in the Quantitative Methodology (QM) program.

When not engaged in academic work, Armani enjoys dance, cooking, exercising, and graphic design.

Yawei Shen has recently graduated from the quantitative method program with a Ph.D. degree under the supervision of Dr. Shiyu Wang.

Madeline Schellman is a doctoral student in the QM program UGA.

Cony is a Ph.D. student in the Quantitative Methodology program.

Yanyan Tan is a doctoral student in the Quantitative Methodology program.

Cigdem Toptas is a doctoral student in the quantitative methodology program.

Jordan Wheeler is a fourth-year doctoral candidate in the quantitative methodology program.

Ye Yuan is a doctoral student in the Quantitative Methodology program with interests in Rasch modeling, unfolding IRT models, and diagnostic classification models.

Selay Zor is a doctoral student in the quantitative methodology program.

Master of Arts in Research Methods and Statistics.

The education and social and sciences fields have a growing need for professionals with strong skills in research design, statistics, qualitative and mixed methods, and data analysis. The Research Methods and Statistics Program (RMS) provides the courses and experiences necessary to conduct and supervise effective social science research. The program is individually planned around students' backgrounds and career goals. Most students prepare for positions that require consulting, research, developing measurement instruments, policy making, and teaching. Small seminars, independent projects, and a practicum offer opportunities for an individualized and well-rounded program.

Our goal is to equip you with cutting-edge research skills, a creative educational vision, social responsibility, and sufficient experience in application of your skills and knowledge to achieve mastery. Graduates with RMS degrees hold professional positions in testing and program evaluation companies, non-profit organizations, universities, school districts, and state and service agencies, among others.

The RMS Program embraces a holistic and comprehensive view of quantitative and qualitative research methods and the importance of mixed methods designs. Foundations include quantitative and qualitative research, measurement, statistics, mixed methods, and program evaluation. Research methods include classical quantitative methods as well as qualitative approaches. Students can elect to emphasize evaluation or a content area within or outside of education as a minor. All students conduct original research during their studies and are encouraged to present and or publish their work. Practicum experiences also are encouraged in diverse sites, including school systems, educational research agencies, mental health agencies, and businesses.

The RMS concentration in Institutional Research prepares PhD students for careers in institutional research in applied settings including higher education, K-12 schools, non-profits, government settings, and business. Foundational coursework will equip Institutional Research students with strong quantitative, qualitative, and mixed research methods skills. Students will specialize in higher education or library information science and take institutional research content knowledge courses in management, business intelligence, and public policy.

The RMS concentration in Qualitative Research prepares PhD students to be effective researchers with expertise in qualitative, quantitative, and mixed methods research, with creative educational vision and social responsibility. The RMS concentration in qualitative research primarily focuses on providing students with strong, versatile, qualitative research methods skills to be utilized in different fields.

The RMS program is one of nine programs offered within the Morgridge College of Education. Students may opt to take cognate courses from programs within or outside of the Morgridge College of Education. RMS students take classes with students in programs from across the College. Three features of the RMS Program at DU distinguish it as a strong graduate program:.

We have outstanding students from a variety of backgrounds. A wide range of experiences, creative ideas, sincere dedication to research, and a sense of humor are some of the characteristics of people in our program. We enjoy each other genuine cooperation, encouragement, and inspiration.

Acquire a general knowledge of research methods and program evaluation, and advanced knowledge of psyc trics and statistics.

Engage in research serving professional and local communities.

Understand ethics as they apply to research RMS outcomes relate to the MCE mission to advance scholarship via practice and encouraging critical thought.

The PhD program in quantitative research methods in education (QRME) develops researchers, scholars, and policy leaders who engage in traditions of inquiry that create knowledge and understanding founded in empirical evidence.

Building a strong understanding of quantitative methods in research.

Using research to inform policy and practice in applied educational and social settings.

Value the union of rigorous research methodology with a strong grounding in theory and practice.

You apply for admission through your program. The following are required for your application:.