phd topics in education curriculum

Doctor of Philosophy (PhD) in Curriculum Studies

Graduate Programs

Purdue’s graduate program in curriculum studies explores the cultural, political, and economic dimensions of education, with emphases on social justice, multiculturalism, and international concerns.

We focus on the theories and practices of teaching and learning: both traditional questions concerning curriculum design and evaluation and newer questions that have emerged in the field, including how curriculum is culturally, politically, and economically situated; contemporary analyses of curriculum and instruction discourses; and multicultural, global and international dimensions of teaching and learning.

This program has rolling admission . Applications must be fully complete, submitted, and all application fees paid prior to the deadline in order for applications to be considered and reviewed.

April 15 is the deadline for Fall applications.

November 15 is the deadline for Spring applications.

March 15 is the deadline for Summer applications.

*Those applicants interested in being considered for any available PhD funding should submit completed applications by December 1 for the following Fall semester.

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

Here are the materials required for this application

• Transcripts (from all universities attended)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Academic Statement of Purpose
• Personal History Statement
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Curriculum and Instruction
• Please select an Area of Interest: Curriculum Studies
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

Program Requirements

I. curriculum studies and c&i core – 17 credits.

Required 11 credits:

• EDCI 58000 Foundations of Curriculum
• EDCI 58500 Multicultural Education
• EDCI 62800 EDCI Doctoral Seminar (two semesters)
• EDCI 68200 Contemporary Curriculum Theory

An additional 3 credits of Humanities or Social Sciences taken outside of C&I, determined in conjunction with advisor.

An additional 3 credits in Curriculum:

• EDCI 59000 Individual Research Problems (curriculum focus)
• EDCI 68400 Seminar in Curriculum Studies (may be repeated for credit)

II. Curriculum Studies Elective Focus Area – 15 credits

Iii. educational research courses.

The candidate must complete the following research methodology courses before embarking on their thesis project.

• EDPS 53300 Introduction to Research in Education
• EDCI 61500 Qualitative Research I
• Introductory Statistics
• Advanced Elective (qualitative or quantitative methods)
• EDPS 63000 Research Seminar OR approved Curriculum Studies substitute

Supplemental Program Information

• Ph.D. Tracking Sheet
• Ph.D. Checklist and Timeline
• Ph.D. Program Policies and Procedures
• Ackerman Center
• Serious Games
• CnI Online Fac
• Curriculum Studies
• Education for Work and Community
• Elementary Education
• English Education
• English Language Learning
• Learning Design and Technology
• Literacy and Language Education
• Mathematics Education
• Science Education
• Social Studies Education
• Applied Behavior Analysis
• Counseling and Development
• Educational Leadership and Policy Studies
• Educational Psychology and Research Methodology
• Gifted Education
• Special Education

Jake Burdick

Nadine dolby, stephanie masta, amber neal-stanley, stephanie oudghiri, joann phillion, application procedure.

Course Registration, payment, drops/withdraws, and removing holds: Purdue Online [email protected] Career accounts: ITaP (765) 494-4000

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College of Education

Overview of the phd curriculum studies program.

For students admitted before August 2021

The PhD in Education:  Curriculum and Instruction offers students opportunities to study in three major areas: (a) Curriculum Studies , which is evolving to Critical Pedagogies and Urban Teacher Education beginning August 2021; (b) Literacy, Language, and Culture ; (c) Mathematics and Science Education .

Students in this PhD program apply to and are admitted to one of these three concentrations.  These concentrations have some common elements but they also differ in a number of important ways.  Therefore, each of these concentrations is described separately.  You should refer to the description of the concentration to which you have been admitted.  You should also refer to later sections of this handbook that provide additional information about conducting dissertation research successfully.

The concentration in Curriculum Studies emphasizes curriculum development, history, and theory, as well as cultural, philosophical, and practical issues in teaching and teacher education related to school subject matter such as mathematics, science, social studies, history, etc., as well as across subjects.  All students in this concentration are provided a strong background in research philosophy and methodology.  This area of study is currently referred to as curriculum studies, i.e., as designated by the name of Division B of the American Educational Research Association (AERA).

Current doctoral students accepted into the Curriculum Studies program will be able to continue in that program. Students entering the program after August 2021 will belong to this new iteration known as Critical Pedagogies and Urban Teacher Education .

If you have questions about the program, please reach out to the program coordinator Edward Podsiadlik ( [email protected] ). For information on the specialization in Health Professions Education contact Laura Schaaf ( [email protected] ).

Overview of Requirements (Fall 2013) Heading link Copy link

This program concentration requires a minimum of 96 semester hours beyond the baccalaureate degree and a minimum of 64 semester hours beyond the master’s degree.  These requirements include completion of a 12-hour Doctoral Studies Core, 12-hour methodology requirement, and 12 hours of dissertation research.  Students are required to pass written and oral portions of a preliminary examination and successfully defend their dissertation research.  This concentration’s requirements are as follows for students who enter the program with an earned master’s degree.

• COE Doctoral Studies Core—12 hours
• Methodology Requirement — 12 hours
• Curriculum Studies Program Core—24 hours (minimum)
• Teaching Apprenticeship, Research Project, or Independent Study — 4 hours
• Preliminary Examination—Written Portion
• Preparation of a Dissertation Research Proposal
• Preliminary Examination—Oral Portion
• Dissertation Research—12 hours (minimum)
• Dissertation Defense

Students who enter with a bachelor’s degree but not a master’s degree must take up to 32 hours of additional course work (the equivalent of a master’s degree) in an area of specialization.

Doctoral Studies Core (12 hours) Heading link Copy link

All doctoral degrees in the College of Education require a core of courses that focuses on different types of research in educational settings, research design, and the analysis of educational data.  These core courses will help you develop the minimum skills needed to evaluate research literature and to begin your own independent research.  You are encouraged to take these core courses early in your program; however, you may take other courses in the program before completing this set of courses.

The requirements of the Doctoral Studies Core are:

• ED 504—Urban Contexts and Educational Research (4 hours)
• ED 505—Introduction to Educational Research: Paradigms and Processes (4 hours)
• ED 506—Introduction to Educational Research: Designs and Analyses (4 hours)

Methodology Requirement (12 hours) Heading link Copy link

In addition to the Doctoral Studies Core above, you must take a minimum of three research methodology courses as described below.  Note also that you may choose or be encouraged by your faculty advisor to take additional courses in research methodology beyond these minimums in order to meet your personal scholarly and professional goals.

The Methodology Requirement includes:

• ED 502—Essentials of Qualitative Inquiry in Education (4 hours)
• ED 503/EPSY 503—Essentials of Quantitative Inquiry in Education (4 hours)
• A third methodology course selected in consultation with your advisor (4 hours)

Concentration Program Core (24 hours minimum) Heading link Copy link

Students who study in the concentration in Curriculum Studies typically pursue a wide range of professional and personal objectives.  For this reason, the choice of courses in the area of concentration is left largely up to you, in consultation with your faculty advisor, to allow you to develop your own individualized program of study.  All students in this program are required to take two courses:  (a) CI 500—Proseminar in Curriculum and Instruction; and (b) CI 574—Foundations of Curriculum Studies.  CI 500 is designed to help you meet faculty members and be introduced to the wide range of research approaches used in the field of curriculum studies.  CI 574 provides an overview of the conceptual foundations of curriculum studies.  CI 500 may be repeated once for credit.

While no other specific courses are required, all students in this Ph.D. concentration are expected to develop a strong background in curriculum and instruction and an emphasis on a particular area of study.  Such emphases might include curriculum theory; curriculum development; research on teaching; bilingual education; a subject matter specialty such as social studies education; teacher education; curriculum history; education in non-school settings; and issues of equity and justice vis-à-vis curriculum and instruction.  To meet individual scholarly and professional goals, you may need to take more than the minimum 24 semester hours of coursework in your particular area of specialization.

Although you may take all your courses in the College of Education, you are strongly encouraged to take courses in other UIC colleges and departments. Taking courses outside the College of Education can help you develop a broader range of conceptual and methodological tools for your own research interests, and allows you to work with a broader range of faculty members.

Teaching Apprenticeship, Research Project, or Independent Study (CI 592, 593, or 596, 4 hours) Heading link Copy link

You should complete at least 4 hours from among the following options:

Teaching Apprenticeship (CI 592)

An apprenticeship in teaching is strongly recommended for those individuals intending to pursue a career in higher education.  The apprenticeship in teaching requires that you register for CI 592—Apprenticeship in Teacher Education and co-teach a university course under the direction of a faculty sponsor.  The course that you teach should be related to your interests and future career objectives.  A faculty member will be the instructor of record and will supervise you closely throughout the internship.  You will assume responsibility for course instruction, student interaction, and evaluation to the extent negotiated with the instructor.  In addition to this apprenticeship in teaching, you are also encouraged to seek opportunities to deliver guest lectures in other classes offered by the faculty.

Research Project (CI 593)

The research project is an important beginning experience in doing research on actual problems in a chosen area of study.  The research project may also give you an opportunity to explore and pilot ideas for your dissertation research.  You may seek out program faculty to collaborate on a research project with you and perhaps with other doctoral students.  Ideally, you would work on such projects with faculty as full research colleagues and be involved in all aspects of the project from design through execution, analysis, and writing of results.  Such work may lead to a presentation at a scholarly conference or to submission of a manuscript to a professional journal or other publication (such as a book chapter or reference book article).  (See Section V on the possible need for IRB approval of a proposed research project.)

You should consult with your faculty advisor to determine when you are ready to embark on a research project.  You must then find a faculty member to help design and conduct the project.  This faculty member may be your program advisor or another faculty member who will bring particular expertise and experience to support the project.

Independent Study (CI 596)

In consultation with your advisor, and with the agreement and approval of a supervising faculty member, you may choose to register for an Independent Study (CI 596) project.   This option allows you to design, implement and analyze the results of a research problem in your area of specialization.

Annual Reviews Heading link Copy link

You are required to submit a formal progress report each year.  These reports provide you with an opportunity to reflect on whether you are meeting your goals while allowing faculty to assess whether adequate progress is being made.  Program faculty review and discuss these reports and provide written feedback to you about whether you are meeting expectations.  Recommendations for ways to enhance or sustain your progress are a likely result of this process.  If you are not making adequate progress you may be placed on probation and given directive feedback on how to proceed.

Preliminary Examination Heading link Copy link

The purpose of the preliminary examination is to determine your readiness to undertake dissertation research.  The examination has two parts—a written portion that focuses primarily on your program of study, and an oral portion that focuses primarily on your dissertation proposal.  Both portions are evaluated by a preliminary examination committee.  Passing the preliminary examination constitutes formal admission to candidacy for the Ph.D.

The written portion of the preliminary examination should be taken when you have completed most, though not necessarily all, of your coursework.  The oral portion of the exam should be taken when you have completed your dissertation proposal.  You must take and pass the oral portion of the exam before you can begin dissertation research.  Before beginning dissertation research, you must also receive approval from the Institutional Review Board (IRB) if the research involves human subjects (see Section V).

Forming a Preliminary Examination Committee Heading link Copy link

You should begin making arrangements to take the preliminary examination when you have almost finished regular coursework.  First, you must find a faculty member to chair your preliminary examination committee.  Your faculty program advisor can help with this task.  The program advisor may serve as a your committee chair, or you may identify another faculty member in the Curriculum and Instruction Department whose interests and expertise align more closely with your program of study and dissertation research.  You should work with the committee chair to identify and recruit at least four other members to serve on the examination committee.  At least three members, including the chair, must be UIC faculty who are full members of the Graduate College.  Tenured or tenure-track faculty are usually full members of the Graduate College; clinical and visiting faculty generally are not.  Links to listing of full members are available on the Graduate College website: http://grad.uic.edu/cms/?pid=1000207 .  At least two committee members must be tenured faculty in the College of Education (i.e., associate professors or full professors).  Also, at least two members (in addition to the chair) must be in the Department of Curriculum and Instruction.  The Graduate College does not require that the preliminary examination committee include a member from outside the Department of Curriculum and Instruction.  However, since the Graduate College requires that dissertation committees have a member from outside the Program (see Section IV), and since the preliminary examination committee often forms the basis of the future dissertation committee, you may want to ask an outside member to be on the preliminary examination committee as well.

In order to formally constitute the preliminary examination committee, you must submit to the Graduate College a Committee Recommendation Form.  This form may be obtained from the Graduate College’s website: http://grad.uic.edu/cms/?pid=1000329 .    At the same time, you should ask the Office of Student Services (3145 ETMSW) for a degree checklist (see Section IV).  A list of the courses taken is available through the my.UIC portal: https://my.uic.edu/common/ . You must return the completed degree checklist with the signed Committee Recommendation Form to the Office of Student Services.  The completed form must be signed by the committee chairperson and submitted to the Office of Student Services at least three weeks before the date of the examination.  Before submitting this form, you must be sure that the faculty members identified to serve on the committee have agreed to serve.  If you want to include a committee member who is not on the faculty at UIC or is not a member of the UIC Graduate College, the Graduate College must approve that member.  This approval process is initiated when the Committee Recommendation Form is submitted to the Office of Student Services.  A copy of the potential committee member’s full current curriculum vitae must be submitted with the Committee Recommendation Form.

Written Portion of the Exam Heading link Copy link

The chairperson of the preliminary examination committee will convene at least two other committee members (one of whom must be in the Curriculum and Instruction Department) to develop questions for the written portion of the exam.  Generally, questions in the written portion of the exam ask you to integrate and apply knowledge and understandings gained from your coursework, research projects, and independent readings.  You may choose to take the written portion of the exam at the university or as a take-home assignment.  You must pass the written portion of the exam to take the oral portion of the exam, which focuses primarily on the dissertation proposal.  After you have passed the written portion of the exam, the chair will submit a form indicating this accomplishment to the Office of Student Services for inclusion in your file.

Preparing a Dissertation Proposal Heading link Copy link

Your coursework, research project, and independent readings should give you a good start on planning for dissertation research.  Perhaps you will have decided on a topic, conducted a relevant review of literature, or carried out a pilot study before taking the written portion of the preliminary examination.  Indeed, the written portion of the exam may help develop further your ideas for your dissertation research.  Nevertheless, after passing the written portion of the preliminary examination, you must complete the proposal for dissertation research and prepare for the oral portion of the preliminary examination.

Dissertation research may be developed from the many possibilities related to your area of study and from a variety of research traditions.  The process of writing a dissertation proposal is challenging, but it provides great opportunities for creative and personally rewarding work.  Students often find it helpful to draw on their studies to date and avail themselves of the advice and support of their committee chair and members, other faculty, and fellow students whenever possible. Dissertation proposals may take many forms and be of varying lengths.  The organization, content, and length of the proposal are issues that you should decide in consultation with the chair of your preliminary examination committee.

When you and the committee chair agree that the dissertation proposal is ready for review and approval, you will work with the chair to distribute the proposal to members of the preliminary examination committee and schedule the oral portion of the preliminary exam.  The proposal should be distributed to committee members for review at least three weeks before the scheduled exam date.  It is strongly recommended a draft of the IRB application is included in the proposal.  As a rule, you should not submit your application to the IRB before the oral portion of the examination is completed, because committees may make recommendations for changing research protocols during the exam.  (See Section V for information about IRB requirements and procedures.)

Oral Portion of the Exam Heading link Copy link

The oral portion of the preliminary exam is primarily a hearing on the dissertation proposal, although it may also address aspects of the written portion of the exam.  The oral portion of the exam must be taken and passed before dissertation research can begin.  A primary function of the oral portion of the exam is committee approval of the dissertation research proposal.

Evaluation of the Preliminary Exam Heading link Copy link

Both written and oral portions of the preliminary examination are evaluated on a pass-fail basis.  If two or more members of the preliminary examination committee assign afailing grade to the exam, the student fails that portion.  If necessary, the entire portion of the exam or some element of that portion can be retaken once.  Students who fail the oral portion of the exam are sometimes asked to do additional work on or to revise their dissertation proposal before their committee gives final approval.  Even if a committee does not fail a student on the oral portion of the exam, it may require that the student make particular changes in the dissertation proposal before the proposal is approved.

Passing the oral portion of the preliminary exam signifies that committee members have given their approval for you to carry out your proposed dissertation research.  Once you have reached this point, you must submit the final version of the IRB application for approval (see Section V).  Before an application is submitted to the IRB, you must have it reviewed and signed by the committee chair and the chair of the Curriculum and Instruction Department.

Dissertation Research (CI 599, 12 hours minimum) Heading link Copy link

After passing the oral portion of the preliminary examination and receiving approval from the IRB, you may begin dissertation research.  You must register for a minimum of 12 hours of dissertation credit during the time you conduct and write up your study.  After registering for the minimum of 12 hours of dissertation credit, if you have passed both the written and oral portions of the preliminary exam, you may petition the Graduate College to be permitted to register for 0 (zero) hours of dissertation credit.  If permission is granted, you may continue to register for 0 hours if you continue to make satisfactory progress and are within the time limits for completion of the degree.  Note that even if you are eligible and successfully petition the Graduate College to register for 0 hours, you still must register for 0 hours each semester until you have successfully defended the dissertation (although you do not need to register for 0 credits for the summer session unless the defense will be held during the summer).

The Graduate College makes an exception to the above registration requirement if the defense will occur during the late registration period for a term; in those cases, a doctoral defense will be allowed without student registration in that term.  This is assuming that you were registered the previous term, or the previous spring term in the instance of a fall defense (which should be the case since, as stated above, continuous registration is required).  The late registration period is the official first ten days of any fall or spring semester and the first five days of the summer term.  If you defend after the 10 th day (5 th in summer) you must be registered.

If you hold a fellowship, assistantship and/or tuition waiver, and do not resign from it, then registration is mandatory for the number of hours required to hold the award or assistantship.  If you hold a student visa, you probably do not have to register if you leave the country by the 10 th day (5 th in summer), although this should be verified with Office of International Services.

This (late period registration defense) exception does not affect the registration requirement to take the Preliminary Examination, or the general requirement of continuous registration from Preliminary Examination to defense.  Failure to register continuously may result in being administratively dropped from the program.  You should refer to Section IV for important additional information about constituting a dissertation committee and conducting dissertation research. 

Dissertation Defense Heading link Copy link

When nearing the end of dissertation research, you should begin to plan your dissertation defense with your dissertation committee chair.  See Section IV for specific information about organizing and scheduling a dissertation defense and filing all the paperwork required before the defense can be conducted.

According to Graduate College regulations, at least one year must pass between completing the oral portion of the preliminary examination and the dissertation defense.  Any student who fails to complete all program requirements, including the dissertation defense, within five years of passing the oral portion of the preliminary examination must retake the preliminary examination.

Education, PhD

School of education.

The overarching goal of the School of Education’s PhD in Education program is to develop scholars who will have advanced research skills for improving education practice, with specific emphases on policy analysis and education improvement. The program strives to prepare candidates that are equipped to:

• meet the myriad challenges associated with systemic education change;
• apply exceptional content area expertise contextualized within a comprehensive multidisciplinary frame of reference;
• successfully bridge the theory and research to evidence-based practice gap;
• be actively involved in public policy development and evaluation;
• conduct research on complex databases linking educational practices to student outcomes, or lead laboratory- or school-based research programs that inform efforts to improve educational practices and student outcomes; and
• develop national models of educational practice that guide curriculum development and educator preparation.

For Program updates and more information, please visit  https://education.jhu.edu/academics/phd/

Admission Requirements

At minimum, applicants to the PhD program should hold a master’s degree from an accredited college or university. Previous degrees must document outstanding academic achievement in an area of study closely associated with the objectives of the program. Applicants must submit the online admission application form, application fee, and official transcripts from all post-secondary institutions attended. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants are required to earn superior scores on the Graduate Record Examination (GRE) (taken within the past five years), present acceptable TOEFL or IELTS scores (if an international student), and demonstrate potential to become top scholars. Additionally, applicants are required to submit a curriculum vitae, a personal statement (outlining professional plans, goals, and expectations related to the PhD program), dispositions survey, and three letters of reference affirming the applicant’s qualifications for advanced graduate study and potential for professional development in the field. Selected applicants who meet the entrance requirements will be invited to interview with the doctoral admissions committee.

Program Requirements

Program structure and requirements.

Program requirements include earning a minimum of 72 graduate credits taken at the doctoral level at Johns Hopkins University. While the program will be tailored to the specific learning needs of each student, it includes the following coursework components:

• ED.855.725 Research Landscape*
• ED.883.812 Data Workflow*
• ED.883.601  Basic and Inferential Statistics*
• *indicates a required course
• ED.855.815 Science of Learning*
• ED.855.764 Schools in Society*
• ED.855.835 Socio-Cultural Perspectives*
• ED.855.723 Education Policy Practicum*
• ED.855.855  Research Proseminar^
• ED.855.854 Practice Proseminar
• ED.855.852 Research Practicum^
• ED.883.723 Hierarchical Linear Models^
• ED.883.711  Qualitative Research Methodology^
• ED.855.853 Savvy Surveys^
• ED.855.704 Economics of Education
• ED.855.701 Introduction to Causal Inference^
• ED.855.702 Casual Inference When Regression Fails^
• ED.855.840 Doctoral Research
• ^indicates a research elective
• Dissertation Research (18 credit hours)

In addition to successfully completing all the coursework requirements, candidates must also satisfy the following program benchmarks:

• Research progress
• Written and oral comprehensive examinations
• Dissertation proposal oral examination
• Graduate Board oral examination
• Final dissertation exam

Each student will receive an annual written evaluation from the School of Education’s Doctoral Studies Committee detailing their progress in meeting the required benchmarks at the end of each spring semester.

All School of Education PhD students will devote at least four years to full-time study and research as a resident student. This period of time will provide opportunity for full engagement and participation in the academic community and allow students to develop and demonstrate the scholarly capabilities required of the degree. The typical program of study is eight semesters, with six semesters devoted to coursework and research/teaching intensive experiences and two semesters devoted primarily to independent dissertation research. Students will typically enroll in 12 hours per semester for the first three years of their program and 9 hours per semester during the fourth year of their program, for a total of 90 credit hours. All students are expected to maintain enrollment as full-time graduate students over the course of the program. With the approval of their major adviser and director of the PhD program, students may transfer up to 12 credit hours of previously completed graduate-level coursework to substitute for selected required courses in the program.

Typically, each year four-to-eight PhD students will be admitted each year to begin classes in the fall semester. The majority of required courses will be delivered on the Baltimore Homewood campus in a face-to-face format, although students may (with approval) enroll in selected elective courses in divisions throughout the university.

Students must complete qualifying exams after completing two years of study. The successful completion of the written documents and oral defense of those documents allows the student to proceed to the dissertation proposal.

Dissertation

The program is designed as an apprenticeship model leading to a traditional research dissertation. The expectation is that students will be developing the skills and background knowledge throughout the program required to pursue a traditional research dissertation. Although the dissertation is not part of the formal coursework, the program is designed to put a student on track to develop an area of expertise as the foundation for an independent research project directed by the adviser. Students are expected to complete and defend a dissertation proposal by the end of the third year of study and use the final year of the program to complete and defend the dissertation. The dissertation is expected to demonstrate mastery of the relevant literature and scholarship in the collection and interpretation of data. The work should be appropriate for publication in high impact journals in the student’s area of expertise. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.

Note: Full tuition assistance and annual stipends are available to support selected outstanding candidates . For more information about the PhD program, please visit https://education.jhu.edu/academics/phd/ .

Learning Outcomes

Program goals.

Graduates will be prepared to fill faculty and research scientist positions at research-intensive universities or secure positions at research institutes and centers that conduct and manage large-scale education-based evaluations. Upon successful program completion we expect that graduates will:

• Be prepared for employment in research/faculty positions at top-tier research institutions.
• Contribute to the interdisciplinary public discourse on education improvement.
• Engage in and promote evidence-based practices through the application of rigorous methodology.
• Link education research to policy and practice.
• Provide leadership in the field by developing an independent line of ethical and culturally responsive research.
• Contribute to development of the next generation of scholars.
• Be able to influence school policy and reform.

College of Education and Human Development

Department of Curriculum and Instruction

STEM education

The PhD in STEM education is interdisciplinary across STEM fields. Students pursuing this degree will choose an area of emphasis in one of four specializations—science, mathematics, engineering, or agriculture—while simultaneously participating in scholarly work that spans all areas of STEM education. This integrated style of study is one of the first in the nation, and is designed to prepare scholars to conduct thoughtful disciplinary and interdisciplinary research in STEM education in order to assume roles as university faculty members, educational leaders, policymakers, and researchers.

This program emphasizes: 

• K-12 STEM integration 
• Teacher preparation and professional development 
• Equity and social justice 
• Research on K-12 and higher education teaching and learning

Quote from Felicia Leammukda

I chose the University of Minnesota because I wanted to work with a diverse population of students and develop a curriculum that would fit the needs of a differentiated classroom. The grant I was first assigned to allowed me to do both those things. Felicia Leammukda PhD candidate 2019

Mathematics specialization

Mathematics education faculty spend significant time in K-12 schools, collaborating with teachers, and conducting research to improve mathematics curricula and pedagogy. Coursework and research in this field emphasizes both: 

• Mathematics teacher preparation 
• Mathematical knowledge for teaching 
• Practice-based teacher education 
• Teaching and learning rational numbers and fractions in grades 4-8 
• Identifying strategies to increase underrepresented student achievement 
• Math in urban classrooms 

Agricultural specialization

This is a research-oriented program that will prepare students for university faculty positions, public and corporate leadership roles in education, natural resource management, extension education, international development, and many other professional careers in agriculture and life sciences. 

Career outlook

Graduates of the program have assumed positions as university faculty, instructional leaders in the public schools, curriculum developmental specialists, and assessment specialists. 

Some recent graduates have gone on to the following positions: 

• Assistant Professor, Teacher Education, St. Thomas University 
• Assistant Professor, University of Idaho
• Visiting Assistant Professor at Carleton College 
• Assistant Professor of Science Education at Iowa State University 
• Assistant Professor, Purdue University 
• Assistant Professor of Natural Sciences at Metropolitan State University 
• Coordinator of Science and Mathematics, St. Cloud Public Schools 
• STEM Coordinator, Owatonna Public Schools 

Science specialization

This includes both science and environmental education in PK-12 settings, at the college level, and in informal and adult settings. Focus areas of research include: 

• Pre-service and in-service science teacher education and induction and mentoring of beginning science teachers
• Design and implementation of K-16 curricula 
• Environmental education 
• Integrated STEM education 

Engineering specialization

Engineering education is an emerging research discipline that spans pioneering work in how engineering concepts are introduced, learned and effectively taught at the K-12 level. Connect with students and faculty in the University of Minnesota's College of Science and Engineering . Be challenged by the rigors of the engineering field and the complexities of integrating and evaluating engineering curricula in both formal and informal settings. 

PhD curriculum

The PhD in STEM includes a core curriculum and four specializations to choose from depending on your research interests. Students will complete 51 course credits and 24 thesis credits for 78 in total. To view the curriculum requirements in detail visit the Education, Curriculum, and Instruction PhD page in the course catalog,  go to Requirements, go to program subplan, scroll down to Science, Technology, Engineering and Mathematics education.

Research opportunities

Students can engage in research that advances the field of STEM education and ties into their area of interest. Faculty work closely with each student to achieve research and educational goals and improve educational opportunities for students. Learn more about the student research experience in the Department of Curriculum and Instruction. 

Gillian Roehrig Gillian Roehrig

• she, her, hers
• 612-625-0561
• [email protected]

My research and teaching interests are centered on understanding how teachers translate national and state standards into their classrooms.

How to apply

Application deadline and instructions.

Priority deadline : December 1 for admission to the fall of the following year Admissions decisions : January

Applications submitted after this date are considered on a case-by-case basis and may not be reviewed until the following year. Faculty review applications in mid-late December, and the Graduate School will notify applicants about admission decisions shortly thereafter. Final admission decisions are based on complete applications. All application materials must be included for the application to be released for review.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator . If you are a returning Graduate School student, follow the Readmission guidelines . If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines.

Tuition and funding

We have several funding options to support students full-time through program completion. Support is available in the form of:

• Teaching Assistantships. The majority work as student teaching supervisors for MEd initial licensure students. Daytime availability, a teaching license, and teaching experience are required
• Research Assistantships
• Fellowships. Based on a departmental nomination process. You will be notified by the Director of Graduate Studies if you are being considered for a fellowship. Decisions are made by April 15.
• Graduate students are also eligible to apply for fellowships and graduate assistantships through other University departments. Visit the University's employment page or fellowships through the Graduate School's Graduate Fellowship Office .
• Find more detailed federal financial aid and graduate tuition information.

Application requirements

What we look for.

Admission to our master's of arts and doctoral programs are competitive and we look for candidates whose goals and interests align with the program’s research and scholarship. Program faculty make admissions decisions based on the candidate’s experience and research competencies, along with compatibility of research goals.

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

• Evidence of strong interest in research and in the development of research competencies
• Evidence of substantial experience in the discipline
• Strong writing skills
• Bachelor's degree from an accredited U.S. institution or foreign equivalent

Required application documents

• Unofficial transcripts .Upload your transcripts into the application system. Please include all transcripts from any institution you have attended, even if you did not earn a degree or certificate. Please do not mail your transcripts. Official transcripts are required only after you are admitted. Tips for uploading your transcript(s) .
• CI Application Form . Upload in the graduate program additional materials section.
• Three letters of recommendation . Ask professors, employers, or supervisors to speak to your potential for successfully completing your degree; they will upload their letters directly into the online application.

The GRE is being waived for those applicants applying for Fall 2024.

Required written statements

• Why you want to study in our department
• What strengths, expertise, and research experience would contribute to your success in our program
• Your professional goals for pursuing a research-focused degree
• Diversity statement .Upload to the Applicant Statements section of the online application. Identify the distinctive qualities, characteristics, and life experiences you would contribute to our community. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. (please do not exceed one page in length)
• Short writing sample .(Optional except for Literacy Education applicants). For example, an excerpt from a term paper or research paper for publication. No longer than five pages in English.
• Common Ground Consortium Fellowship. (Optional) The primary purpose of the CGC is to assist graduate programs in the College of Education and Human Development to recruit exceptional students with the distinct experience provided by HBCUs or similarly distinguishing contexts, provide these students with financial assistance support during their graduate studies, and assistance with career development and job placement afterwards. It offers a pipeline to excellence and an opportunity to diversify perspectives in the academy. If you wish to apply, submit a statement that describes how your participation as a CGC scholar would a) enhance your graduate student experience, b) prepare you for your chosen career, and c) benefit the public. Upload to graduate program additional materials section.

Additional admissions information

Application checklist.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator .

If you are a returning Graduate School student, follow the Readmission guidelines. If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines .

Transfer credits

MA students must complete at least 60 percent of their coursework (not including thesis credits) within our program. PhD students may transfer no more than 15 credits from an outside institution.

A maximum of 12 graduate course credits taken as non-degree seeking or non-admitted status at the University of Minnesota can be transferred; this is counted separately from the maximum 60 percent or 15 non-UMN credits. For example, a PhD student could transfer a maximum of 27 credits (15 non-UMN and 12 non-degree from UMN).

If you earned a MA at the UMN, please contact the Graduate Studies Coordinator to discuss transfer procedures. Thesis credits cannot be transferred.

After you are admitted, you will work with your adviser to determine which credits may transfer.

International applicants

International applicants may also need:

• An English translation of your transcripts, if the transcript is not in English. Please note: the Graduate School Admissions Office will not accept an evaluation of your international coursework by an outside agency such as ECE or WES; they only accept the original transcripts.
• TOEFL/IELTS or MELAB. You may qualify for an exception if you have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States or other country where English is the official language (i.e. U.K, Canada). Score requirements and submission guidelines

Request Information

We’re here to help. Simply complete one of these forms and a member of our department will be in touch

Doctor of Education Leadership

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

America needs transformative leaders in preK–12 education whose passion for education quality and equity is matched by a knowledge of learning and development, the organizational management skills to translate visionary ideas into practical success, and a firm grasp of the role of context and politics in shaping leadership. Graduates of the three-year, multidisciplinary Doctor of Education Leadership (Ed.L.D.) Program at the Harvard Graduate School of Education will be prepared to become those leaders.

The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level leadership positions in school systems, state and federal departments of education, and national nonprofit organizations. Ed.L.D. is a full-time, three-year program built on a cohort learning model. Cohorts consist of up to 25 students from diverse professional backgrounds (including district/charter management leaders, nonprofit directors, principals, teachers, and policy researchers) who progress through the program together.  

All Ed.L.D. students receive a full tuition funding package plus stipends, work opportunities, and a paid third-year residency at a partner organization. 

The Ed.L.D. Program prepares graduates to do work for the public good in the American public education sector, whether that be at the system or state level. Specifically, the program is designed to accelerate the progress graduates make toward achieving meaningful impact in influential roles and/or crossing boundaries in the following spaces in the public education sector: 

• PreK–12 district or CMO leadership roles : superintendent of schools, chief academic officer, and/or deputy superintendent
• Foundation/philanthropy roles:  director, president and CEO, senior fellow
• Education nonprofit roles : president or executive director of backbone or collective impact organizations which support preK–12 schools. Ed.L.D. graduates will lead education nonprofits that explicitly focus on improving outcomes and opportunities for children, families, and communities.
• State or federal education leadership roles : commissioner or deputy commissioner roles. Could also include public education advocacy or education policy advisers to senior government officials.
• Social Entrepreneurship and Innovation roles:  Founder, CEO, president

Curriculum Information

The Ed.L.D. curriculum is a balance of multidisciplinary coursework and practice-based learning. Core courses and electives are taught by recognized leaders from across Harvard’s graduate programs in fields like data-based education reform, organizational change and innovation, and effective leadership strategies for urban schools. You will develop and test your leadership skills through team projects and an immersive third-year residency.

All students in the cohort take the same classes in four foundational content areas: learning and teaching, leadership and organizational change, politics and policy, adult development, and leadership inside and out (including one-on-one executive coaching). Courses taken during the first-year focus on practice-based learning and serve as the framework of your first-year experience.

Sample HGSE Courses

• Leading Change
• How People Learn
• Ed.L.D. Proseminar
• Leadership, Entrepreneurship, and Learning
• Race, Equity, and Leadership
• Practicing Leadership Inside and Out
• Sector Change
• The Workplace Lab for System-Level Leaders

View  all courses  in the Academic Catalog.

Each cohort member works with program advisers to choose an individualized sequence of electives from any of the Harvard graduate schools. You will work closely with the program faculty and staff during your second year to determine the best match with a partner organization for your third-year residency. Matches are driven by mutual interest between the resident and the partner organization, and each student's career and learning goals and geographic preferences.

• Second Year Practicing Leadership Inside and Out
• Driving Change 
• Education Sector Nonprofits
• Negotiation Workshop
• Coaching with Equity in Mind
• Ethnic Studies and Education
• Deeper Learning for All:  Designing a 21st Century School System
• Institutional Change in School Organizations, Systems, and Sectors

You will take part in a 10-month paid residency at one of our partner organizations. There, you will work on a strategic project which synthesizes your experience and learning into a written Capstone project. You will stay connected to your Ed.L.D. cohort and HGSE through technology and by returning to Harvard periodically for intensive workshops.

Paid Residency 

Our partner organizations include school systems and departments of education, as well as some of the nation's most influential and dynamic nonprofit, mission-based for-profit, and philanthropic organizations.

You will be intentionally pushed out of your comfort zones and asked to work systemically and make a significant contribution to the partner organization. In addition, the residency will provide you with the professional mentoring, practical experiences, and network of connections they need to position themselves as future leaders in the education sector. 

Strategic Project 

You will define (with supervisors from your partner organization) a strategic project on which to focus. You will have the opportunity to lead one or two major efforts on behalf of the organization, such as the creation or implementation of current initiatives. The project allows you to practice and improve leadership skills, add important value to the mission and strategy of the partner organization, work systemically, and hold high-level accountability.

During the residency period, you will produce a written Capstone. The Capstone is a descriptive, analytic, and reflective account of your third-year leadership contributions to a strategic project within an Ed.L.D. partner organization. It is a demonstration of your ability to engage others, develop strategy to successfully address and diagnose challenges, work toward a vision and goals, and learn from the results.

Sample Topics

• Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District
• Leadership Development for Entrepreneurial Education Leaders Working to Build Public & Private Sector Support
• Disrupting Teacher Preparation: Lessons in Collaboration and Innovation Across the Learning to Teach Community of Practice
• Pursuing Educational Equality for English Language Learners

Sample Summaries 

• Breaking Down Silos in a School District: Findings from an Ed.L.D. Project in Montgomery County
• Expanding Students' Access to Meaningful STEM Learning Opportunities Through Strategic Community Partnerships
• Developing a New Teacher Leadership and Compensation System in Iowa: A Consensus-Based Process
• Finding Great Teachers for Blended-Learning Schools

GSE Theses and Dissertations from Digital Access to Scholarship at Harvard (DASH)

Program Faculty

Ed.L.D. students learn with renowned faculty from the Harvard Graduate School of Education, Harvard Business School, and Harvard Kennedy School. Faculty from the three schools share their individual expertise in the Ed.L.D. Program and work collaboratively to provide a challenging and coherent experience for students. Faculty who teach in the Ed.L.D. core curriculum and advise Ed.L.D. students include:

Faculty Director

Frank D. Barnes

Frank Barnes is faculty director of the Doctor of Education Leadership Program. He has over 30 years experience as an educator, researcher, and organizer. As a chief accountability officer, he led turnaround efforts for large public school districts, including Boston Public Schools and Charlotte-Mecklenburg Schools.

Kathryn Parker Boudett

Ebony N. Bridwell-Mitchell

Jennifer Perry Cheatham

Elizabeth City

Candice Crawford-Zakian

Marshall Ganz

Adria D. Goodson

Deborah helsing.

Monica C. Higgins

Deborah Jewell-Sherman

Lisa Laskow Lahey

Mary Grassa O'Neill

Irvin Leon Scott

Catherine Snow

Michael L. Tushman

Martin west.

How is the third third-year residency determined? Will I get to choose where I go and for whom I work?

You will work closely with Ed.L.D. Program faculty during your second year to determine the best partner organization match for your third-year residency. In ascertaining a match, faculty take a number of factors into account, including a students' career goals and geographic preferences. The program expects that the current list of partners will continue to grow based on organizational and student interest.

The Ed.L.D. Program has partnered with organizations that are pushing the boundaries of what is possible in American preK–12 education. The partners are school systems, nonprofit organizations, mission-based for-profit organizations, and government agencies, all pursuing a common goal of ensuring that every child has the opportunity to achieve their full potential. You will work directly with partner organizations in the third-year residency and have some exposure to partner representatives in the first two years of the program. Your work with our partner organizations will be encapsulated in a Capstone, which is descriptive, analytic, and reflective account of the your leadership and contributions to a strategic project. Summaries of Capstones by several members of the first cohort of Ed.L.D. graduates are available in the curriculum section.

Partner Organizations

Below is a sample list of current and/or previous Ed.L.D. partner organizations:

• Bellingham Public Schools
• Big Picture Learning
• Boston Public Schools
• Denver Public Schools
• Education First
• Harlem Children's Zone
• Jobs for the Future
• John D. and Catherine T. MacArthur Foundation
• Madison Metropolitan School District
• New Haven Mayor’s Office 
• New Schools for Baton Rouge
• New Schools Venture Fund
• New York City Department of Education
• The Leadership Academy
• Phi Delta Kappa/Educators Rising
• Providence Public Schools
• Rhode Island Department of Education
• South Carolina Public Charter School District
• Virginia Department of Education

Student Directory

An opt-in listing of current Ed.L.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Education Leadership Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Education Leadership experience and the impact its community is making on the field:

Combatting Chronic Absenteeism with Family Engagement 

As post-COVID absenteeism rates continue unabated, a look at how strong family-school engagement can help

Math, the Great (Potential) Equalizer

How current practices in math education around tracking and teaching can be dismantled to achieve the promise of equity in math classrooms

News & Events

Instructor & Staff Resources

Work With Us

Faculty of Education

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PhD in Educational Theory and Practice: Curriculum and Pedagogy Stream

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Doctor of Philosophy

Application & Tuition

Expand your understanding or scope of practice within formal and informal sectors of education, including K–12, early childhood education, adult education, post-secondary education, etc, while you examine program development, assessment, curriculum development and the theories and practices of instructional design and delivery.

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Program Overview Program Design & Courses Location Faculty Future Pathways Student Experiences Contact

PROGRAM OVERVIEW

Designed for.

This program is intentionally broad to be inclusive of the diverse range of fields of study of our students that could be explored through the lens and dynamics of theories and practices in education.

Program Structure

• 18 units of coursework plus Doctoral exam and thesis
• In-person classes, typically at the Burnaby campus
• Late afternoon or evening classes

Intake Schedule

Next Start Terms Fall 2023 (applications closed) Fall 2024

PROGRAM DESIGN & COURSES

Program design.

Our Educational Theory and Practice (eTAP) programs are intentionally broad to be inclusive of the diverse range of fields of study that could be explored through the lens and dynamics of theories and practices in education.

This multi and interdisciplinary understanding promotes inquiry into your own specific interests and backgrounds within your classes through discussions, additional readings, papers, projects, etc., under the guidance and mentorship of your supervisor and committee.

You will receive close academic mentorship with one or more faculty members who have expertise in areas of research that resonate with your own areas of inquiry.

Am I ready to apply to the ETAP Doctoral Program?

Doctoral studies involve sustained scholarly work, typically for a period of six years. Some possible indicators of readiness to undertake an intensive course of study at the doctoral level include:

• A disposition of curiosity, questioning, and reflection beyond your masters course work
• A tolerance for uncertainty and an openness to new ideas
• The capacity to engage in a sustained and regular writing practice
• Reading ongoingly in your area of interest, beyond the curriculum of your master’s course work
• The ability to identify a focus, question or problem that you care deeply about. This focus should feed your soul and have the potential to contribute to understandings, applications, pedagogies, capacity building, and/or practices
• A sense of the scholarly conversations that you want to contribute to
• Knowledge of, and ideally participation in, the current research, community-based, and/or practice-based conversations related to this line of inquiry
• The time and motivation, as well as the physical and emotional energy, and family support to pursue this line of inquiry over a period of years
• A familiarity with research traditions/approaches to inquiry
• The ability to self-direct your scholarly work, as well as work collaboratively with peers and mentors

Doctoral Students typically work closely with one or more faculty mentors from the ETAP program over the course of their studies. It is advisable to review the affiliated faculty members’ research interests and publications and consider how their scholarly expertise and interests may align with your proposed research. We recommend initiating a conversation with a faculty member who you believe may be a suitable pro tem supervisor for your work early in the applications process.

Courses EDUC 901A and EDUC 901B are taken together as well as EDUC 902A and EDUC 902B. Students complete:

EDUC 901A-3 SEMINAR IN THE HISTORY OF EDUCATIONAL THEORY A

The historical roots of educational thought are examined from a broad cultural perspective. Major works in disciplines such as philosophy, psychology and sociology which have had significant impact on educational theorizing will be studied. Special attention will be paid to the relationship between theory and educational practice. Corequisite: EDUC 901B.

EDUC 901B-3 SEMINAR IN THE HISTORY OF EDUCATIONAL THEORY B

A further consideration of concepts explored in the EDUC 901 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 901A.

EDUC 902A-3 INTERDISCIPLINARY SEMINAR IN CONTEMPORARY EDUCATIONAL THEORY A

Contemporary educational theories and theories from supporting disciplines (e.g., psychology, sociology, philosophy) will be examined and analysed. The relationships among contemporary theories, current practice and educational change will be focal. Corequisite: EDUC 902B.

EDUC 902B-3 INTERDISCIPLINARY SEMINAR IN CONTEMPORARY EDUCATIONAL THEORY B

A further consideration of concepts explored in the EDUC 902 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 902A.

EDUC 911-3 COLLOQUIUM IN CURRICULUM THEORY I

Investigations and discussions about curriculum theory and practice.

EDUC 912-3 COLLOQUIUM IN CURRICULUM THEORY II

Educ 984-3 qualifying examination.

The Qualifying Examination will follow completion of degree course work. An open oral qualifying examination given by the supervisory committee. The examination consists of a defence of the proposed thesis topic by the student and their responses to supervisory committee questions about related proposed research topics. The examination follows submission of a written PhD research proposal. Graded on a satisfactory/unsatisfactory basis. Students who fail will either successfully complete a second examination within six months or withdraw from the program.

EDUC 899-15* DOCTORAL THESIS

A major part of this program is original research. A thesis describing this is submitted and defended. Normally, before the fourth course a thesis research plan is presented to the supervisory committee. Upon entry to the program, every term students enroll in EDUC 899-15 Doctoral Thesis.

*Effective January 1, 2018, the unit value of EDUC 899 increased to 15 units from 10 units.

The supervisory committee may require further course work in this or other faculties. Students are encouraged to complete additional courses from other programs in Education and/or related departments outside the Faculty of Education.

At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.

Perched atop Burnaby Mountain, Simon Fraser University's original Arthur Erickson-designed campus includes more than three dozen academic buildings and a flourishing sustainable residential community.

Simon Fraser University respectfully acknowledges the unceded traditional territories of the Coast Salish peoples, including the səl̓ilw̓ətaʔɬ (Tsleil-Waututh), kʷikʷəƛ̓əm (Kwikwetlem), Sḵwx̱wú7mesh Úxwumixw (Squamish) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Burnaby is located.

The non-departmental structure of our Faculty makes it relatively easy for students to take advantage of a wide variety of faculty expertise. Meet some of the faculty members teaching in this program.

• Stephen Smith  (Academic Coordinator) 
• Jeannie Kerr  (Academic Coordinator) 
• Kumari Beck
• Charles Bingham
• Sean Blenkinsop
• Ann Chinnery
• Pooja Dharamshi
• Mark Fettes
• Natalia Gajdamaschko
• Michael Ling
• Allan MacKinnon
• Elizabeth Marshall
• Cristiano Moura
• Anna Maria Navas Iannini
• Kevin O'Neill

FUTURE PATHWAYS

Where can this program take you? The world is changing rapidly and so is the full range of career and academic opportunities that await.

Occupations

• Faculty members at universities and colleges
• District curriculum leaders for school boards
• Leaders in curriculum development at the provincial ministry level
• Educational consultants
• Researchers

STUDENT EXPERIENCES

Meet some ETAP Curriculum and Pedagogy PhD students and alumni.

"Studying at SFU allows me to pursue my career while accessing a world-class education."

"I miss the environment. I can study quietly in the library without disturbance. I enjoy being on the Burnaby mountain campus."

Jacky Barreiro , Current Student

LEARN MORE ABOUT THIS PROGRAM

Curious to know more about the program?

Learn more about Educational Theory and Practice

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Education, culture, and society, doctor of philosophy (ph.d.), you are here, interdisciplinary doctoral research on the social and cultural dimensions of education ..

The Ph.D. in Education, Culture, and Society provides a rigorous theoretical and methodological framework for the study of education, focusing on social, cultural, political, and normative dimensions. Following a rich academic curriculum centered in social theory and qualitative research methods, the program invites students to interrogate and contribute to scholarship on the social and cultural contexts of learning, both inside and outside of schools.

What Sets Us Apart

About the program.

In the Education, Culture, and Society Ph.D. program, students become part of a professional academic community—through their research apprenticeship, formal coursework, informal seminars, cross-cohort experiences, and research group participation.

Fall: 4 courses; Spring: 4 courses

Research apprenticeship 20 hours per week, working on active faculty research project

Culminating experience Dissertation

Transfer courses accepted Up to six courses with faculty approval

The Education, Culture, and Society Ph.D. program explores educational processes, in and out of schools, focusing on their social, cultural, political, and normative dimensions. Research and teaching in this program interrogates tacit presuppositions about human nature and society that lie behind both popular and academic understandings of education, hoping to illuminate educational problems and prospects in more productive ways.

Education, Culture, and Society provides various tools to facilitate such interrogation: strong grounding in social theories that conceptualize the human world; study of theories and methods from such academic disciplines as anthropology, history, philosophy, political economics, and sociology; exposure to ways of life practiced in other parts of the world and to the rapid change brought by the increased movement of people and ideas in the contemporary world; and practice with ethnography and other methods that allow researchers to discover others’ categories and practices instead of imposing their own. 

The doctoral program in Education, Culture, and Society not only provides a powerful theoretical and methodological framework for the study of education, but also helps students develop a foundation upon which new models of education can be built. Following a rich academic curriculum centered on social theory and qualitative research methods, the program invites students to interrogate and contribute to the scholarship on the social and cultural contexts of learning, both inside and outside of schools.

The Ph.D. program includes formal courses, mentored research, and informal seminars. Students must complete 16 courses and participate in a mentored research apprenticeship. To complete the course of study, students take a set of written examinations in their area of specialization and complete a dissertation on a problem in education.

Most students supplement their educational studies with significant coursework in a discipline of their choosing, including anthropology, sociology, history, urban studies, philosophy, or linguistics. It is possible to pursue a joint Ph.D. degree in Education and Anthropology, Sociology, Political Science, Africana Studies, or History.

For information on courses and requirements, visit the  Education, Culture, and Society Ph.D. program in the University Catalog .

Sample Courses

Co re and foundations courses.

• Doctoral Proseminar on Education Research (required)

Introductory Methods Courses

Methods courses prepare students in both the practical and theoretical implications of collecting, interpreting, analyzing, and presenting data on the human condition broadly—and education/learning in particular. Options include courses such as:

• Introductory Statistics for Educational Research (housed in the Division of Quantitative Methods)
• Qualitative Modes of Inquiry (Doctoral Level)

Advanced Methods Courses

Advanced courses build on introductory ones. Options include courses such as:

• Craft of Ethnography
• Advanced Qualitative and Case Study Research
• Methods of Discourse Analysis
• Ethnographic Research Methods

Sample Social Theory Courses

Theory courses are centrally concerned with preparing students to draw on, understand, and contrast theoretical frameworks within the context of seminal scholarly figures and traditions. Options include courses such as:

• Culture/Power/Subjectivities 

Berkowitz Fellowship in History of Education

Jonathan Zimmerman, a professor of the history of education in Penn GSE’s literacy, culture, and international education division, has been named the Judy & Howard Berkowitz Professor in Education. Using the proceeds from the Berkowitz Chair, Dr. Zimmerman is launching the Berkowitz Fellowship in History of Education beginning Fall 2021. It will help fund a fifth year of study for doctoral students who are admitted in tandem to the Graduate School of Education and the School of Arts & Sciences department of history, where Dr. Zimmerman holds a secondary appointment. Berkowitz Fellows will receive a joint Ph.D. in education and history, the only funded joint degree between a school of education and a history department in the United States. Those pursuing joint doctoral study with Education, Culture, and Society and Penn’s Department of History may be eligible to extend their funding through the Berkowitz Fellowship. Interested candidates should contact Professor Jonathan Zimmerman at [email protected] .

Our Faculty

Our faculty bring together expertise in philosophy, anthropology, sociology, and history as scholars in education. Please contact our program for information on selecting a faculty advisor. 

Affiliated Faculty

Our affiliated faculty members are valued as part of our intellectual community, and students are encouraged to take their courses and connect on research matters and for mentorship. 

Asif Agha Professor of Anthropology, Penn Arts & Sciences Ph.D., University of Chicago

Nikhil Anand Associate Professor of Anthropology, Penn Arts & Sciences Ph.D., Stanford University

Mia Bay Roy F. and Jeannette P. Nichols Professor of American History, Penn Arts & Sciences Ph.D., Yale University

Nicole Mittenfelner Carl Director, Urban Teaching Residency Program Ed.D., University of Pennsylvania

Camille Z. Charles Walter H. and Leonore C. Annenberg Professor in the Social Sciences, Penn Arts & Sciences Ph.D., University of California, Los Angeles

Karen Detlefsen Vice Provost for Education Ph.D., University of Toronto

Ameena Ghaffar-Kucher Senior Lecturer Ed.D., Teachers College, Columbia University

Leigh Llewellyn Graham Lecturer Ph.D., Columbia University

Mauro F. Guillén William H. Wurster Professor of Multinational Management, The Wharton School Ph.D., Yale University

Amy Gutmann Former President and Christopher H. Browne Distinguished Professor of Political Science, Penn Arts & Sciences Ph.D., Harvard University

Emily Hannum Professor of Sociology and Education, School of Arts & Sciences Ph.D., University of Michigan 

Jessie Harper Lecturer, MSW Program, Penn Social Policy & Practice Ed.D., University of Pennsylvania

Jasmine Harris Professor of Law, Penn Carey Law J.D., Yale Law School

Nancy H. Hornberger Professor Emerita of Education Ph.D., University of Wisconsin-Madison

Richard M. Ingersoll Professor of Education and Sociology Ph.D., University of Pennsylvania

John L. Jackson, Jr. Provost Ph.D., Columbia University

Jerry A. Jacobs Professor of Sociology, Penn Arts & Sciences Ph.D., Harvard University

Michael C. Johanek Senior Fellow Ed.D., Teachers College, Columbia University

Andrea M. Kane Professor of Practice, Education Leadership Ph.D., Northcentral University

Annette Lareau Professor of Sociology, Penn Arts & Sciences Ph.D., University of California, Berkeley

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Related Topics

Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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58 Comments

This is an helpful tool 🙏

Special education

Really appreciated by this . It is the best platform for research related items

Research title related to school of students

Research title related to students

Good idea I’m going to teach my colleagues

You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

Thanks a lot

I learned a lot from this site, thank you so much!

Thank you for the information.. I would like to request a topic based on school major in social studies

parental involvement and students academic performance

Science education topics?

plz tell me if you got some good topics, im here for finding research topic for masters degree

How about School management and supervision pls.?

Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.

Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.

Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

I wish to get help on topics of research on educational administration

I wish to get help on topics of research on educational administration PhD level

I am also looking for such type of title

I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school

the topics are very good regarding research & education .

Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you

Would like to request for suggestions on a topic in Economics of education,PhD level

Would like to request for suggestions on a topic in Economics of education

Hi 👋 I request that you help me with a written research proposal about education the format

Am offering degree in education senior high School Accounting. I want a topic for my project work

l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

I would to inquire on research topics on Educational psychology, Masters degree

I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education

request suggestion on topic in masters in medical education .

Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

May I also ask for a topic based on mathematics education for college teaching, please?

Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis

Am a PhD student in Educational Foundations would like a sociological topic. Thank

please i need a proposed thesis project regardging computer science

Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.

Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.

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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Academic Services team:

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Ph.d. in educational statistics and research methods.

The Ph.D. in Educational Statistics and Research Methods (ESRM) prepares students interested in education data science, research methods, statistics, causal inference, psychometrics, and evaluation to develop, critically evaluate, and properly use sophisticated quantitative and mixed methodologies to solve important problems in education.

The Ph.D. in ESRM is a STEM-designated degree program .

Many of our ESRM students and faculty are affiliates of the Data Science Institute , where they participate in seminars, courses, and research projects. ESRM students may elect to earn their Master of Data Science or  Masters in Applied Statistics along the way to their PhD in ESRM.

Students will:

• Design research projects, focusing either on advancing research methodologies or on applying advanced methods to education issues
• Develop assessment instruments
• Implement program evaluation
• Understand psychometric theory, as well as technical issues underlying construction and use of tests for selection, placement, and instruction
• Develop skills in advanced statistical modeling using a variety of software
• Examine how these statistical models are applied to areas such as school effectiveness, economic and social stratification, the structure of human abilities, and achievement growth

Doctoral students also present research at conferences, collaborate with faculty on peer-reviewed publications, engage in the work of interdisciplinary research centers through graduate assistantships, and learn in an environment with small class sizes and supportive faculty.

Our graduates accept tenure-track or research faculty positions in research universities as well as research positions in state departments of education, school districts, and organizations such as the Educational Testing Service, Pearson, and Mathematica.

Program Coordinator: Dr. Kenneth Shores

Program Faculty

Program Requirements

• Core Content Courses: Core coursework includes two Proseminars ( EDUC 805 ,  EDUC 806 ) that students take in the first two semesters of their program. These courses introduce the key domains of education research, examined through qualitative and quantitative data collection methods and analyses. Topics include learning and development, curriculum and instruction, school reform, and social contexts of education. These courses also allow students to interact with PhD in Education students across all 6 specializations and PhD in Economic Education students.
• Research Methods Core Courses: Students take 15 credits of research methods core courses, including EDUC 856 : Introduction to Statistical Inference, EDUC 812 : Regression and Structural Equation Modeling, EDUC 865 : Educational Measurement Theory, EDUC 874 : Applied Multivariate Data Analysis, and EDUC 850 : Qualitative Research in Educational Settings. These courses combine sophisticated theory with practical application, beginning with an introduction to statistical inference and extending to structural equation modeling, multiple regression, and the use of applied multivariate data analysis.
• Additional Required Methods Courses: Students take 9 credits of additional required methods courses, including EDUC 826 : Mixed Methods in Social Science Research, EDUC 863 : Program Evaluation in Education, and EDUC 873 : Multilevel Models in Education.
• Elective Methods Courses: Students take 3 or more credits of additional elective methods courses. Topics include Advanced Structural Equation Modeling, Bayesian Analysis and Monte Carlo Simulation, Causal Inference, Data Mining in Education, Experimental and Quasi-Experimental Design, Item Response Theory, Longitudinal Data Analysis, Randomized Field Trials, Secondary Analysis of Large-Scale Survey Data, and Social Network Analysis.
• Education Specialization Courses: Students take 6 additional credits of content courses from a specialization area within the PhD in Education. View specialization courses online .
• Colloquium Series Course: A one-credit course ( EDUC 840 ) is offered each semester in conjunction with the colloquium series , and students complete a minimum of 4 credits of colloquium. The research colloquia introduce students to the foremost thinkers and researchers in the field of education. Guest scholars are invited to share their research findings with doctoral students and faculty in a setting that encourages collegiality and familiarizes students with a number of scholarly presentation styles and content areas.
• Dissertation credits: Nine hours of dissertation credit ( EDUC 969) is required of all PhD students, and additional coursework may be specified by a student’s advisory committee as part of the student’s Individual Program Plan.
• Total credits: A minimum of 55 credit hours is required to complete the program.

Download a sample student schedule for this program or view the schedule of course offerings .

Apprenticeship Activities

All of our PhD students are offered full funding for four years. Funded students participate in a 20-hour a week assistantship where they work closely with one or more UD professors, and have opportunities to learn and practice multiple methodologies, analyze data, and co-author academic papers. All students participate in the Steele Symposium, an annual college research forum; submit a publication to a peer-reviewed journal on which they are a coauthor; present their work at a national conference; and develop skills in university teaching.

Most of our students are in residence for all four years of the program (assistantships typically require residency, though there are exceptions). Students are required to complete at least one year in residence (one continuous academic year with 9 credit hours per semester). Students are strongly encouraged to complete this requirement in the first year.

Examinations

All students must pass an assessment based on the work completed in the Proseminars at the end of the first year. After students successfully pass the First Year Assessment, they may enroll in second-year courses. This First Year Assessment fulfills the University requirement for a qualifying examination.

Students must also pass the Fourth Year Exam in order to proceed to the dissertation. The exam assesses student proficiency in integrating various aspects of research methodology to address substantive issues in education.

Dissertation Proposal

Students complete a written proposal for their capstone dissertation project and defend it orally before their advisory committee.

Dissertation and Defense

Students complete a dissertation, an original work of scholarship, meeting SOE, College, University, and professional requirements. They also complete an oral defense of the work before their advisory committee.

Program Policy Document

Students may download the program policy document for complete information about this degree.

Program Requirements for the Master of Arts in Education

The MA in Education provides a master’s degree option for PhD students in good standing who want to obtain a master’s degree in conjunction with their doctoral degree, or for students in good standing who must leave the doctoral program prematurely because of family, health, or personal reasons. Students will not be admitted directly to the MA program, since the program requirements are embedded within the PhD requirements.

Admission Information

Application Process Update:  Due to COVID-19, the Ph.D. in Educational Statistics and Research Methods is waiving the GRE requirement for our graduate program for Fall 2024 admission. If you wish to apply without a GRE score, please enter a future GRE exam date into the application when prompted. This need not be an actual exam date. Entering any future date will allow your application to be sent on to our review committee where it will receive full consideration. Reporting your scores is entirely optional. If you chose to not submit a GRE score, this will have no bearing on the competitiveness of your application. If you have any questions regarding this process, email Kenneth Shores ( [email protected] ).

To apply to the PhD in ESRM program, complete the steps of the UD online graduate application process .

Application Requirements

Some application items specific to the PhD in ESRM program include:

• Transcripts of all previous academic work at the undergraduate and graduate (if applicable) level. Applicants may upload unofficial copies of their transcripts and if admitted, all transcripts will be verified by the Graduate College. Applicants who previously attended the University of Delaware still need to upload an unofficial transcript, but do not need to provide official transcripts for verification. Please do not send any transcripts to the School of Education.
• GRE scores are required. Students typically are expected to have minimum scores of 150 on the verbal and quantitative sections and a 4.0 on the analytic writing section. Most admitted students have far higher than the minimum scores. The GRE is optional for Fall 2024 applicants. Please see the note at the top of this section.
• Three letters of recommendation are required. Applicants should select recommenders who can comment on their potential to succeed in doctoral work.
• Applicants should introduce themselves and discuss educational and career goals related to the PhD in ESRM program and how this program is a good match for their interests. Applicants should identify their focus area and potential research interest.
• While there are no requirements set by the School of Education, personal statements are generally 2-5 pages in length.
• A resume is required.
• No writing samples or supplemental documents are required.
• International applicants must submit scores from either the TOEFL, IELTS, or iTEP Academic Plus. Scores more than two years old cannot be validated or considered official. Required minimum scores for the TOEFL are 100 (internet-based test-iBT), 600 (paper-based test), or 250 (computer-based test). For the IELTS, the minimum score is 7.0. For the iTEP Academic Plus, the minimum score is 4.5.

Application Deadline

The deadline for all applications is December 15 for study beginning the following Fall term.

In general, it is not possible to take required core courses before becoming admitted. The required core courses are generally restricted to students already admitted into the program.

Cost and Financial Support

Our full-time PhD in ESRM students receive guaranteed financial support for four years through a variety of sources, including assistantships and tuition scholarships. Students with assistantships receive 100% tuition scholarship and a 9-month stipend, plus health insurance. Merit-based supplemental funding is available. For more information about this financial support, visit CEHD’s graduate tuition page .

Graduate student assistants work 20 hours a week, engaged closely with their faculty mentors in research and teaching activities. Prospective students can learn more about PhD assistantship experiences through our PhD student spotlights and our PhD student directory .

We also have conference travel funding available through the the SOE and the UD Graduate College.

Graduate Placements and Jobs

Graduates of this STEM-designated degree program will be well prepared for careers in applied education research in several arenas in both the for-profit and non-profit sectors, such as:

• Tenure-track or research faculty at Research-I universities
• Research/evaluation staff at national research organizations (e.g., Abt, AIR, Mathematica, MDRC, RAND, Westat)
• Research/evaluation staff at local research organizations (e.g., Research for Action, Branch Associates, Research for Better Schools)
• Research/psychometric staff at national measurement organizations (e.g., College Board, CTB, ETS, Harcourt/Riverside, Pearson)
• Research/evaluation Staff in federal agencies (e.g., Institute of Education Sciences) and regional agencies (e.g., REL Mid-Atlantic)
• Research/evaluation Staff at local school districts and state education agencies

How to Apply

Applications for all graduate programs at the University of Delaware are done online through the UD Graduate College. To apply to the PhD in ESRM program, complete the steps of the UD online graduate application process . For information about graduate tuition, visit UD’s graduate tuition page for CEHD programs.

Student Spotlight

Kati Tilley

“Through my assistantship, I have gained critical experience in communicating research findings. One of the most valuable experiences I have had was learning to write and present results to a non-academic audience. I led the development of an individualized report of survey results and presented them in person to the schools who participated in our study.”

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Ph.D. in Curriculum, Instruction and Teacher Education

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Our mission with the Curriculum, Instruction and Teacher Education (CITE) doctoral program is to prepare students to be leading scholars and educators who deeply understand and work to improve education in its political, social and cultural contexts.

COMPREHENSIVE CURRICULUM, TAILORED TRAINING

We combine internationally renowned faculty, an interdisciplinary approach, exposure to multiple ideas and flexibility in study through a variety of focal areas to create a one-of-a-kind learning experience tailored to your professional career objectives.

Make your own course of study

Ph.d. personalized.

Create your own path through the program by  choosing your courses .

DYNAMIC PROGRAMMING

Students can shift their  academic focus  throughout the program.

We have you covered

Our students currently get full funding for up to five years, which includes opportunities for assistantships, fellowships, study abroad, conferences, scholarships and more.

Point of Distinction

For six straight years, Michigan State University has been ranked No. 1 in the nation for curriculum and instruction, according to U.S. News & World Report.

The CITE program environment is academically rigorous, socially conscientious, and at the same time supportive of students. This is a rare combination, which makes it an extraordinary doctoral program. VIVEK VELLANKI CITE Alum

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PhD in Education Policy

Become a world-class researcher in equity-driven educational policy.

Our PhD in Education Policy provides you with a deep and nuanced understanding of the education policy process, including policy formulation, implementation, and evaluation, and the methodological approaches used to examine these processes and their effects. As a student, you will also explore how the (re)design of policies and systems create substantive improvements in learning opportunities for learners of all ages.

Through apprenticed research experiences and coursework, students will be prepared to engage in collaborative partnerships with a range of policy stakeholders including educators, leaders, policymakers, students, and communities across local, national, and international contexts

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Program Facts

Degree Type

Doctor of Philosophy (PhD)

Time Commitment

5 years on average

Enrollment Term

Application Deadline

Admissions Requirements

No GRE Exam required

Program Overview

The PhD in Educational Policy is a 90-credit doctoral program. Through apprenticed research experiences, students will gain expertise in policy analysis necessary to prepare them to do independent research and pursue careers in policy research.

Flexible Curriculum

Students have the flexibility to choose courses that match their interests. Many options for customization exist within the curriculum and through the choice between electives or the completion of an optional Area of Concentration (ARCO).

Specialization Option

In place of the elective requirement, students have the option of completing an Area of Concentration (ARCO) as part of the degree. An ARCO is a University of Pittsburgh credential that provides specialization within a specific discipline of education policy. The doctoral ARCO pathway is 18 credits and does not result in any added cost, time, or credit hours.

• Comparative and International Education ARCO

See details about the ARCO courses in the curriculum section below. 

For expanded class descriptions, visit the University of Pittsburgh Graduate and Professional Studies catalog .

Minimum of 90 credits required

Education Policy Core (6 credits)

Students are required to complete both courses:

• EFOP 3010 – Educational Systems, Macro Policy, and Politics  (3 credits)
• EFOP 3011 – Education Policy: Students, Families, Educators and Policymakers (3 credits)

Research Methods (21 credits)

A total of 21 credits is required.

Students take the following three schoolwide PhD core research courses (9 credits):  

• EDUC 3100: Intro to Quant Methods: Descriptive and Inferential Statistics (3 credits)
• EDUC 3103: Quantitative Methods 2 (3 credits)
• EDUC 3104: Introduction to Qualitative Methods (3 credits)

12 additional credits should be taken, based on interests. Recommended research methods courses include but are not limited to:

• EDUC 2201 Introduction to Research Methodology
• EDUC 2205 Field Methods
• EDUC 3000 Advanced Applied Statistical Analysis
• EDUC 3106 Advanced Applied Qualitative Analysis
• EDUC 3107 Ways of Knowing
• EDUC 3418 Causal Moderation and Mediation Analysis
• EDUC 3501 Critical Policy Analysis
• EDUC 3503 Historical Research Analysis & Archival Methods
• EDUC 3505 Research-Practice Partnerships
• EDUC 3506 Mixed Methods Research
• EFOP 2018 Statistics 1: Descriptive and Inferential Statistics
• EFOP 2019 Statistics 2: Analysis of Variance
• EFOP 2030 Experimental Design
• EFOP 2353 Applied Anthropology of Education
• EFOP 2410 Applied Regression Analysis
• EFOP 3012 Qualitative Data Management Analysis and Presentation
• EFOP 3201 Introduction to Educational Evaluation
• EFOP 3208 Case Study Methods in Education
• EFOP 3408 Hierarchical Linear Modeling
• EFOP 3471 Constructing Questionnaires and Conducting Surveys
• EFOP 3472 Causal Inference in Educational Research
• TLL 2405 Introduction to Action Research Methods
• TLL 3003 Research Interviewing

Program Electives (18 credits) or Optional Area of Concentration (18 credits)

Students can either take program electives or select from an approved list of courses in the Comparative and International Education ARCO.

Program Electives (18 credits)

Social context

• EFOP 2133 Gender and Education
• EFOP 2305 Sociology of Education
• EFOP 2306 History of Education
• EFOP 2307 Politics and History of Higher Education
• EFOP 2310 Contemporary Philosophy of Education
• EFOP 2343 Education and Culture
• EFOP 2352 Anthropology of Education
• EFOP 2398 Economics of Education
• EFOP 3003 Theories of Educational Inequality
• EFOP 3310 Philosophy of Education, Equity & Justice

Education Policy 

• EDUC 3505 Research-Practice Partnerships 
• EFOP 3141 Policy Studies in Higher Education 
• EFOP 3315 Education Politics: Power & Inequality in K-12 Education Systems
• TLL 3021 Learning Sciences and Educational Change
• TLL 3008 Educational Policy
• TLL 3095 Organizational Perspectives on Education Improvement
• TLL 3540 Design of Educational Systems

Higher Education

• EFOP 2129 Social Justice in Higher Education Settings
• EFOP 3015 Ethical Issues in Higher Education
• EFOP 3131 Student, Campus, & Society
• EFOP 3141 Policy Studies in Higher Education
• EFOP 3150 Foundations for the Study of Higher Education

Special Courses

• EFOP 2096 Internship in EFOP
• EFOP 2089 Special Topics
• EFOP 3089 Special Topics
• EFOP 3098 Directed Study

Area of Concentration (ARCO) Option (18 credits)

Instead of completing program electives, students can opt to add an ARCO in Comparative and International Education Policy.

To meet the criteria for the area of concentration in Comparative & International Education, students complete at least 18 credits from the courses listed below, including 3 required credits of EFOP 3085. 

• EFOP 3085 Comp & Int’l Ed Seminar
• EFOP 2106 International & Global Education
• EFOP 2359 Gender, Education, and International Development
• EFOP 3136 Comparative Higher Education
• EFOP 3301 Social Theories & Education in Global Context
• EFOP 3343 Comparative Education

General Electives (9 credits)

All students are required to take 9 credits of general electives. Students can select from any graduate-level courses relevant to their program of study, with advisor approval.

Supporting Field (9 credits)

As an interdisciplinary program of study, PhD students in the Education Policy program are required to take 9 credits outside of the School of Education representing a coherent disciplinary or thematic focus.

We encourage students to consult with their advisors about selecting courses that best align with their goals. Courses taken at a previous institution may be transferred to meet the Supporting Field requirement, if approved by the advisor.

No modifications to this requirement are permitted, unless approved by a majority of the program faculty.

Other Required Courses (27 credits)

• EDUC 3102: First-Year Seminar (1 credit)
• EDUC 3105: First-Year Seminar (2 credits)
• EFOP 3097: Supervised Research (6 credits)
• Dissertation Credits (18 credits)

Degree Requirements

• Completion of all coursework
• Dissertation defense
• Doctoral comprehensive examination

Prerequisites

• Bachelor’s degree in any subject
• Interest in a career related to education policy and in exploring how policy can contribute to more just and equitable education systems

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Upcoming Info Sessions

General Info Session (Virtual)

April 29, 2024 | Noon-1 PM

May 13, 2024 | Noon-1 PM

June 3, 2024 | Noon-1 PM

"My classes, professors, and staff have been welcoming and engaged throughout my time in the program. It has inspired me to work for international education, social justice, and social change both in my hometown in Peru and around the world." Jennifer Ponce Cori - Pitt student

Career Pathways

Popular pathways include the following:

• Faculty position at a higher education institution
• Senior policy fellow
• Policy researcher for a government agency, non-governmental agency, or nonprofit institution

Program Faculty

Program Coordinator

Hayley R. Weddle

Eleanor Anderson

Josh Bleiberg

Michael Gunzenhauser

Sean Patrick Kelly

Maureen McClure

Maureen K. Porter

M. Najeeb Shafiq

Keith Trahan

Leigh Patel

Mariko Yoshisato Cavey

Program News

PhD Student David Smith Receives NAEd/Spencer Dissertation Fellowship

PhD Student David Smith Receives NAEd/Spencer Dissertation Fellowship - Read more

Prof. Maureen Porter Receives Outstanding International Educator Award

Prof. Maureen Porter Receives Outstanding International Educator Award - Read more

Two Faculty Members Named 2022 AERA Outstanding Reviewers

Two Faculty Members Named 2022 AERA Outstanding Reviewers - Read more

2022 Educational Leadership Series Will Explore Global Freedom Work

2022 Educational Leadership Series Will Explore Global Freedom Work - Read more

Five Questions with Alumna Yidan Wang of the World Bank Group

Five Questions with Alumna Yidan Wang of the World Bank Group - Read more

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• University of Denver

Ph.D. in Curriculum & Instruction

Academic Programs

Explore this Section

Feed your intellectual curiosity, develop research skills and build your leadership potential in our Ph.D. program, which will prepare you for university-level positions in academia, research institutes or think tanks.

Courses focus on a wide range of topics important to education professionals, including curriculum, instruction, diversity, policy and research. Our flexible degree program encourages you to work closely with our expert faculty to develop a customized coursework plan. You can take classes across the Morgridge College of Education, as well as the entire University, opening up your course selection to meet your particular interests.

Applications are currently under review, look for decision emails coming soon!

Applications open for 2024, areas of study, curriculum studies.

• Students learn about curriculum design, models of curricula, instructional strategies, assessment and student engagement.
• Students explore themes including (but not limited to) diversity, teacher education, aesthetics, urban education, family studies, social work, library and information science, zoo and museum education, and international education.

Mathematics Education

• Students learn about ambitious and equitable instructional practices that support meaningful learning experiences for all students, particularly those in historically marginalized groups.
• Students learn various research designs and methods to address problems of practice within mathematics education.

Gifted Education

• Students learn about gifted education and leadership theory so that they can become leaders in gifted education.
• Students develop research skills that are focused on problem identification and interventions.
• Students gain eligibility for a  Colorado Department of Education endorsement in Gifted Education .

Culturally & Linguistically Diverse Education (CLDE)

• Students learn about culturally responsive pedagogy and the cultural, language, cognitive and academic needs of culturally and linguistically diverse learners.
• Students apply knowledge of language acquisition, culturally relevant literature, curriculum and assessment practice, and funds of knowledge to bridge communities, classrooms, and schools.
• Students gain eligibility for a  Colorado Department of Education endorsement in Culturally & Linguistically Diverse Education .

Special Education

• Students learn about social-emotional, cognitive, academic and behavioral outcomes for children with special needs.
• Students collaborate with families, community partners and school personnel to enhance learning opportunities for children with special needs.
• Students gain eligibility for a  Colorado Department of Education endorsement in Special Education .

Twice-Exceptionality

• Students learn about social-emotional, cognitive, academic and behavioral needs for children with both special needs and giftedness.

If your interests lie outside of these areas, you still have many options. Our experienced faculty will help you develop a coursework plan that supports your learning needs and professional goals.

Learning Outcomes

The learning outcomes for the Ph.D. in Curriculum & Instruction program are as follows:

• Inclusive Excellence: Create systems of empowerment to improve educational outcomes for diverse students, families and communities, especially those who are or have been marginalized.
• Research: Critically analyze and conduct rigorous research to address educational inequities.
• Leadership & Advocacy: Act as an agent of change.
• Curriculum: Design, implement and evaluate curricula that support learning for all students.
• Instruction: Design, implement and evaluate effective and equitable instructional practices.
• Assessment: Design, implement and evaluate assessments to guide instruction and improve student learning.

Program Requirements

• 90 credit hours, 24 of which may be in a specialization area
• Comprehensive exam
• Dissertation project that challenges and contributes to scholarship in education, with a focus on Curriculum & Instruction

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Ph.D. in Education - Comparative and International Education Concentration

Make an impact on a global scale.

The Comparative and International Education PhD concentration examines education in global contexts. Education is viewed as a way to develop the capabilities of individuals, communities, nations, and the world, and to build institutions that support educational improvement and the common good. Faculty research focuses on issues of migration, forced displacement and refugees, under-developed capacities of historically marginalized groups, education for global competence and global citizenship, international higher and K-12 education, and the complexities of action at local, nation, and global levels.

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International Perspectives Engage in active learning opportunities to confront challenges in education globally through linkages with international communities within and outside the United States.

Hands-On Experiential Learning Take part in our larger inclusive cross-disciplinary team as well as a more focused research project. You’ll bring your experience in education to the design, development, data collection, and analyses of a research project.

Principles of Research Gain a deeper understanding of designing and conducting ethical and culturally relevant research with human subjects and considering the social impact of the work.

The GW Advantage

As a Carnegie R1 institution (very high research activity), the George Washington University is home to world-class faculty that are leading cutting-edge research, along with diverse research labs, cross-collaborative initiatives between schools and local organizations, and unparalleled educational and employment opportunities.

Benefit by examining education reform in the policymaking capital of the world, plus gain a wealth of hands-on experiential learning opportunities at nearby diverse school settings.

Jump to Section:   Curriculum   |  Admissions   |  Fees & Aid   |  Careers   |  Faculty   |  Events   |  Request Info

 Program at a Glance

Doctor of Philosophy (PhD) in Education, Comparative and International Education Concentration

course delivery:

Main Campus

Program entry:

The aims of the PhD are to:

•  Use multiple modes of scholarly inquiry to conduct rigorous research and develop new theory related to problems that require the integration of multiple disciplines and fields of study, in which education and/or human development play a major role.
• Build theoretical and conceptual foundations of key fields of study within the larger domain of education and human development.
• Contribute to the improvement of policy and practice.
• Create “research hubs” of recognized experts and communities of learners within GSEHD and the George Washington University (GW).
• Promote research in partnership with other organizations (e.g., think tanks, research institutes, both in the U.S. and abroad).
• Attract expertise and funding to GSEHD and GW.
• Attract and retain exceptional students.
• Create a highly valued educational experience at GSEHD through innovation, increased collaboration, and research.
• To what extent does storytelling enable young people with refugee and immigrant experiences to navigate their sense of self and community?
• How are U.S. higher education institutions responding to increasingly restrictive anti-migration policies and a growing wave of xenophobic activity?
• Does student and teacher participation in international education programs lead to positive youth, racial, and intercultural identity development?
• How have education for sustainable development policies been advanced at regional and national levels?
• How does civic education vary in schools with more and less cosmopolitan-oriented student bodies?
• Guide to Applying
• Admission Requirements
• Application Deadlines

GSEHD’s Office of Admissions invites you to apply for a spot in our program. Please review the following admission and financial information.

Ready to take the next step in your career? Review our step-by-step guide to applying to GSEHD >

To learn more about the program, admission process, and upcoming events, please connect with the GSEHD Admissions Team at [email protected] or 202-994-9283.

To be considered for admission, applicants must submit the online application form as well as the following required supporting documents. There is no application fee.

• Prerequisite: Master’s degree in a field relevant to teaching and learning
• Curriculum Vitae
• Transcripts from all previously attended colleges or universities
• Statement of Purpose: An essay of 1200 words or less, through which the candidate clearly identifies the purpose in undertaking cross-disciplinary graduate study in teaching and learning that includes: (a) rationale for seeking a Ph.D. in Comparative and International Education; (b) articulation of academic objectives, personal research interests and how those align with what Washington, DC, GW as an institution, GSEHD as an education school offers, how the applicant feels they will benefit from training with the faculty in the program and across the university; and (c) how the applicant’s background and related qualifications prepared for this work and align with long-term goals.
• 3 Letters of Recommendation , with one preferred from a professor in the applicant’s Master’s degree program
• Interview with Faculty: Interviews may be required. Applicants should be prepared to discuss the alignment of their research interests with those of the program faculty.
• Writing Sample: Candidates are required to submit a current writing sample. The sample should reflect the candidate’s abilities to articulate complex ideas and to utilize evidence in support of his/her arguments. The writing sample should also provide evidence of the candidate’s research skills and engagement with scholarship.

Please note: The GRE is not required.

*Additional application requirements may exist for international applicants .

The deadline for Fall 2024 has passed, but applications may be accepted on a case-by-case basis . For more information or to inquire about the next admissions cycle, contact the GSEHD Admissions Team at [email protected] or 202-994-9283. We encourage you to apply as early as possible. 

 Tuition & Financial Aid

• Tuition Overview

We know embarking upon graduate school is a big decision - due in part to the costs of attending. At GW, we understand the time and thought behind making graduate school work for you. Please take a moment to learn more about the options and opportunities available to help fund your graduate education.

Learn more about scholarships, grants & financial aid    

Graduate tuition is charged per credit hour, unless otherwise noted. Rates vary by program and location.

The tuition rate for the PhD in Education - Comparative and International Education Concentration program is $1,905 per credit hour . This program requires 60 credits .

Please note: Additional fees may apply for international students, late fees, etc. Current tuition rates may be updated during the year.

*Summer 2024, Fall 2024 and Spring 2025

View the current fee chart    

Scholarships are available to eligible admitted students. Review eligibility requirements and learn more about funding your education >

My academic pursuit has become clearer: To ensure equitable and quality education for children in urban slums and children with refugee backgrounds. Such pursuit and endeavor of mine were driven by my advisor, faculty members, and colleagues/classmates, who are my dream team continuing to motivate me to stride forward with confidence, perseverance, and will.

InJung Cho Current Student, PhD in Education, Comparative and International Education Concentration

 Career Outlook

A PhD in Education with a concentration in Comparative and International Education opens up various career opportunities in the field of education, research, policy analysis, and international development.

Examples of potential career paths include:

• University Professor/Researcher: Become a professor, researcher, or lecturer at a university, conducting research, teaching, and contributing to the academic community.
• Education Policy Analyst/Advisor: Policy analysts and advisors may work for government agencies, think tanks, or international organizations to inform and shape education policies. Policy analysts research and evaluate education policies at the local, national, or international level.
• Researcher for NGOs and International Organizations: Work for non-governmental organizations (NGOs) or international bodies focusing on education-related research and projects. This could involve addressing global education challenges, promoting access to quality education, and advocating for policy changes.
• International Education Consultant: Provide insights, recommendations, and strategies for improving educational systems on a global scale to organizations, schools, or governments.
• Curriculum Developer: Design educational curricula and culturally responsive learning materials that considers international perspectives and best practices.
• Global Education Program Manager: Manage and coordinate international education programs for schools, universities, or organizations. This role may involve overseeing study abroad programs, exchange initiatives, or collaborative projects with institutions from different countries.
• Cross-Cultural Training Specialist: Assist individuals or organizations in navigating cross-cultural challenges, especially in the context of education. This role may be beneficial for international schools, businesses, or organizations working in diverse environments.
• Education Diplomacy: Engage in diplomatic efforts related to education on an international scale. This could involve representing a country's educational interests in diplomatic negotiations, fostering collaborations, and participating in international forums.

Comparative and International Education (PhD) Faculty

Associate Professor, Educational Research

Assistant Professor, International Education and International Affairs

Professor, International Education and International Affairs

Associate Professor, Curriculum and Pedagogy

Research Professor, Education Policy

Associate Professor, International Education and International Affairs

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PhD in Educational Studies

For contact information, please visit the Wheelock College of Education & Human Development website .

The PhD degree program in Educational Studies at Boston University is designed for students who wish to contribute to the field’s understanding of teaching and learning through research.

The program will expand and deepen the knowledge and skills of enrolled graduate students in ways that will support their progress in pursuing teaching, research, and policymaking positions in public or private institutions of higher education.   To do this, the program provides a deliberate course of study, including coursework in a specific content area, research, and active immersion in the community of student and faculty scholars within the program and throughout the college, the University, and the profession.

Doctoral students enrolled in the PhD in Educational Studies pursue one of four specializations:

• Educational Policy Studies
• Language and Literacy Education
• Mathematics and Science Education
• Special Education

Students work closely with Wheelock faculty as research, teaching, and/or graduate assistants as they work to augment their knowledge and skills through their coursework, residency, and research.

The minimum credit requirement for the PhD is 66 credits.

Learning Outcomes   

PhD students in Educational Studies will:

• Demonstrate both deep knowledge and understanding of a specific area in their field and the ability to use the knowledge to seek and find solutions to important educational problems.
• Demonstrate the research capacities (qualitative, quantitative, and mixed methods) needed to conduct original research while also demonstrating sufficient familiarity with other research methodologies to be able to critically read relevant literature in the field.
• Through research and scholarship, expand the theoretical and empirical knowledge base in their field to inform researchers, practitioners, and policymakers.
• Contribute to their field as highly effective teachers in a variety of educational contexts (e.g., colleges, universities, conferences, community meetings).
• Contribute to their field through service to educational and civic organizations that inform or implement policy, research, and practice.

Coursework and Other Requirements

Pro-seminars (8 credits across two semesters; completed in year 1)  .

Students take a two-semester pro-seminar (SED ED 800 and SED ED 801; each 4 credits) designed to develop a common conceptual understanding of Schools, Educational Institutions, Communities, Educational Foundations, and Systems and Theories of Learning and Teaching, with Social Justice as a unifying theme throughout.

Research and Teaching Apprenticeships  

• Each semester, PhD students are required to engage in some combination of research and teaching apprenticeships up to 20 hours per week.
• When engaging as a Teaching Fellow or Instructor of Record, students register for SED CT 700 Teaching Apprenticeship; 0 credits.
• When engaging in a research apprenticeship, students register for SED RS 700 Doctoral Research Apprenticeship; 0 credits.

Research Courses (minimum: 20 credits)

• SED RS 652 Qualitative Research Methods or equivalent (required)
• SED RS 653 Quantitative Research Methods or equivalent (required)

Three additional courses: options include the following, as well as other courses across Boston University and at consortium partners:

• GRS PS 711 Statistics in Psychology (I and II)
• SED LS 726 Discourse Analysis
• SED RS 654 Educational Inquiry and Proposal Writing
• SED RS 655 Mixed Methods Research
• SED RS 750 Advanced Research Seminar
• SED RS 752 Seminar in Qualitative Research
• SED RS 754 Causal Design in Education Research
• SED RS 760 Design-Based Research

Specialization Courses   (minimum: 28 credits)

Specialization courses are determined jointly between the student and doctoral advisor. Examples of options in each specialization area are listed below:

  Qualifying Tasks  

• One qualifying task comprises completion of an empirical study and associated research article intended for publication; topic and format to be determined in collaboration with the student’s advisor. Work will be evaluated by the student’s Qualifying Committee, and will be presented at a Doctoral Student Research Symposium.
• Completion of a literature review in an area of the student’s field of study where there is a problem/challenge/gap in the literature.
• Completion of a second empirical study and associated research article.

  Dissertation Proposal     

• Preparation of written proposal for dissertation research
• Oral defense of proposal to Dissertation Committee

Dissertation Advisement and Oral Defense (SED XX 999) (minimum: 10 credits)

• Dissertation may take one of two forms: traditional or alternative format with three publishable articles
• Oral defense of dissertation findings to Dissertation Committee

Residency Requirement

Every doctoral candidate must spend a minimum of two consecutive semesters in residence at Boston University. Residence is defined as registration for a minimum of 12 credit hours at the University during each of two consecutive semesters. (Summer terms may be considered one semester.) The residency requirement may be met by holding a research or teaching assistant position and registering for a minimum of 8 credit hours for two consecutive semesters. For additional information, students should contact their academic advisors.

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• How to Choose a PhD Research Topic
• Finding a PhD

Introduction

Whilst there are plenty of resources available to help prospective PhD students find doctoral programmes, deciding on a research topic is a process students often find more difficult.

Some advertised PhD programmes have predefined titles, so the exact topic is decided already. Generally, these programmes exist mainly in STEM, though other fields also have them. Funded projects are more likely to have defined titles, and structured aims and objectives.

Self funded projects, and those in fields such as arts and humanities, are less likely to have defined titles. The flexibility of topic selection means more scope exists for applicants to propose research ideas and suit the topic of research to their interests.

A middle ground also exists where Universities advertise funded PhD programmes in subjects without a defined scope, for example: “PhD Studentship in Biomechanics”. The applicant can then liaise with the project supervisor to choose a particular title such as “A study of fatigue and impact resistance of biodegradable knee implants”.

If a predefined programme is not right for you, then you need to propose your own research topic. There are several factors to consider when choosing a good research topic, which will be outlined in this article.

How to Choose a Research Topic

Our first piece of advice is to PhD candidates is to stop thinking about ‘finding’ a research topic, as it is unlikely that you will. Instead, think about developing a research topic (from research and conversations with advisors).

Consider several ideas and critically appraise them:

• You must be able to explain to others why your chosen topic is worth studying.
• You must be genuinely interested in the subject area.
• You must be competent and equipped to answer the research question.
• You must set achievable and measurable aims and objectives.
• You need to be able to achieve your objectives within a given timeframe.
• Your research question must be original and contribute to the field of study.

We have outlined the key considerations you should use when developing possible topics. We explore these below:

Focus on your interests and career aspirations

It is important to choose a topic of research that you are genuinely interested in. The decision you make will shape the rest of your career. Remember, a full-time programme lasts 3-4 years, and there will be unforeseen challenges during this time. If you are not passionate about the study, you will struggle to find motivation during these difficult periods.

You should also look to your academic and professional background. If there are any modules you undertook as part of your Undergraduate/Master degree that you particularly enjoyed or excelled in? These could form part of your PhD research topic. Similarly, if you have professional work experience, this could lead to you asking questions which can only be answered through research.

When deciding on a PhD research topic you should always consider your long-term career aspirations. For example, as a physicist, if you wish to become an astrophysicist, a research project studying black holes would be more relevant to you than a research project studying nuclear fission.

Read dissertations and published journals

Reading dissertations and published journals is a great way to identify potential PhD topics. When reviewing existing research ask yourself:

• What has been done and what do existing results show?
• What did previous projects involve (e.g. lab-work or fieldwork)?
• How often are papers published in the field?
• Are your research ideas original?
• Is there value in your research question?
• Could I expand on or put my own spin on this research?

Reading dissertations will also give you an insight into the practical aspects of doctoral study, such as what methodology the author used, how much data analysis was required and how was information presented.

You can also think of this process as a miniature literature review . You are searching for gaps in knowledge and developing a PhD project to address them. Focus on recent publications (e.g. in the last five years). In particular, the literature review of recent publications will give an excellent summary of the state of existing knowledge, and what research questions remain unanswered.

If you have the opportunity to attend an academic conference, go for it! This is often an excellent way to find out current theories in the industry and the research direction. This knowledge could reveal a possible research idea or topic for further study.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

Discuss research topic ideas with a PhD supervisor

Discuss your research topic ideas with a supervisor. This could be your current undergraduate/masters supervisor, or potential supervisors of advertised PhD programmes at different institutions. Come to these meetings prepared with initial PhD topic ideas, and your findings from reading published journals. PhD supervisors will be more receptive to your ideas if you can demonstrate you have thought about them and are committed to your research.

You should discuss your research interests, what you have found through reading publications, and what you are proposing to research. Supervisors who have expertise in your chosen field will have insight into the gaps in knowledge that exist, what is being done to address them, and if there is any overlap between your proposed research ideas and ongoing research projects.

Talking to an expert in the field can shape your research topic to something more tangible, which has clear aims and objectives. It can also find potential shortfalls of your PhD ideas.

It is important to remember, however, that although it is good to develop your research topic based on feedback, you should not let the supervisor decide a topic for you. An interesting topic for a supervisor may not be interesting to you, and a supervisor is more likely to advise on a topic title which lends itself to a career in academia.

Another tip is to talk to a PhD student or researcher who is involved in a similar research project. Alternatively, you can usually find a relevant research group within your University to talk to. They can explain in more detail their experiences and suggest what your PhD programme could involve with respect to daily routines and challenges.

Look at advertised PhD Programmes

Use our Search tool , or look on University PhD listing pages to identify advertised PhD programmes for ideas.

• What kind of PhD research topics are available?
• Are these similar to your ideas?
• Are you interested in any of these topics?
• What do these programmes entail?

The popularity of similar PhD programmes to your proposed topic is a good indicator that universities see value in the research area. The final bullet point is perhaps the most valuable takeaway from looking at advertised listings. Review what similar programmes involve, and whether this is something you would like to do. If so, a similar research topic would allow you to do this.

Writing a Research Proposal

As part of the PhD application process , you may be asked to summarise your proposed research topic in a research proposal. This is a document which summarises your intended research and will include the title of your proposed project, an Abstract, Background and Rationale, Research Aims and Objectives, Research Methodology, Timetable, and a Bibliography. If you are required to submit this document then read our guidance on how to write a research proposal for your PhD application.

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