Ph.D. in Education
Core Assumptions
The collaborative Program is designed for educators whose professional experience and goals match the Program’s mission and focus. This focus is reflected in the core assumptions:
- Effective educational reform might best be accomplished by the improvement of existing institutions.
- Leaders of reforms should be experienced and reflective educators who are guided by the history of American education, but not confined by it.
- Past and current educational practices must be carefully evaluated in order to refine some and replace others.
- Blueprints for educational improvement and reform should be shaped by previous research on educational theory and practice.
- Educational improvement and reform should be systematically evaluated.
Ph.D. IN EDUCATION NEWS
- Jennifer Connolly, doctoral candidate in the joint URI/RIC Ph.D. in Education program, has been selected to present "A Grounded Theory Content Analysis of Seclusion of Students with Disabilities in Schools" as part of the graduate student research session at the 2013 Council for Exceptional Children's national conference in San Antonio, Texas in April.
- Dr. Elaine Mangiante, Cohort 2008, 2012 winner of the Schmitt Award for best paper from the New England Education Research Organization.
Paper: Planning for Inquiry Science: Case Studies of Two Effective Urban Elementary Teachers
Major Professor: Dr. Kathleen Peno
- Dr. Mary Jo Fletcher LaRocco
Dissertation published: Chinese International Teaching Assistants and the Essence of Intercultural Competence in University Context. In Greta Gorsuch, (Ed.), 2012, Working Theories for Teaching Assistant Development. Stillwater, OK: New Forms Press.
Major professor: Dr. Joanne Hammodou Sullivan
