Current doctoral students and Program graduates include educators from New England, other U.S. states, and countries outside the United States. Many individuals work in schools from pre-kindergarten through higher education (as teachers, administrators, psychologists, guidance counselors, or speech-language-hearing specialists). Others work in settings that focus on teacher preparation, educational policy, or research.
The majority of students hold full-time positions, which they usually maintain during their years in the Ph.D. Program. After finishing the Program, or in some cases, while still in the Program, many students either move to new settings or change roles within their current settings, enabling them to draw upon the new skills and perspectives gained from the Program.
Applicants must possess a Master’s degree in education or an allied field (e.g., psychology) or at least 30 graduate credits from a regionally accredited institution of higher education. The graduate level work must include three credits in each of the following areas a) educational foundations, b) curriculum, and c) research. Each applicant must submit a minimum of three letters of recommendation, Graduate Record Exam scores no older than 5 years, and official transcripts of all previous study. Applications are due annually around the end of January for September admission.
In order to capitalize on the strengths of active professionals, the Program has an innovative structure based on Cohorts-- groups of students who travel through the Program together. Each new class of students (admitted for fall semester) takes the same sequence of required courses during Years One through Three. Additionally, each student selects an individual Specialization Area (with four or more courses). Cohorts provide a growing community of fellow-scholars, who support each other’s efforts and contribute substantially to each other’s growth.
Because of students’ professional schedules, all required courses begin at 4:00 P.M. or later. In order to draw upon the work of these active professionals, the schedule enables doctoral students to maintain their current positions and to relate that ongoing experience to their coursework (6-7 credit-hours in most fall, spring, and summer terms).
Some students may choose to pursue more full-time study. For these students, there may be opportunities for graduate assistantships. Information about these opportunities may be obtained from the Co-Directors of the Program.
Paper: Planning for Inquiry Science: Case Studies of Two Effective Urban Elementary Teachers
Major Professor: Dr. Kathleen Peno