Program Coordinator - Gary Bingham
Questions should be directed to firstname.lastname@example.org.
The Ph.D. major in Early Childhood and Elementary Education prepares scholars to function as a researcher and teacher educator in a variety of roles including basic and applied research, curriculum development, and teacher education. Most of our graduates become educational researchers and teacher educators in universities and colleges.
The theoretical stance of the Early Childhood and Elementary Education PhD Program is pragmatic. No single theory or research approach can solve the complex issues that impact children in a rapidly changing world; thus, we (the PhD faculty) believe that collaborative, comprehensive research and scholarship is our most powerful tool for investigating and answering questions about children’s learning and education. Our diverse faculty has expertise in qualitative and quantitative research and evaluation. Interweaving theory, research, and practice, we inquire about how children’s learning is shaped by educational inequities across race, gender, (dis)ability, and social class; educational globalization; community, home, and school connections; culturally responsive pedagogy; urban education; and curricular and technological innovations. We leverage this expertise to advocate for children’s learning in multiple contexts, in and out of school.
For admissions information, see http://education.gsu.edu/oaa/4427.html
Please note that the following GRE scores must be submitted:
Verbal Reasoning, Quantitative Reasoning, and Analytical Writing
For information about costs, see http://www.gsu.edu/studentaccounts/tuition_and_fees.html
Program Academic Regulations
If students in the Educational Specialist program in Early Childhood Education completed ECE 8400 Teacher Development (3) and ECE 8410 Curriculum Theory, Design, and Application (3), these courses can substitute for ECE 9360 Curriculum, Issues, and Historical Perspectives in Early Childhood and Elementary Education (3) and ECE 9400 Teacher Development (3) in the Ph.D. program in Early Childhood Education.
In addition to the college-wide requirements for doctoral students, the department requires that each doctoral student has experience with young children and that each student participate in Residency experiences. For a detailed description of program requirements, please refer to the Program Manual for the Doctor of Philosophy Degree in Early Childhood Education available from the department.
Each doctoral student's planned program of study is divided into two academic components: Research and the Major. The Research component includes 21 credit hours, including a Core set of courses that introduce research methods as well as courses that deepen knowledge about a particular set of complementary methods (qualitative, quantitative, and mixed methods). The Major includes a set of 27 hours of courses intended to deepen knowledge of research methodologies that guide scholarly inquiry in elementary and early childhood education, theories of human development, curricular issues, and historical perspectives. The Major also includes a set of electives from which students can choose. Electives can also be taken outside the Department of Early Childhood Education. Students will choose electives that will, together, create an area of specialization. Each program of study will culminate with a dissertation.
Doctoral students are expected to be able to design, implement, and interpret research. Therefore, doctoral students are expected to have knowledge of research designs and methods. Doctoral students are also expected to engage in high quality research via a research apprenticeship experience and a dissertation. Courses suggested to develop this competence are listed in the Program Manual for the Doctor of Philosophy Degree in Early Childhood and Elementary Education.
All doctoral students in the Early Childhood and Elementary Education Major will be expected to promote scholarly advocacy for children, to understand the nature of children and their development, to understand theories undergirding educational practices and issues, and to excel as teacher educators. Required residency experiences ensure that students develop knowledge and skills about mentoring and teaching educators as well as conducting research. Courses required in the Major ensure that doctoral students share knowledge about historical, political, developmental, and theoretical paradigms that have shaped educational contexts and research. In addition, elective courses allow for individualization of the doctoral program to create an area of expertise within Early Childhood and Elementary Education. The Major course offerings are further described in the Program Manual for the Doctor of Philosophy Degree in Early Childhood and Elementary Education.
Planning doctoral study coursework to address the goals mentioned above is done in consultation with an Advisor with consideration of each student’s career goals, prior academic work, and professional experience. Each program, therefore, is unique. However, the following courses are offered:
A. Core Area (21)
The Core Area consists of 18 semester hours of research coursework and 3 semester hours of Social Foundation of Education and Psychology of Learning coursework.
After completing the required introductory methods courses, the student and Doctoral Advisory Committee identify a research track based on methodology to be employed in the students’ dissertation research. Advanced Research electives are chosen based on individual student’s needs. , and select one or two courses from this track. The Doctoral Advisory Committee may require additional coursework in a research track.
Research Core (18 hours)
EPRS 8500 Qualitative/Interpretive Research in Education (3)
EPRS 8530 Quantitative Methods and Analysis in Education (3)
A two course sequence (6 hours) in research methodology [for specific courses: http://education.gsu.edu/main/phd_requirement.htm]
Two courses (6 hours) in advanced research methods as identified by the Doctoral Advisory Committee
Social Foundations of Education and Psychology of Learning course (3) [for specific courses: http://education.gsu.edu/main/phd_requirement.htm]
B. Major Area (27)
Required courses (12)
ECE 9360 Curriculum, Issues, and Historical Perspectives in Early Childhood Education (3)
ECE 9800 Doctoral Studies (1) [taken 3 times in first two years]
ECE 9860 Evaluating and Interpreting Research in Early Child and Elementary Education (3)
ECE 9960 Advanced Theory and Research in Child Development (3)
Elective Courses (15)
At least 12 semester hours of elective courses must come from within the department. Doctoral-level elective courses offered within the Department include:
ECE/EPRS 9120 Poststructural Inquiry (3)
ECE 9393 Number and Operation in the Elementary Classroom (3)
ECE 9394 Geometry and Measurement in the Elementary Classroom (3)
ECE 9395 Algebra in the Elementary Classroom (3)
ECE 9396 Data Analysis and Probability in the Elementary Classroom (3)
ECE 9420 Early Literacy Learning (3)
ECE/EPRS 9380 Discourse Analysis (3)
ECE 9840 Socio-Cultural Issues in Early Childhood and Elementary Education (3)
ECE 9400 Teacher Development (3)
ECE 9850 Research Seminar in Early Childhood and Elementary Education (3)
ECE 9810 Directed Readings (1-3)
ECE 9860 Teacher-child Relationships in Early Childhood (3)
ECE 9890 Research Apprenticeship (3)
ECE 9910 Developing as a scholarly writer (3)
K-5 Mathematics Endorsement (optional):
As part of the coursework leading to the Doctor of Philosophy degree, students who hold a current teaching certification from the Georgia Professional Standards Commission may satisfy part of the K-5 Mathematics Endorsement requirements by completing four 9000-level courses (ECE 9393, ECE 9394, ECE 9395, and ECE 9396). To apply for the K-5 Mathematics Endorsement, students must also complete ECE 7740 Internship in Early Childhood Education I (3) while enrolled in one of the four specified 9000-level endorsement courses. ECE 7740 does not satisfy the 8000-9000 level-course requirements for the College of Education courses applicable to the Doctor of Philosophy degree.
D. Dissertation (15)
ECE 9990 Dissertation (15)
Program total: minimum of 63 semester hours
The development of professional behaviors is an important part of a Ph.D. program. The faculty in the Department of Early Childhood Education believes that such behavior is learned through experience and dialogue. To assist the student’s development of these behaviors, students must successfully complete (a) residency experiences, (b) an annual review each year before admission to candidacy, (c) written comprehensive examinations and an oral discussion of the comprehensive examination. The student must successfully complete all non-coursework in order to continue in the doctoral program.
The Comprehensive Examination requires that students demonstrate ability to critically discuss theory, research, and practice in early childhood and elementary education as well as synthesize and apply their knowledge of theory, research, and practice. The outcome for students is to develop as scholars, thinking and conducting themselves as academics.
Each student will demonstrate proficiency with research by conducting an independent research study. The dissertation process involves developing and presenting a prospectus, completing a research study, writing a final dissertation, and completing an oral defense of the written dissertation. Graduate students in the College of Education must register for two out of every three consecutive semesters after successful completion of comprehensive exams in order to maintain student status as they complete their dissertation.
Students entering prior to Fall 2012 are subject to the previous program requirements as listed in the manual below unless explicit approval is granted from the Committee Chairperson and Department Chairperson.