What does it cost?
Check out our cost calculator or visit student financial services for information on estimated costs.

How long will it take?

Minimum of 60 semester hours

Where can I take classes?
Atlanta Campus

Am I required to take classes at a specific location?
Atlanta Campus

Application Deadlines View Admissions Requirements

  • Fall: March 1
  • Spring: October 15
  • Summer: March 1

Teaching and Learning, Ph.D.

The Ph.D. major in Teaching and Learning is designed to prepare you as a professional educator for leadership positions by developing a substantial knowledge base in one of the following areas of concentration:

  • Language and Literacy Education
  • Mathematics Education
  • Music Education
  • Science Education
  • Social Studies Education
  • Teaching and Teacher Education

In addition, the program prepares professional educators as scholarly inquirers who ask thoughtful questions, who can conduct sound inquiry and who can recommend informed policy.

Teaching and Learning, Ph.D.

The Ph.D. major in Teaching and Learning is designed to prepare you as a professional educator for leadership positions by developing a substantial knowledge base in one of the following areas of concentration:

  • Language and Literacy Education
  • Mathematics Education
  • Music Education
  • Science Education
  • Social Studies Education
  • Teaching and Teacher Education

In addition, the program prepares professional educators as scholarly inquirers who ask thoughtful questions, who can conduct sound inquiry and who can recommend informed policy.

What does it cost?

Check out our cost calculator or visit student financial services for information on estimated costs.

How long will it take?

Minimum of 60 semester hours

Where can I take classes?
Atlanta Campus

Am I required to take classes at a specific location?
Atlanta Campus

Application Deadlines
View Admissions Requirements

  • Fall: March 1
  • Spring: October 15
  • Summer: March 1

Program Highlights

Concentrations available:

  • Language and Literacy Education
  • Mathematics Education
  • Music Education
  • Science Education
  • Social Studies Education
  • Teaching and Teacher Education

For in-depth information about our concentrations, visit Teaching and Learning, Ph.D. Concentrations.

 

Meet Shaneeka Favors-Welch, a doctoral candidate in Teaching and Learning in the social studies concentration.

Learn more about our concentrations and the program coordinators who can help you.

Careers

Successful program graduates will be well prepared to work in the most prominent public, charter and private schools and school systems in the metro Atlanta region and beyond. Our graduates teach in middle and high schools in Georgia, including in city school systems of Atlanta and Decatur, as well as county schools in Cobb, DeKalb and Fulton and local charter schools and private schools. Our graduates teach in schools in California, New York, Arizona and Ohio, as well as international schools. Holding a Master of Arts in Teaching degree, program graduates are also well prepared to pursue advanced degrees in education.

Program Details

Admissions Requirements

Select concentration in:

  • Language & Literacy Education
  • Mathematics Education
  • Music Education
  • Science Education
  • Social Studies Education
  • Teaching & Teacher Education

When applying to the Teaching and Learning, Ph.D. program, you will need to submit several documents for review.

  • Online Application
  • Application Fee of $50
  • Goals Statement (upload with the application)
  • Resume (upload with the application)
  • Writing Sample (upload with the application)
  • Two Letters of Recommendation (upload with the application)
  • Must have earned a master’s degree in education or field related to chosen concentration
  • Official Transcript: minimum 3.30 graduate GPA required for admission
    • submit transcripts from all colleges/universities attended
  • GRE scores: An official score on the Graduate Record Examination General Test is required for admission to Ph.D. programs in the College of Education and Human Development. While it is important to note that GRE scores are used along with other criteria established by departments and programs when determining admission, a score of 155 or higher on the verbal section and 151 or higher on the quantitative section will make the application more competitive
    • institution code 5251
    • scores may not be more than five years old at time of application

Please Note:

Interviews will be conducted by department faculty — you will be notified if you are selected for an interview.

Program of Study

Program Degree Requirements for Each Concentration

Doctor of Philosophy in Teaching and Learning with concentrations in Language and Literacy Education; Mathematics Education; Music Education, Science Education, Social Studies Education, and Teaching and Teacher Education

1 – Concentration Area: Language and Literacy Education

A. Core Area (18)

The Core Area consists of 15 semester hours of research coursework and 3 semester hours of Social Foundation of Education and Psychology of Learning coursework.

Research Core (15 hours)

Choose one course (3):

  • EPRS 8500 Qualitative/Interpretive Research in Education (3)
  • EPRS 8530 Quantitative Methods and Analysis in Education (3)

Required (12):

  • A two-course sequence (6 hours) in research methodology (see below for specific tracks/courses)
  • Two courses (6 hours) in advanced research methods as identified by the Doctoral Advisory Committee

Quantitative Methodology

  • EPRS 8540 Quantitative Methods and Analysis in Education II
  • EPRS 8550 Quantitative Methods and Analysis in Education III (3)
  • EPRS 8820 Program Evaluation and Institutional Research (3)
  • EPRS 8830 Survey Research, Sampling Principles and Questionnaire Design (3)
  • EPRS 8840 Meta-Analysis (3)
  • EPRS 8660 Bayesian Statistics (3)
  • EPRS 9550 Multivariate Analysis (3)
  • EPRS 9560 Structural Equation Modeling (3)
  • EPRS 9570 Hierarchical Linear Modeling I (3)
  • EPRS 9571 Hierarchical Linear Modeling II(3)
  • EPRS 9900 Research Design (3)

Qualitative Methodology

  • ANTH 8010 Qualitative Methods in Anthropology (3)
  • EPRS 8510 Qualitative Research in Education II (3)
  • EPRS 8520 Qualitative Research in Education III (3)
  • EPRS 8640 Case Study Methods (3)
  • EPRS 8700 Visual Research Methods (3)
  • EPRS 9120 Poststructural Inquiry (3)
  • EPRS 9400 Writing Qualitative Research Manuscripts (3)

Single-Case Methodology

  • EPY 8850 Introduction to Single-Case Methodology (3)
  • EPY 8860 Applications of Single-Case Methodology (3)

Historical/Philosophical Methodology

  • EPSF 9850 Historical Research in American Education (3)
  • EPSF 9930 Philosophical Analysis and Method (3)

Measurement Methodology

  • EPRS 7920 Classroom Testing, Grading, and Assessment (3)
  • EPRS 8920 Educational Measurement (3)
  • EPRS 9350 Introduction to Item Response Theory (3)
  • EPRS 9360 Advanced Item Response Theory (3)

Social Foundations of Education and Psychology of Learning Core (3 hours)

In addition to highly specialized research in specific areas, doctoral students in the College of Education and Human Development must possess a deep understanding of comprehensive, theoretical principles and broad ideological conceptualizations.

Through historical, philosophical, sociological, and anthropological inquiry, knowledge of social foundations fosters the types of speculative investigations essential for thorough understandings of those theoretical principles and ideological conceptualizations necessary to uphold the integrity of the Ph.D. degree.

The psychology of learning component is based on the following guiding principles: (1) Educational leaders make judgments that affect learning. (2) Doctoral students should have a substantial understanding of the psychology of learning.

Select one (3):

  • EPSF 8270 Philosophy of Education (3)
  • EPSF 8280 Anthropology of Education (3)
  • EPSF 8310 Sociology of Education (3)
  • EPSF 8320 Politics and Policy in Education (3)
  • EPSF 8340 History of American Education (3)
  • EPSF 9260 Epistemology and Learning (3)
  • EPY 8030 Advanced Applied Behavior Analysis (3)
  • EPY 8050 The Psychology of Instruction (3)
  • EPY 8070 Understanding and Facilitating Adult Learning (3)
  • EPY 8080 Memory and Cognition (3)
  • EPY 8180 Learning and the School-Age Child (5 to 18 Years) (3)
  • EPY 8200 Advanced Developmental Psychology: Cognition and Intellect (3)
  • EPY 8220 Advanced Developmental Psychology: Personality and Socialization (3)

B. Major Area (30)

Required (12):

  • EDCI 9850 Research Seminar (3)
  • EDCI 9900 Critique of Educational Research (3)
  • EDRD 8310 Theoretical Models and Processes of Literacy Learning (6)

Select (18):  The student and Doctoral Advisory Committee select additional coursework.

  • EDCI 8810 Directed Readings and Research in Teaching and Learning (1-9)
  • EDCI 8970 Seminar in Teaching and Learning (3)
  • EDCI 9660 Internship (1-6) (repeatable)
  • EDLA 8330 Language Variation and Learning (3)
  • EDRD 8280 Literacy for a Diverse Society (3)
  • EDRD 8310 Theoretical Models and Processes of Literacy Learning (3)
  • EDRD 8550 Trends and Issues in Language and Literacy Education (3) (repeatable)
  • EDRD 8610 Professional Learning and Leadership of Literacy (3)
  • EDRD 9870 Advanced Research Seminar in Language and Literacy Education (1-3) (repeatable)
    Other courses as approved by the Doctoral Advisory Committee

C. Dissertation (15)

Required (15):
EDCI 9990 Dissertation (15)

Program total:  Minimum of 63 semester hours

2 – Concentration Area: Mathematics Education

The Ph.D. in Teaching and Learning with a concentration in Mathematics Education prepares professional mathematics educators to make scholarly contributions to both the theoretical and practical knowledge base of mathematics teaching and learning in a broad range of educational settings. Graduates of this program typically assume positions as college or university professors in schools or colleges of education or departments of mathematics. In these positions, their primary responsibilities are to conduct research on elementary, middle, secondary, or post-secondary mathematics teaching and learning, to teach content and pedagogy courses, and to direct theses and dissertations. Graduates are also qualified to assume positions as mathematics education leaders in school districts, research laboratories, or publishing companies.

During the degree program, students develop advanced professional proficiencies and scholarly knowledges through the successful completion of the (a) Program of Study, (b) Residency Plan, (c) Comprehensive Examination, (d) Research Prospectus, and (e) Dissertation. The degree program, in general, is framed by the principles to guide doctoral programs adopted by the Association of Mathematics Teacher Educators (AMTE) and the National Council of Teachers of Mathematics (NCTM).

A. Core Area (18)

The Core Area consists of 15 semester hours of research coursework and 3 semester hours of Social Foundation of Education and Psychology of Learning coursework.

Research Core (15 hours)

Choose one course (3):

  • EPRS 8500 Qualitative/Interpretive Research in Education (3)
  • EPRS 8530 Quantitative Methods and Analysis in Education (3)

Required (12):

  • A two-course sequence (6 hours) in research methodology (see below for specific tracks/courses)
  • Two courses (6 hours) in advanced research methods as identified by the Doctoral Advisory Committee

Quantitative Methodology

  • EPRS 8540 Quantitative Methods and Analysis in Education II
  • EPRS 8550 Quantitative Methods and Analysis in Education III (3)
  • EPRS 8820 Program Evaluation and Institutional Research (3)
  • EPRS 8830 Survey Research, Sampling Principles and Questionnaire Design (3)
  • EPRS 8840 Meta-Analysis (3)
  • EPRS 8660 Bayesian Statistics (3)
  • EPRS 9550 Multivariate Analysis (3)
  • EPRS 9560 Structural Equation Modeling (3)
  • EPRS 9570 Hierarchical Linear Modeling I (3)
  • EPRS 9571 Hierarchical Linear Modeling II(3)
  • EPRS 9900 Research Design (3)

Qualitative Methodology

  • ANTH 8010 Qualitative Methods in Anthropology (3)
  • EPRS 8510 Qualitative Research in Education II (3)
  • EPRS 8520 Qualitative Research in Education III (3)
  • EPRS 8640 Case Study Methods (3)
  • EPRS 8700 Visual Research Methods (3)
  • EPRS 9120 Poststructural Inquiry (3)
  • EPRS 9400 Writing Qualitative Research Manuscripts (3)

Single-Case Methodology

  • EPY 8850 Introduction to Single-Case Methodology (3)
  • EPY 8860 Applications of Single-Case Methodology (3)

Historical/Philosophical Methodology

  • EPSF 9850 Historical Research in American Education (3)
  • EPSF 9930 Philosophical Analysis and Method (3)

Measurement Methodology

  • EPRS 7920 Classroom Testing, Grading, and Assessment (3)
  • EPRS 8920 Educational Measurement (3)
  • EPRS 9350 Introduction to Item Response Theory (3)
  • EPRS 9360 Advanced Item Response Theory (3)

Social Foundations of Education and Psychology of Learning Core (3 hours)

In addition to highly specialized research in specific areas, doctoral students in the College of Education and Human Development must possess a deep understanding of comprehensive, theoretical principles and broad ideological conceptualizations.

Through historical, philosophical, sociological, and anthropological inquiry, knowledge of social foundations fosters the types of speculative investigations essential for thorough understandings of those theoretical principles and ideological conceptualizations necessary to uphold the integrity of the Ph.D. degree.

The psychology of learning component is based on the following guiding principles: (1) Educational leaders make judgments that affect learning. (2) Doctoral students should have a substantial understanding of the psychology of learning.

Select one (3):

  • EPSF 8270 Philosophy of Education (3)
  • EPSF 8280 Anthropology of Education (3)
  • EPSF 8310 Sociology of Education (3)
  • EPSF 8320 Politics and Policy in Education (3)
  • EPSF 8340 History of American Education (3)
  • EPSF 9260 Epistemology and Learning (3)
  • EPY 8030 Advanced Applied Behavior Analysis (3)
  • EPY 8050 The Psychology of Instruction (3)
  • EPY 8070 Understanding and Facilitating Adult Learning (3)
  • EPY 8080 Memory and Cognition (3)
  • EPY 8180 Learning and the School-Age Child (5 to 18 Years) (3)
  • EPY 8200 Advanced Developmental Psychology: Cognition and Intellect (3)
  • EPY 8220 Advanced Developmental Psychology: Personality and Socialization (3)

B. Major Area (18)

Required (9):

  • EDCI 9850 Research Seminar (3)
  • EDCI 9900 Critique of Educational Research (3)
  • EDMT 9870 Advanced Research Seminar in Mathematics Education (3)

Choose three required courses (9 hours):

  • EDMT 8290 The Study of Learning and Instruction in Mathematics (3)
  • EDMT 8420 Topics in the School Mathematics Curriculum (3)
  • EDMT 8430 Sociocultural and Sociohistorical Issues of Mathematics Education (3)
  • EDMT 8550 Trends and Issues of Teaching Mathematics (3)

C. Cognate Area (18)

Required (6):

Select (12):  The student and Doctoral Advisory Committee select additional coursework (12 hours).

D. Dissertation (15)

Required (15):
EDCI 9990 Dissertation (15)

Program total:  Minimum of 69 semester hours

3 – Concentration Area: Music Education

A. Core Area (18)

The Core Area consists of 15 semester hours of research coursework and 3 semester hours of Social Foundation of Education and Psychology of Learning coursework.

Research Core (15 hours)

Choose one course (3):

  • EPRS 8500 Qualitative/Interpretive Research in Education (3)
  • EPRS 8530 Quantitative Methods and Analysis in Education (3)

Required (12):

  • A two-course sequence (6 hours) in research methodology (see below for specific tracks/courses)
  • Two courses (6 hours) in advanced research methods as identified by the Doctoral Advisory Committee

Quantitative Methodology

  • EPRS 8540 Quantitative Methods and Analysis in Education II
  • EPRS 8550 Quantitative Methods and Analysis in Education III (3)
  • EPRS 8820 Program Evaluation and Institutional Research (3)
  • EPRS 8830 Survey Research, Sampling Principles and Questionnaire Design (3)
  • EPRS 8840 Meta-Analysis (3)
  • EPRS 8660 Bayesian Statistics (3)
  • EPRS 9550 Multivariate Analysis (3)
  • EPRS 9560 Structural Equation Modeling (3)
  • EPRS 9570 Hierarchical Linear Modeling I (3)
  • EPRS 9571 Hierarchical Linear Modeling II(3)
  • EPRS 9900 Research Research (3)

Qualitative Methodology

  • ANTH 8010 Qualitative Methods in Anthropology (3)
  • EPRS 8510 Qualitative Research in Education II (3)
  • EPRS 8520 Qualitative Research in Education III (3)
  • EPRS 8640 Case Study Methods (3)
  • EPRS 8700 Visual Research Methods (3)
  • EPRS 9120 Poststructural Inquiry (3)
  • EPRS 9400 Writing Qualitative Research Manuscripts (3)

Single-Case Methodology

  • EPY 8850 Introduction to Single-Case Methodology (3)
  • EPY 8860 Applications of Single-Case Methodology (3)

Historical/Philosophical Methodology

  • EPSF 9850 Historical Research in American Education (3)
  • EPSF 9930 Philosophical Analysis and Method (3)

Measurement Methodology

  • EPRS 7920 Classroom Testing, Grading, and Assessment (3)
  • EPRS 8920 Educational Measurement (3)
  • EPRS 9350 Introduction to Item Response Theory (3)
  • EPRS 9360 Advanced Item Response Theory (3)

Social Foundations of Education and Psychology of Learning Core (3 hours)

In addition to highly specialized research in specific areas, doctoral students in the College of Education and Human Development must possess a deep understanding of comprehensive, theoretical principles and broad ideological conceptualizations.

Through historical, philosophical, sociological, and anthropological inquiry, knowledge of social foundations fosters the types of speculative investigations essential for thorough understandings of those theoretical principles and ideological conceptualizations necessary to uphold the integrity of the Ph.D. degree.

The psychology of learning component is based on the following guiding principles: (1) Educational leaders make judgments that affect learning. (2) Doctoral students should have a substantial understanding of the psychology of learning.

Select one (3):

  • EPSF 8270 Philosophy of Education (3)
  • EPSF 8280 Anthropology of Education (3)
  • EPSF 8310 Sociology of Education (3)
  • EPSF 8320 Politics and Policy in Education (3)
  • EPSF 8340 History of American Education (3)
  • EPSF 9260 Epistemology and Learning (3)
  • EPY 8030 Advanced Applied Behavior Analysis (3)
  • EPY 8050 The Psychology of Instruction (3)
  • EPY 8070 Understanding and Facilitating Adult Learning (3)
  • EPY 8080 Memory and Cognition (3)
  • EPY 8180 Learning and the School-Age Child (5 to 18 Years) (3)
  • EPY 8200 Advanced Developmental Psychology: Cognition and Intellect (3)
  • EPY 8220 Advanced Developmental Psychology: Personality and Socialization (3)

B. Major Area (18)

Choose three required courses from the list of courses below (9):

  • MUS XXXX (graduate methods course in area of focus) (3)
  • MUS XXXX (graduate music education elective) (3)
  • MUS XXXX (graduate music education elective) (3)
  • MUS 8980 Advanced Research Project in Music Education (3)

Required (9):

C. Cognate Area (15)

Required (15):

  • EDCI 8970 Seminar in Teaching and Learning (3)
  • MUS 8960 Proseminar in Music Education (3) (repeatable course taken four times)
    Semester A – Current Issues & Sociology of Music Teaching and Learning
    Semester B – Philosophy of Music Teaching and Learning
    Semester C – History of Music Teaching and Learning
    Semester D – Perception, Cognition & Creativity in Music Teaching and Learning

D. Dissertation (15)

Required (15):
EDCI 9990 Dissertation (15)

Program total:  Minimum of 66 semester hours

4 – Concentration Area: Science Education

A. Core Area (18)

The Core Area consists of 15 semester hours of research coursework and 3 semester hours of Social Foundation of Education and Psychology of Learning coursework.

Research Core (15 hours)

Choose one course (3):

  • EPRS 8500 Qualitative/Interpretive Research in Education (3)
  • EPRS 8530 Quantitative Methods and Analysis in Education (3)

Required (12):

  • A two-course sequence (6 hours) in research methodology (see below for specific tracks/courses)
  • Two courses (6 hours) in advanced research methods as identified by the Doctoral Advisory Committee

Quantitative Methodology

  • EPRS 8540 Quantitative Methods and Analysis in Education II
  • EPRS 8550 Quantitative Methods and Analysis in Education III (3)
  • EPRS 8820 Program Evaluation and Institutional Research (3)
  • EPRS 8830 Survey Research, Sampling Principles and Questionnaire Design (3)
  • EPRS 8840 Meta-Analysis (3)
  • EPRS 8660 Bayesian Statistics (3)
  • EPRS 9550 Multivariate Analysis (3)
  • EPRS 9560 Structural Equation Modeling (3)
  • EPRS 9570 Hierarchical Linear Modeling I (3)
  • EPRS 9571 Hierarchical Linear Modeling II(3)
  • EPRS 9900 Research Design (3)

Qualitative Methodology

  • ANTH 8010 Qualitative Methods in Anthropology (3)
  • EPRS 8510 Qualitative Research in Education II (3)
  • EPRS 8520 Qualitative Research in Education III (3)
  • EPRS 8640 Case Study Methods (3)
  • EPRS 8700 Visual Research Methods (3)
  • EPRS 9120 Poststructural Inquiry (3)
  • EPRS 9400 Writing Qualitative Research Manuscripts (3)

Single-Case Methodology

  • EPY 8850 Introduction to Single-Case Methodology (3)
  • EPY 8860 Applications of Single-Case Methodology (3)

Historical/Philosophical Methodology

  • EPSF 9850 Historical Research in American Education (3)
  • EPSF 9930 Philosophical Analysis and Method (3)

Measurement Methodology

  • EPRS 7920 Classroom Testing, Grading, and Assessment (3)
  • EPRS 8920 Educational Measurement (3)
  • EPRS 9350 Introduction to Item Response Theory (3)
  • EPRS 9360 Advanced Item Response Theory (3)

Social Foundations of Education and Psychology of Learning Core (3 hours)

In addition to highly specialized research in specific areas, doctoral students in the College of Education and Human Development must possess a deep understanding of comprehensive, theoretical principles and broad ideological conceptualizations.

Through historical, philosophical, sociological, and anthropological inquiry, knowledge of social foundations fosters the types of speculative investigations essential for thorough understandings of those theoretical principles and ideological conceptualizations necessary to uphold the integrity of the Ph.D. degree.

The psychology of learning component is based on the following guiding principles: (1) Educational leaders make judgments that affect learning. (2) Doctoral students should have a substantial understanding of the psychology of learning.

Select one (3):

  • EPSF 8270 Philosophy of Education (3)
  • EPSF 8280 Anthropology of Education (3)
  • EPSF 8310 Sociology of Education (3)
  • EPSF 8320 Politics and Policy in Education (3)
  • EPSF 8340 History of American Education (3)
  • EPSF 9260 Epistemology and Learning (3)
  • EPY 8030 Advanced Applied Behavior Analysis (3)
  • EPY 8050 The Psychology of Instruction (3)
  • EPY 8070 Understanding and Facilitating Adult Learning (3)
  • EPY 8080 Memory and Cognition (3)
  • EPY 8180 Learning and the School-Age Child (5 to 18 Years) (3)
  • EPY 8200 Advanced Developmental Psychology: Cognition and Intellect (3)
  • EPY 8220 Advanced Developmental Psychology: Personality and Socialization (3)

B. Major Area (18)

Required (18)

  • EDCI 9850 Research Seminar (3)
  • EDCI 9900 Critique of Educational Research (3)
  • EDSC 8430 Nature of Science (3)
  • EDSC 9870 Seminar in Teaching and Learning (9) (repeatable course taken three times)

C. Cognate Area (18)

Required (6):

Select (12):  The student and Doctoral Advisory Committee select additional coursework (12 hours).

D. Dissertation (15)

Required (15):
EDCI 9990 Dissertation (15)

Program total:  Minimum of 69 semester hours

5 – Concentration Area: Social Studies Education

A. Core Area (18)

The Core Area consists of 15 semester hours of research coursework and 3 semester hours of Social Foundation of Education and Psychology of Learning coursework.

Research Core (15 hours)

Choose one course (3):

  • EPRS 8500 Qualitative/Interpretive Research in Education (3)
  • EPRS 8530 Quantitative Methods and Analysis in Education (3)

Required (12):

  • A two-course sequence (6 hours) in research methodology (see below for specific tracks/courses)
  • Two courses (6 hours) in advanced research methods as identified by the Doctoral Advisory Committee

Quantitative Methodology

  • EPRS 8540 Quantitative Methods and Analysis in Education II
  • EPRS 8550 Quantitative Methods and Analysis in Education III (3)
  • EPRS 8820 Program Evaluation and Institutional Research (3)
  • EPRS 8830 Survey Research, Sampling Principles and Questionnaire Design (3)
  • EPRS 8840 Meta-Analysis (3)
  • EPRS 8660 Bayesian Statistics (3)
  • EPRS 9550 Multivariate Analysis (3)
  • EPRS 9560 Structural Equation Modeling (3)
  • EPRS 9570 Hierarchical Linear Modeling I (3)
  • EPRS 9571 Hierarchical Linear Modeling II(3)
  • EPRS 9900 Research Design (3)

Qualitative Methodology

  • ANTH 8010 Qualitative Methods in Anthropology (3)
  • EPRS 8510 Qualitative Research in Education II (3)
  • EPRS 8520 Qualitative Research in Education III (3)
  • EPRS 8640 Case Study Methods (3)
  • EPRS 8700 Visual Research Methods (3)
  • EPRS 9120 Poststructural Inquiry (3)
  • EPRS 9400 Writing Qualitative Research Manuscripts (3)

Single-Case Methodology

  • EPY 8850 Introduction to Single-Case Methodology (3)
  • EPY 8860 Applications of Single-Case Methodology (3)

Historical/Philosophical Methodology

  • EPSF 9850 Historical Research in American Education (3)
  • EPSF 9930 Philosophical Analysis and Method (3)

Measurement Methodology

  • EPRS 7920 Classroom Testing, Grading, and Assessment (3)
  • EPRS 8920 Educational Measurement (3)
  • EPRS 9350 Introduction to Item Response Theory (3)
  • EPRS 9360 Advanced Item Response Theory (3)

Social Foundations of Education and Psychology of Learning Core (3 hours)

In addition to highly specialized research in specific areas, doctoral students in the College of Education and Human Development must possess a deep understanding of comprehensive, theoretical principles and broad ideological conceptualizations.

Through historical, philosophical, sociological, and anthropological inquiry, knowledge of social foundations fosters the types of speculative investigations essential for thorough understandings of those theoretical principles and ideological conceptualizations necessary to uphold the integrity of the Ph.D. degree.

The psychology of learning component is based on the following guiding principles: (1) Educational leaders make judgments that affect learning. (2) Doctoral students should have a substantial understanding of the psychology of learning.

Select one (3):

  • EPSF 8270 Philosophy of Education (3)
  • EPSF 8280 Anthropology of Education (3)
  • EPSF 8310 Sociology of Education (3)
  • EPSF 8320 Politics and Policy in Education (3)
  • EPSF 8340 History of American Education (3)
  • EPSF 9260 Epistemology and Learning (3)
  • EPY 8030 Advanced Applied Behavior Analysis (3)
  • EPY 8050 The Psychology of Instruction (3)
  • EPY 8070 Understanding and Facilitating Adult Learning (3)
  • EPY 8080 Memory and Cognition (3)
  • EPY 8180 Learning and the School-Age Child (5 to 18 Years) (3)
  • EPY 8200 Advanced Developmental Psychology: Cognition and Intellect (3)
  • EPY 8220 Advanced Developmental Psychology: Personality and Socialization (3)

B. Major Area (33)

Required (18):

  • EDCI 9660 Internship (6)
  • EDCI 9850 Research Seminar (3)
  • EDCI 9900 Critique of Educational Research (3)
  • EDSS 8290 Learning, Curriculum and Instruction in Social Studies (3)
  • EDSS 8550 Trends and Issues of Teaching Social Studies (3)

Select (15):  The student and Doctoral Advisory Committee select additional coursework (15 hours).

C. Dissertation (15)

Required (15):
EDCI 9990 Dissertation (15)

Program total:  Minimum of 66 semester hours

6 – Concentration Area: Teaching and Teacher Education

This concentration prepares scholars for research, practice, and policy work in teaching and the preparation of teachers. Working alongside faculty who have close connections to practice in urban schools and to the development, implementation, and evaluation of teacher education programs, graduate students will be prepared to contribute to the quality of professional practice and policy at the K- 12 level, as well as in the education and development of practicing professionals.

A. Core Area (18)

The Core Area consists of 15 semester hours of research coursework and 3 semester hours of Social Foundation of Education and Psychology of Learning coursework.

Research Core (15 hours)

Choose one course (3):

  • EPRS 8500 Qualitative/Interpretive Research in Education (3)
  • EPRS 8530 Quantitative Methods and Analysis in Education (3)

Required (12):

  • A two-course sequence (6 hours) in research methodology (see below for specific tracks/courses)
  • Two courses (6 hours) in advanced research methods as identified by the Doctoral Advisory Committee

Quantitative Methodology

  • EPRS 8540 Quantitative Methods and Analysis in Education II
  • EPRS 8550 Quantitative Methods and Analysis in Education III (3)
  • EPRS 8820 Program Evaluation and Institutional Research (3)
  • EPRS 8830 Survey Research, Sampling Principles and Questionnaire Design (3)
  • EPRS 8840 Meta-Analysis (3)
  • EPRS 8660 Bayesian Statistics (3)
  • EPRS 9550 Multivariate Analysis (3)
  • EPRS 9560 Structural Equation Modeling (3)
  • EPRS 9570 Hierarchical Linear Modeling I (3)
  • EPRS 9571 Hierarchical Linear Modeling II(3)
  • EPRS 9900 Research Design (3)

Qualitative Methodology

  • ANTH 8010 Qualitative Methods in Anthropology (3)
  • EPRS 8510 Qualitative Research in Education II (3)
  • EPRS 8520 Qualitative Research in Education III (3)
  • EPRS 8640 Case Study Methods (3)
  • EPRS 8700 Visual Research Methods (3)
  • EPRS 9120 Poststructural Inquiry (3)
  • EPRS 9400 Writing Qualitative Research Manuscripts (3)

Single-Case Methodology

  • EPY 8850 Introduction to Single-Case Methodology (3)
  • EPY 8860 Applications of Single-Case Methodology (3)

Historical/Philosophical Methodology

  • EPSF 9850 Historical Research in American Education (3)
  • EPSF 9930 Philosophical Analysis and Method (3)

Measurement Methodology

  • EPRS 7920 Classroom Testing, Grading, and Assessment (3)
  • EPRS 8920 Educational Measurement (3)
  • EPRS 9350 Introduction to Item Response Theory (3)
  • EPRS 9360 Advanced Item Response Theory (3)

Social Foundations of Education and Psychology of Learning Core (3 hours)

In addition to highly specialized research in specific areas, doctoral students in the College of Education and Human Development must possess a deep understanding of comprehensive, theoretical principles and broad ideological conceptualizations.

Through historical, philosophical, sociological, and anthropological inquiry, knowledge of social foundations fosters the types of speculative investigations essential for thorough understandings of those theoretical principles and ideological conceptualizations necessary to uphold the integrity of the Ph.D. degree.

The psychology of learning component is based on the following guiding principles: (1) Educational leaders make judgments that affect learning. (2) Doctoral students should have a substantial understanding of the psychology of learning.

Select one (3):

  • EPSF 8270 Philosophy of Education (3)
  • EPSF 8280 Anthropology of Education (3)
  • EPSF 8310 Sociology of Education (3)
  • EPSF 8320 Politics and Policy in Education (3)
  • EPSF 8340 History of American Education (3)
  • EPSF 9260 Epistemology and Learning (3)
  • EPY 8030 Advanced Applied Behavior Analysis (3)
  • EPY 8050 The Psychology of Instruction (3)
  • EPY 8070 Understanding and Facilitating Adult Learning (3)
  • EPY 8080 Memory and Cognition (3)
  • EPY 8180 Learning and the School-Age Child (5 to 18 Years) (3)
  • EPY 8200 Advanced Developmental Psychology: Cognition and Intellect (3)
  • EPY 8220 Advanced Developmental Psychology: Personality and Socialization (3)

B. Major Area (27)

Required (18):

Select (9):  The student and Doctoral Advisory Committee select additional coursework (9 hours).
Recommended courses include:

  • EDCI 8640 Theoretical and Practical Perspectives on Designing Urban Teacher Education (3)
  • EDCI 8790 Special Topics in Teaching and Teacher Education (3)
  • EDCI 8820 Policy in Teaching and Teacher Education (3)
  • EDCI 8830 Critical Sociohistorical Perspectives on Curriculum and Teaching (3)

C. Dissertation (15)

Required (15):
EDCI 9990 Dissertation (15)

Program total:  Minimum of 60 semester hours

Funding Your Graduate Education

Cost of attendance and funding opportunities are integral to your decision to attend graduate school. Georgia State University is proud to offer a variety of funding opportunities, from assistantships to fellowships.

Awards and Assistantships

Various awards, assistantships and fellowships are available to new and current graduate students. We encourage you to contact your department, college, school or institute of interest to get more information about the assistantships and fellowships that they offer their students.

The Scholarship Resource Center offers guidance and support to students seeking financial assistance through scholarship opportunities, including this scholarship library.

Fellowships

The Office of Graduate Programs’ Fellowship Advisor works with students interested in applying for nationally prestigious and competitive fellowships. The Office of Graduate Programs also coordinates the application process for students applying to the Second Century Initiative, the Provost’s Dissertation Fellowship and the Dissertation Library Travel Awards.

Cost Calculator

Our calculator can help you get an idea of the costs associated with attending the university.

Description

Additional information

campus

Atlanta Campus

Contacts

Program Coordinators
View the list in the tabs under Additional Information

Middle and Secondary Education
MiddleSecondaryEd@gsu.edu
404-413-8060

Mailing Address & Office Location
Middle and Secondary Education
College of Education & Human Development, 6th Floor
30 Pryor St. SW
Atlanta, GA 30303

The information shared here is intended to provide an overview of Georgia State University’s offerings. For official details on admissions requirements, tuition, courses and more please refer to the university catalogs.