PhD in Education in North America

See PhD Programs in Education in North America 2017

Education

One must accomplish two things when earning a PhD. First one must understand a particular subject thoroughly. Secondly, one must extensively in knowledge about that subject.

Teaching can be very frustrating if you do not advance your education skills and knowledge to doctorate level. This will enable you to understand the concepts better and deliver quality content to your students. It will also enable you to understand the student's behavior well.

The United States of America is located on the continent of North America. It is the third largest country by size in the world. It has a relatively short history compared to other world nations, has one of the world's largest economies, and has one of the world's most diverse populations.

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PhD, Leadership: Reading, Language and Literacy

Concordia University Chicago
Campus Full time 4 years October 2017 USA Chicago

Concordia University Chicago's doctoral program in leadership: reading, language and literacy provides a theoretical and practical framework for literacy instruction and assessment within an emphasis on current research. [+]

Doctors of Philosophy in Education in North America 2017. PhD, Leadership: Reading, Language and Literacy Concordia University Chicago's doctoral program in leadership: reading, language and literacy provides a theoretical and practical framework for literacy instruction and assessment within an emphasis on current research. The program also provides candidates the opportunity to receive a rigorous, high quality educational program that encourages the development of skills and competencies that will be needed throughout the candidates’ professional career as a reading specialist or literacy coach. The PhD program in reading, language and literacy is designed to provide students with a strong background in research, theory, reading, writing and multiliteracy programs. Our graduates are prepared to become faculty and leaders in the creation and implementation of research-based literacy programs in a variety of settings, including public and private schools, colleges and universities, adult and community-based outreach programs, corporate training settings and nonprofit educational endeavours. Course Requirements Academic Entry Requirements: Bachelor’s degree and master’s degree from a U.S. equivalent, regionally accredited institution Current Graduate Record Exam (GRE) or Miller Analogies Test scores (test taken within the prior three years) English Language Proficiency: IELTS: minimum 6.0 or TOEFL: minimum 60 (internet-based) or Michigan Test: minimum 85 Official test scores should be provided. International students who have earned an advanced degree from an accredited institution in the United States, or students from an international English-speaking university (in which the language of instruction is English) need not submit English language scores. Other Documents: Completed and signed application Objective statement Writing sample: Submit a paper from your master’s program that demonstrates your ability to write in a scholarly manner at a level typical of graduate work. This sample should approach, but not exceed, five pages in length Professional resume showing past experience: at least two years of successful teaching/administrative experience Copy of official transcript Copy of passport Foreign transcript evaluation* Two letters of recommendation Proof of English language proficiency Declaration of finances/bank statement/financial guarantee [-]

Doctor of Education

Oral Roberts University
Campus or Online September 2017 USA Tulsa

Professionalism. Morality. Ethics. Compassion. Leadership. A great teacher or administrator does not just teach or manage, but helps students and faculty become better individuals. [+]

Professionalism. Morality. Ethics. Compassion. Leadership. A great teacher or administrator does not just teach or manage, but helps students and faculty become better individuals. The Graduate School of Education at ORU is committed to providing the opportunity for individuals responding to the call of God to become "transformed professional Christian educators." Educational training from a Christian worldview is the best way to achieve this important goal, and that is what you will receive in the ORU Graduate School of Education - the knowledge, skills, and inspiration base to help influence and transform lives. This program, designed around the theme "Transformed Educators", prepares professional Christian educators to go into every person's world with a passion for Christ while instilling strengths of ethical behavior, knowledge, and competence in their students who will, in turn, change society. An ORU Graduate School of Education degree provides the opportunity for individuals who hold Christian principles to gain advanced preparation for professional responsibilities in education throughout the world. All of our programs are designed for the adult distance learner. The primary delivery system for the course offerings has become an intensive, but enjoyable 4-day module class format. These modules have extensive pre and post assignments, simulations and dynamic in-class discussions. A unique strength of the program is that the students contribute national and international perspectives. Core Courses All doctoral students are required to take the following core courses: Organizational Theory in Administration, History & Philosophy of Education, Leadership Studies, Strategies for Educational Change, and Contemporary Curriculum Issues. These core courses are designed to assist the student in completing the doctoral comprehensive examination. Areas of Concentration - College & Higher Education Administration - Public School Administration - Christian School Administration Outcomes Those seeking a Doctor of Education Degree can find a range of career options. Some areas are: - University president - University dean - University department chair - University professors - Superintendents - Principal - Administrators [-]

PhD in Education

Chapman University
Campus Full time Part time September 2017 USA Orange

The Ph.D. in education program is intended primarily for individuals seeking a career in higher education or in other research-oriented leadership fields. The program focuses on the formulation of new ways to think about issues and solve problems in the field of education. [+]

Doctors of Philosophy in Education in North America 2017. The Ph.D. in education program is intended primarily for individuals seeking a career in higher education or in other research-oriented leadership fields. The program focuses on the formulation of new ways to think about issues and solve problems in the field of education. The doctorate in education offers a unique combination of four emphases: Cultural and Curricular Studies, Disability Studies, Leadership Studies and School Psychology. Our Ph.D in education is characterized by five distinct, yet interwoven, components: - The notion and practice of social justice - Student collaboration supported by student cohorts - Faculty mentorship of students - A rigorous core of philosophy, foundations and methods of the respective emphasis area Program at a Glance - Cohort model with entry each fall - Cohort of 18 students, 6 in each emphasis area 4 emphasis areas: - Cultural and Curricular Studies - Disabilities Studies - School Psychology - Leadership Studies - A 57 unit program that can be completed full time or part time study - All classes are held in the late afternoons or evenings (no online classes) - Low student-to-faculty ratio, with close collaboration between students and doctoral faculty on publications, presentations, and grant proposals Admissions Requirements Acceptance into the program is based on an evaluation of the whole student, with no single criterion used to base an admission decision. There are no cut-off scores for the GRE or GPA. To be considered for admission, applicants must submit the following: - Online graduate application to the Chapman University Ph.D. in education program. - Supplemental application to the Chapman University Ph.D. in education program (through online application). - Official undergraduate and graduate transcripts showing evidence of a master's degree from an accredited institution of higher education. - Official Graduate Record Examination results in the verbal, quantitative, and analytical writing sections. - Three letters of recommendation, including two from graduate-level professors who can describe the academic potential of the applicant, and one from someone who can speak to the applicant's professionalism (e.g., a current employer or a current colleague). Letters from relatives will not be considered. - A personal essay (minimum 2250 words) will be used to assess the applicant's writing skills, career commitment, leadership potential, research interests, and professional goals (uploaded through the online application). This essay should indicate the professors with whom the applicant wishes to study and the ways in which the applicant's research interests align with faculty expertise. The essay should be substantive enough for the faculty to determine the depth of the applicant's thinking and commitment to a rigorous program. - A current resume showing relevant education and work experience (uploaded through the online application). Ph.D. Research Forums At least once a year the Ph.D. in Education program brings in leading scholars in the academic field for a research forum open to our CES students and faculty to attend. It is a way for our students to interact with experts in the field as well as gain knowledge in moving forward with their research and possibly dissertation topics. [-]

International and Multicultural Education (Ed.D.)

University of San Francisco - School of Education
Campus Full time Part time 5 years August 2017 USA San Francisco + 1 more

The <strong>Ed.D. in International and Multicultural Education (IME)</strong> is dedicated to understanding formal and informal education within diverse sociocultural, linguistic, political and economic contexts. [+]

Training Critical Scholars and Engaged Practitioners The Ed.D. in International and Multicultural Education (IME) is dedicated to understanding formal and informal education within diverse sociocultural, linguistic, political and economic contexts. Based on principles of equity, social justice, and human rights, the program critically addresses the realities of education within and beyond the borders of public schooling in the United States and around the world. Our program equips students with the skills needed to engage in scholarship, teaching and advocacy work that addresses many of the key issues impacting education today. Visit our website here to learn more about this program Distinctive Program Features Focus on engaged scholarship with a meaningful impact on local and global communities. A cutting edge and intellectually rigorous curriculum grounded in critical pedagogy. A strong sense of community composed of highly diverse faculty and students who offer personal and scholarly support. Apprenticeship opportunities for doctoral students in becoming social justice scholars, practitioners, and advocates. "IME is a family, a group of intelligent loving human beings that feel that social justice is at the core of being an educator. It is a place that is called our second home, a place that we come to when the outside world is frustrating and we need a place of support and reflection. It is this place that thoughts are thrown around honored, respected and gracefully challenged. It is the place that has been present in civilizations since the beginning of time...community." —IME EdD Student Program Delivery The program follows a schedule of alternate weekend classes that convene nine times a semester (Friday evenings and all day Saturdays). Program Details The Ed.D. program is grounded in five main conceptual areas: critical social theory and schooling; intersectionality of race, class, nation, language, gender and sexuality in education; human rights and social movements; international and comparative education; and alternative research paradigms. Rooted in the practice of critical pedagogy, this program provides a dynamic learning community where students benefit from rigorous experience both in the classroom and in the community. We believe that IME’s conceptual framework and pedagogy serve to equip students in becoming leaders capable of reimagining possibilities for education in multiple contexts. The International and Multicultural Education (IME) Doctoral Program is comprised of 60 credits of study beyond the master's degree and culminates in the completion of a doctoral dissertation. Students can choose from a range of courses in IME or concentration in either Human Rights Education or Second Language Acquisition. Learning Outcomes The International and Multicultural Education Program Learning Outcomes The goal of each IME program is to develop professional practitioners with expertise in three key areas: Conceptual and Theoretical knowledge: including critical social theory, critical pedagogy, critical race theory and intersectionality, feminist theory, human rights and social movements, and alternative research paradigms. Application skills: analysis, synthesis, and evaluation skills for teaching and research, program/policy development and administration, and local/global social justice/human rights activism. Methodological tools based in qualitative research such as participatory action research, teacher action research, testimonio, and critical ethnography. The International and Multicultural Education Program Student Learning Outcomes The IME programs are designed to enable students upon graduation, to: Use theory as a lens for thinking critically about social inequities in local/global contexts. Work as a transformative professional in schools, universities, and communities to bring about social change. Be a prominent voice in the educational justice movement through scholarship and praxis Design, implement, and assess K-12 and post-secondary classroom/community programs focused on human rights, social justice, and/or critical multicultural education. Financial Resources Federal financial aid, state, and university resources are available as funding to newly admitted and current USF School of Education students. In order to offset the cost of graduate education tuition, many School of Education courses are offered in the late afternoon and evening, and/or on alternating weekends. Most students find they can maintain a full time job while earning their credential, master’s or doctoral degree. However, if your program requires you to spend time in a classroom (i.e. student teaching) or to complete a fieldwork or traineeship experience, such commitments will interfere with a normal workday. Visit our website to learn more about financial resources for this program. Careers Graduates of the IME Doctoral Program work as transformative professionals in a variety of settings both in the U.S. and internationally, such as: CAREER OPTIONS Faculty members at community colleges and universities Teacher leaders in K-12 schools School superintendents Educational researchers Leaders in community and non-governmental organizations Curriculum specialists GRADUATES OF THE IME DOCTORAL PROGRAM Professor and Chair, Urban Education, Loyola Marymount University Professor and Chair, Elementary Education, San Francisco State University Professor, Bilingual and Multicultural Education, California State University, Sacramento Assistant Professor, Reading, Texas Woman's University Faculty, Santa Rosa Junior College and Solano Community College Lecturer, American Studies, Eötvös Loránd University, Budapest, Hungary Director, Bilingual Education, Professional Development and Special Programs, San Jose Unified School District Teacher trainers for international organizations [-]

EdD - Human & Organization Learning and Executive Leadership Programs

The George Washington University - Graduate School Of Education & Human Development
Campus Full time Part time June 2017 USA Washington

The Doctor of Education in Human and Organizational Learning (HOL) at The George Washington University (GW) is designed to provide professionals with a foundation in relevant theories, concepts, and practices, focusing on the inter-relationships among people, organizations and learning. The Program prepares learners to challenge assumptions through critical reflection, and foster group and self-directed learning. Theory, research, and practice are balanced throughout the curriculum. The HOL Department is a two-time recipient of the Academy of Human Resource Development's "Outstanding Program" Award. It is the first program in this multidisciplinary field in the United States, having been established in 1958. [+]

Doctors of Philosophy in Education in North America 2017. Ed.D. - Human & Organization Learning and Executive Leadership Programs The Program The Doctor of Education in Human and Organizational Learning (HOL) at The George Washington University (GW) is designed to provide professionals with a foundation in relevant theories, concepts, and practices, focusing on the inter-relationships among people, organizations and learning. The Program prepares learners to challenge assumptions through critical reflection, and foster group and self-directed learning. Theory, research, and practice are balanced throughout the curriculum. The HOL Department is a two-time recipient of the Academy of Human Resource Development's "Outstanding Program" Award. It is the first program in this multidisciplinary field in the United States, having been established in 1958. Our Students Typically, students are working professionals who are in mid- or senior-level positions. They include managers, consultants, and self-employed business owners from leading organizations of varying size and type. They also bring a variety of educational backgrounds, with degrees in fields such as business, education, health and medical sciences, engineering, and technology. Students are encouraged to form learning communities to provide collective support, promote action learning, and model a learning culture. The HOL doctoral program is available in the following two formats: Foggy Bottom Campus Doctoral Program - Part-time or full-time study - Classes meet weekday evenings on GW's main campus Executive Leadership Program (ELP) - Cohort delivery - Classes meet one weekend per month on GW's Virginia Science and Technology Campus in Ashburn, VA [-]

Doctorate in Education

University of Redlands
Campus Full time 3 years September 2017 USA Redlands

The University of Redlands Doctorate in Leadership for Educational Justice (Ed.D.) is a nationally unique program, which engages approximately 20 students each year in rigorous study, debate, research and practice. [+]

Doctorate in Leadership for Educational Justice The University of Redlands Doctorate in Leadership for Educational Justice (Ed.D.) is a nationally unique program, which engages approximately 20 students each year in rigorous study, debate, research and practice. Our driving mission is to produce scholarly practitioners who are sought after for leadership roles in schools, districts, agencies and public service. The program's one-of-a-kind emphasis on educational justice sets it apart. The idea that educators from all backgrounds should have access to quality instruction, resources and other educational opportunities is a central tenet of the program, and candidates are consistently pushed to analyze and debate the principles of equity and educational justice. Our energetic, highly qualified faculty constantly strive to help doctoral students develop academically and professionally. At the same time, candidates are pushed to consider innovative ways they can make a difference in the world of education, improving the lives of learners and strengthening the work of schools. The schedule is structured to accommodate the hectic lives of working educators. The program can be completed in three year, with coursework organized in trimesters during the first two years. Classes are scheduled on Thursday evenings, as well as on several Saturdays each trimester. Students also participate in a intensive summer institute for three consecutive years. Noted scholars present alongside University of Redlands faculty at these institutes. Graduates are able to: Demonstrate understanding of social justice discourses through comprehensive written synthesis, cogent presentations, and informed discussion. Apply transformative leadership practices. Analyze how judicial decisions, policy, and educational finance systems address educational justice issues. Effectively advocate for equitable human rights for the disenfranchised through engaged leadership practice and activity. Critically analyze a range of scholarship to dynamically inform professional practice and applied research activity. Comprehensively design and implement inquiry relevant to educational justice practices/principles. Other program features include: Mentors from the field Practicum seminars featuring leading educational practitioners Competitive cost Transfer of up to 6 post-graduate units (with departmental approval) Opportunity to complete the Tier II Administrative Credential concurrently [-]

PhD of Education

University of Windsor
Campus Full time Part time September 2017 Canada Windsor Thunder Bay + 1 more

Through the three fields of study, Cognition and Learning, Educational Leadership and Policy Studies, and Social/Cultural/Political Contexts of Education, the Joint Ph.D. in Educational Studies Program aims to promote scholarly inquiry and the production of new knowledge within the context of a research culture. [+]

Doctors of Philosophy in Education in North America 2017. Through the three fields of study, Cognition and Learning, Educational Leadership and Policy Studies, and Social/Cultural/Political Contexts of Education, the Joint Ph.D. in Educational Studies Program aims to promote scholarly inquiry and the production of new knowledge within the context of a research culture. We are committed to methodological advances in educational research and the integration of theory and practice. We nurture our students as developing scholars and leaders in faculties of education, school systems, and other institutional settings, thereby contributing to the growth of research and scholarship in Canada and internationally. We promote professional development through collaboration among scholars, practitioners, educational institutions, and faculties of education, thus fostering links between schools and universities, and promoting partnerships locally, nationally, and internationally. We are committed to excellence in our students and faculty and to producing graduates who are life long learners. The Joint Ph.D. in Educational Studies is offered by Brock University, Lakehead University, and the University of Windsor. The Faculty of Education, University of Windsor, invites students to complete the Joint Ph.D. in Educational Studies degree in one of three Areas of Specialization: Policy and Leadership Social/Cultural/Political Contexts of Education Cognition and Learning Joint Ph.D. Program Highlights Individualized plan of study Multiple approaches to course delivery Site-based, rotation across home universities Distance Education (computer literacy required) Inter-university teams of instructors and supervisory committees Comprehensive portfolio - an innovative personalized approach to comprehensive examinations Flexible residency requirements - four terms (two consecutive) Unique opportunities for collaboration and networking Full time studies or a combination of full time and part time studies Qualifying for Admission Information on typical minimum academic requirements for admission to the Joint PhD in Educational Studies Program are included below: Completion of a undergraduate degree followed by a Master’s degree in education with A standing A graduate degree in another discipline: May be considered if academic suitability can be demonstrated May be required to take additional course work, either prior to entry into the program or concurrent with program course work Research competence is demonstrated by the completion of Master's thesis Equivalent evidence of research capacity is required if a thesis has not been completed English is the primary language of communication and instruction in the program. Applicants from other countries who have not completed a degree at a university where the primary language of instruction is English must demonstrate proficiency in English to be considered for admission. Other restrictions via Home Universities may apply, please see Program Handbook for more information. This can be demonstrated in one of the following ways: A minimum score of 7.0 on the International English Language Testing System (IELTS), with no individual sub-category score less than 6.5 A minimum score of 100 on the Internet Based Test (iBT) version of the Test of English as a Foreign Language (TOEFL), including a minimum score of 27 in the Written component and a minimum score of 27 in the Reading component. The Admission Process The deadline date for applying to the program is November 15th annually -complete application packages must be submitted on or before that date. The selection process for admission is highly competitive, so it is recommended that an applicant contact a faculty member who might be a potential dissertation supervisor before applying There is an online application procedure, and applications are mailed directly to the Office of the Secretariat Typically in January the Program Committee sends out letters recommending acceptance of successful applicants [-]

Ph.D. Or Ed.D. In Leadership for the Advancement of Learning and Service in Higher Education

Cardinal Stritch University
Campus Part time 6 semesters June 2017 USA Milwaukee

The Doctorate in Leadership for the Advancement of Learning and Service in Higher Education (Ed.D. or Ph.D.) will prepare you to make significant contributions to your organization and will help you become a transformational leader in higher education. [+]

The Doctorate in Leadership for the Advancement of Learning and Service in Higher Education (Ed.D. or Ph.D.) will prepare you to make significant contributions to your organization and will help you become a transformational leader in higher education. The program is designed for current and aspiring leaders working in two- and four-year colleges and universities and community and technical colleges who seek to be a catalyst for meaningful change within their organization. The curriculum for the Doctorate in Leadership for the Advancement of Learning and Service in Higher Education focuses on contemporary leadership theories with a strong foundation in research. A broad understanding for the complex nature of higher education is woven throughout the curriculum, but the primary focus of the program is to prepare you to lead your organization through meaningful change and transformation. Rather than simply building your knowledge of higher education theory, you will learn to become a leader who will function effectively within your organization to create positive change. A new cohort starts once per year in June. The program starts with a two-week, all-day Summer Institute, which is held on campus in Milwaukee. Upon completion of the Institute, classes meet at the Cardinal Stritch University City Center in downtown Milwaukee. Classes meet one weekend per month during the fall and spring semesters: Fridays 4-8 pm, Saturdays 8 am - 4 pm, and Sundays 9 am-1 pm. Courses EDHE 781 - Contemporary Issues in Higher Education EDHE 783 - Student Affairs Administration in Higher Education EDHE 784 - Innovative Strategies in Higher Education EDHE 790 - Leadership in Learning and Service Institute for Higher Education I EDHE 791 - The American College and University: Past, Present, and Future EDHE 792 - Leadership in Learning and Service Institute for Higher Education II EDHE 793 - Organizational Theory and Practice in Higher Education EDHE 794 - Leadership in Learning and Service Institute for Higher Education III EDHE 795 - Curriculum, Instruction, and Assessment Degree Requirements Doctorate in Leadership in Higher Education Admissions Application There is no cost to submit the admissions application online. Applications for this program are reviewed on a rolling basis so allow sufficient time before the start of your program for consideration. Students applying as international students will need to submit additional information regarding language proficiency and student visa status. Degree Requirements All doctoral coursework has been successfully completed. All three yearly assessments of the curriculum strands have been successfully completed. All program requirements (study team hours, mentor goal forms, LLSR, etc.) The dissertation has been accepted and approved. The oral presentation has been successfully completed. All financial obligations incurred with the University have been met. All graduate credits applied to the degree have been earned within seven years at the time of graduation. Degree Options Doctorate in Leadership in Higher Education Individuals may pursue either an Ed.D. (Doctor of Education) or Ph.D. (Doctor of Philosophy) in this program. The Ph.D. curriculum is more research-based, while the Ed.D. curriculum is more practitioner-oriented. The Ph.D. program requires an additional 3 credits in theory and research; 63 credits are required for the Ed.D. program. At the end of the first year of doctoral studies, you decide whether you want to pursue an Ed.D. or Ph.D. [-]

Doctoral Degrees Doctor of Psychology in Clinical Psychology (PSYD)

University of San Francisco - School of Nursing and Health Professions
Campus Full time 5 years September 2017 USA San Francisco

At the University of San Francisco, PsyD students are trained to translate thought into action, through practice-oriented training that emphasizes the mental, emotional, and physical health needs of underserved communities. [+]

At the University of San Francisco, PsyD students are trained to translate thought into action, through practice-oriented training that emphasizes the mental, emotional, and physical health needs of underserved communities.

Clinical Psychology PsyD from USF SONHP on Vimeo.

Stressing clinical practice, USF's PsyD program prepares doctoral students to work as health service psychologists in a variety of community health settings. Graduates will be proficient in the empirical and theoretical underpinnings of integrated, behavioral health interventions while sensitive to contextual, cultural, spiritual, and socioeconomic environments of individuals and communities. Licensure and Accreditation The USF PsyD Program is accredited by the Western Association of Schools and Colleges (WASC) and has Associate Member status in the National Council of Schools and Programs of Professional Psychology (NCSPP). Graduates of the PsyD program at USF are eligible for licensure in California (and other states) as psychologists. Program Details The USF PsyD program's mission is to offer a rigorous program of study based in Jesuit values that emphasizes clinical and scholarly work with underserved populations and focuses on training culturally responsive health service psychologists to work in interprofessional, integrated behavioral health settings. PROGRAM FEATURES & DELIVERY The program consists of four years of academic study, including three years of practica (1500-2000 hours), a professional project, and a fifth year internship (1500-2000 hours applied toward licensure), typically completed at another institution. The level of complexity and the number of hours of practica increases each year. Each practicum placement takes place in the community and includes a course on campus. Admission is in the fall only, with year-round study during fall, spring, and summer semesters. Some courses may be taken jointly with students in the Master of Science in Behavioral Health, the Master of Public Health, and the Doctor of Nursing Practice in Psychiatric Mental Health Nurse Practitioner programs, and occasionally with students in other USF schools and colleges. Transfer credit may be given for courses taken at other accredited institutions that are substantially equivalent to those offered in the PsyD Program up to a maximum of 12 credit hours. Clinical Training & Research Clinical training complements academic course work and provides a wealth of experiences through which clinical competence is developed. Clinical training takes place on campus or off-campus in various community mental health settings. Second and third year clinical rotations are completed in community settings, including placement in major medical centers, community mental health agencies, university counseling centers, children's hospitals, and in-patient treatment programs. The clinical component of the program is comprehensive and includes rotations providing psychological assessment (cognitive, personality, neuropsychological testing) and treatment to children, families and adults. There are opportunities to receive generalist and specialist training in a range of diverse practicum and internship sites at nationally recognized clinical practicum sites and internships. To complete the practica requirements, students are placed in a variety of settings including major medical centers, community mental health agencies, university counseling centers, children's hospitals, and in-patient treatment programs. The practicum component of the program is comprehensive and allows students to provide psychological assessment and treatment to children, families, and adults with a focus on underserved communities. Additionally, students may gain both generalist and specialist training from a diversity of nationally recognized clinical settings in the Bay Area. Learning Outcomes Graduates of the PsyD in Clinical Psychology will acquire the knowledge, attitudes, and skills to function in diverse settings to provide culturally competent, contextually sensitive, integrated behavioral health consultation to individuals and health professionals. As a graduate of the PsyD in Clinical Psychology program, you will: Have a broad knowledge of scientific psychology; engage in evidence-based conceptualization, assessment, and treatment of human problems using individual, developmental, contextual, and sociocultural perspectives; and focus on the delivery of interprofessional, integrated healthcare with underserved populations. Have a broad scientific knowledge base and employ scientific principles to consume, produce, and disseminate psychological research, with an emphasis on underserved populations. Possess professional values and attitudes; strong communication, collaboration, and consultation abilities; and self-awareness and reflective practice skills. [-]

Ed.D.

Université du Québec à Rimouski UQAR
Campus Full time September 2017 Canada Lévis Rimouski

The Doctor of Education is training pioneering research in education, to ensure the development of knowledge to improve the educational intervention in various settings: academic, social, governmental or otherwise. [+]

The Doctor of Education is training pioneering research in education, to ensure the development of knowledge to improve the educational intervention in various settings: academic, social, governmental or otherwise. This program offered jointly with other constituent universities of the network of the Université du Québec favors an interdisciplinary approach to build new models of explanation and intervention. Program Structure During the first two years of school education doctorate are offered at UQAM. Financial assistance is available to cover part of the costs associated with travel required. Students working on research projects come together at various seminars, so that everyone benefits from rich exchanges to learn to receive feedback about their projects and discuss the research of their peers, scientifically. This program involves a thesis of 54 credits on a particular topic related to educational sciences. Research Internships The doctorate in education allows the production of two research internships with academic researchers and research teams in Quebec or abroad, thus enriching the doctoral training. Research areas The themes in the context of higher education in graduate studies can be very varied. Topics of study may enroll in any of the following: school and social adaptation, remediation; school administration, governance and financing of education; student development and cognition; didactics (French, mathematics, science, social studies, ethics, music, etc.); teaching and learning; practical training (internships); literacy, numeracy; perseverance and academic success; teaching profession; psychology, philosophy or sociology of education; information technology and communication in education; etc. Employment Opportunities In addition to allowing the deepening of a domain or acquiring research skills, higher education graduate programs make accessible or facilitate access to certain jobs: an advancement in his teaching career or intervening in Education; Principals (if degree or Master of Education, school administration concentration); resource teacher at different levels (in the case of short program of the second cycle in special education and Master of Education - Professional Profile - concentration academic and social adaptation); school counselor in a school board; professional in a ministry or other organizations developing, managing or supervising research projects and educational development; lecturer in university undergraduate programs in education (for courses related to the specialty developed); College Education (if sufficient disciplinary specialization is owned); professional for university research projects in education; research professor in education (for those pursuing doctoral studies in a field corresponding to positions offered in universities). OBJECTIVES This program is a cutting-edge training in educational research emphasizing an interdisciplinary approach by various types of research and to build new models of explanation and intervention. Researchers trained in this program will use the research resources to solve problems and to ensure the development of knowledge to improve the educational intervention in various settings: academic, social, governmental or otherwise. Finally, this program promotes the investigation of the educational situation in a given environment, taking into account all the components of this situation. The program offered by UQAR is a program in association with UQAC, UQAM, UQO and UQTR. [-]

EdD/PhD, Leadership, Higher Education

Concordia University Chicago Online
Campus or Online Open Enrollment USA Chicago

The Concordia University Chicago Department of Leadership is at the forefront in providing educators with quality, relevant and current graduate education, which enhances the leadership of public and nonpublic teachers and administrators as they positively impact schools. [+]

Doctors of Philosophy in Education in North America 2017. The Concordia University Chicago Department of Leadership is at the forefront in providing educators with quality, relevant and current graduate education, which enhances the leadership of public and nonpublic teachers and administrators as they positively impact schools. We advocate for our doctoral degree candidates and all students in the public and nonpublic schools. We are reflective professionals who provide quality, relevant, and current education for our graduate candidates in leadership. We prepare our candidates to be teacher and administrator leaders guiding public and nonpublic schools in the service of students so that they may become effective citizens in a global society. About the Degree This doctoral program prepares candidates for public or non-public district-wide administrative responsibilities. The program is designed to help the doctoral candidate: Promote the success of all students through developing and implementing a shared vision of learning which supports the learning process. Develop advanced skills in management of the organization, operations and resources for a safe, efficient and effective learning environments in schools and the district. Collaborate with staff, boards of education, students, families and community members in response to diverse educational and community interests and needs as well as mobilize community resources. Demonstrate integrity, fairness and ethical behavior to support and advance the development of a moral educational community. Understand and respond to the larger political, social, economic, legal and cultural contexts. Program Competencies and Outcomes Demonstrate Instructional Leadership Competency: Analyze instructional programs and student performance data to support success for all students. Outcomes: Candidates demonstrate an understanding of a variety of instructional research methodologies and can analyze the comparable strengths and weaknesses of each method. Candidates are able to use qualitative and quantitative data, appropriate research methods, technology and information systems to develop a long-range plan for a district that assesses the district’s improvement and accountability systems. Candidates demonstrate the ability to use and promote technology and information systems to enrich district curriculum and instruction, monitor instructional practices and provide assistance to administrators who have needs for improvement. Candidates demonstrate the ability to allocate and justify resources to sustain the instructional program. Candidates demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs. Candidates demonstrate an ability to assist school and district personnel in understanding and applying best practices for student learning. Candidates understand and can apply concern for diversity, human development theory, and proven learning and motivational theories to the learning process. Candidates understand how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups. Demonstrate Ethical Supervision Leadership Competency: Evaluate school climate, culture and professional staff to assure provision of support for success of all students. Outcomes: Candidates demonstrate knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing and other techniques that promote new knowledge and skills in the workplace. Candidates demonstrate the ability to use strategies such as observations and collaborative reflection to help form comprehensive professional growth plans with district and school personnel. Candidates develop individual professional growth plans that reflect commitment to life-long learning and best practices. Demonstrate Effective, Practical and Ethical Management Leadership Skills Competency: Plan for the effective use of fiscal, human and material resources to promote the success of all students within a safe, effective and efficient learning environment. Outcomes: Candidates demonstrate the ability to use research-based knowledge of learning, teaching, student development, organizational development and data management to optimize learning for all students. Candidates demonstrate effective organization of fiscal, human and material resources, giving priority to student learning and safety while demonstrating an understanding of district budgeting processes and fiduciary responsibilities. Candidates demonstrate the ability to organize a district based on indicators of equity, effectiveness and efficiency and can apply legal principles that promote equity. Candidates demonstrate an understanding of how to apply legal principles to promote and provide safe, effective and efficient facilities. Demonstrate the Ability to Communicate Effectively with Parents and Other Community Members Competency: Engage the outside community in support of ensuring the success of all students. Outcomes: Candidates demonstrate the ability to facilitate the planning and implementation of programs and services that bring together the resources of families and the community to positively affect student learning. Candidates demonstrate an ability to use public information and research-based knowledge of issues and trends to collaborate with community members and community organizations to have a positive effect on student learning. Candidates apply an understanding of community-relations models, marketing strategies and processes, data-driven decision-making, and communication theory to craft frameworks for school, business, community, government and higher education partnerships. Candidates demonstrate an ability to develop and implement a plan for nurturing relationships with community leaders and reaching out to different business, religious, political and service organizations to strengthen programs and support district goals. Candidates demonstrate the ability to involve community members, groups and other stakeholders in district decision-making, reflecting an understanding of strategies to capitalize on the district’s integral role in the larger community. Candidates demonstrate the ability to collaborate with community agencies to integrate health, social and other services in the schools to address student and family conditions that affect learning. Candidates demonstrate the ability to conduct community relations that model effective media relations practices. Candidates develop and implement strategies that support the involvement of families in the education of their children, reinforcing among district staff the confidence that families have the best interests of their children in mind. Understand Diverse Populations Competency: Demonstrate awareness and sensitivity to the needs of all students to assure educational success within the schools and the district. Outcomes: Candidates employ current knowledge of rules and regulations governing education for sub populations (i.e., special education, talented and gifted, ELL, ethnic subgroups). Candidates demonstrate respect for the rights of others with regard to confidentiality, dignity and honesty. Candidates assess data and determine needs for serving sub-populations to assure school success and appropriate achievement. Candidates support programs and services that celebrate and support the diverse nature of the schools and the district. Understand the Larger Context Competency: Collaborate with relevant entities beyond the school to support the success of all students. Outcomes: Candidates demonstrate the ability to use appropriate research methods, theories and concepts to improve district operations. Candidates demonstrate an understanding of the complex causes of poverty and other disadvantages and their effects on families, communities, children and learning. Candidates demonstrate an understanding of the policies, laws and regulations enacted by local, state and federal authorities affecting a specific district. Candidates can explain the system for financing public schools and its effects on the equitable distribution of educational opportunities within a district. Candidates demonstrate the ability to work with political leaders at the local, state and national level. Candidates can apply an understanding of how specific laws at the local, state and federal level affect school districts and residents. Candidates advocate positions in response to proposed policy changes that would benefit or harm districts and explain how proposed policies and laws might improve educational and social opportunities for specific communities. [-]

PhD in Education (with a focus on Educational Sustainability)

Nipissing University
Campus Full time July 2017 Canada Ontario

Grounded in the context of a post-modern society, and recognizing the importance of multiple perspectives, this Ph.D. program in Educational Sustainability will prepare students from a variety of fields. [+]

PhD in Education (Educational Sustainability) Grounded in the context of a post-modern society, and recognizing the importance of multiple perspectives, this Ph.D. program in Educational Sustainability will prepare students from a variety of fields, such as education, health, social work, social justice and administrative leadership, for sustainable educational practices in the 21st century. ​By sustainable practice we mean conducting research, teaching, and learning across disciplines, cultures, and nationalities and embracing a global vision of education that develops self-knowledge and an understanding that the relationship of the self to people, to nature, and to the designed environment is fundamental in becoming an educated person. Educational Sustainability means that within the program students and faculty members will be asking questions that take into account the social context in which we live, and consider the ways in which the world is interrelated. The purpose is to build capacity to meet the needs of present and future academics and professionals working in various social science fields who will leave the program prepared to move beyond the status quo of 20th century standard practice to create real and virtual educational environments where active learning and multiple perspectives are the foundations of individual and institutional action. The degree is designed for educators within the school system, and within the professions more generally, who will become engaged citizens who can think critically and are prepared to accept individual responsibility for the well-being of society. Throu​gh a variety of courses, a comprehensive exam and a Dissertation (research Thesis), the Ph.D. program in Educational Sustainability has the following learning outcomes for students: Draw on a wide variety of theoretical and practical literature to develop a broad understanding of the educational landscape through course readings and through individual research projects. Conduct critical conversations about education in the student’s field during course seminars and within research presentations. Assume an investigative stance in regard to teaching and learning in order that students can develop a scholarship of teaching and learning through opportunities to conduct seminars and engage in research related to instructional practices in multiple fields. Demonstrate an understanding of a range of research methodologies that display an appreciation of the complexity of knowledge and the potential contribution made by diverse interpretations methods and disciplines in both course work and through the development of an in depth research project. Engage in original research that contributes to educational knowledge in the student’s field. Develop qualities and transferrable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations in professional or equivalent environments. Minimum Admission Requirements The normal minimum admission requirement is a master’s degree or equivalent, as recognized by Nipissing University in an appropriate discipline, with a minimum A- standing. Since completion of a dissertation is a required part of the PhD program, preference will be given to applicants whose master’s degree included an independent research component such as a thesis or major research paper. Applicants whose master’s work did not include a thesis or major research paper may, at the time of application, submit another piece of original research for consideration. If at the time of application, an applicant cannot provide evidence of having conducted original research at an acceptable level, he or she may be required to complete a qualifying research paper (QRP) prior to acceptance. All applicants are required to provide an up-to-date curriculum vitae. All applicants are required to write a statement of approximately 1000 words explaining the value of undertaking a doctoral degree for their specific circumstances, their research interests, and their desired area of thesis research. All applicants are required to provide three academic and professional letters of recommendation from professors or appropriate professionals who can speak to their level of preparation and readiness for graduate studies at the doctoral level. At least two of the letters of reference must be from those qualified to address the academic ability and competence of the applicant. Letters of reference cannot be from anyone who is personally related to the applicant, and ideally will come from more than one institution. Since this program will be conducted in the English language, evidence of the applicant’s ability to complete scholarly work independently in English will be required. Applicants may also be asked to submit supplemental information as appropriate. It is understood that admission to the PhD program is limited and, therefore, applicants who meet or exceed the minimum admission requirements are not guaranteed admission. [-]

Ed.D. in Urban Leadership

Kean University
Campus Full time Part time September 2017 USA New York

The Kean Ed.D. program in Urban Leadership is a 90-credit program that prepares dedicated educational leaders who understand and appreciate the challenges of urban areas and who are able to make a positive difference in the state’s urban schools, educational agencies and communities. [+]

The Kean University Doctor of Education in Urban Leadership program is the first of its kind in New Jersey and one of only a handful of similar programs nationwide. The Kean Ed.D. program in Urban Leadership is a 90-credit program that prepares dedicated educational leaders who understand and appreciate the challenges of urban areas and who are able to make a positive difference in the state’s urban schools, educational agencies and communities.  The curriculum, based on an innovative, interdisciplinary, professional-oriented model, integrates coursework and practica culminating in a full-year internship in a school district or community education agency.

The Kean Ed.D. in Urban Leadership program is designed to create an advanced and diverse environment which supports personal and professional learning regarding school, family and community. Students are provided with the knowledge and advanced skills they need to work effectively to improve educational practice and improve the academic achievement of urban students.  The program provides solid intermediate and advanced training and the opportunity to put theory into practice through activities included in all course work and the full-year internship.... [-]


PhD in Music Education

Five Towns College
Campus Full time 2 years September 2017 USA Long Island City

Financing for this program may be available through grants, scholarships, loans (federal and private) and institutional [+]

How much will this program cost me? - Tuition and fees: $40,690 - Books and supplies: $2,600 - On-campus room & board: $25,530 *The amounts shown above include costs for the entire program, assuming normal time to completion. Note that this information is subject to change. International Scholarships International students accepted to Five Towns College are eligible to receive an international scholarship ranging from $1,000 to $10,000 USD per year. These scholarships are based on talent and/or merit and are renumerable based on the scholarship criteria set forth in the awards letter. These scholarships are awarded at both the undergraduate and graduate level. What financing options are available to help me pay for this program? Financing for this program may be available through grants, scholarships, loans (federal and private) and institutional financing plans. - Federal loans - Private education loans - Institutional financing plan How long will it take me to complete this program? The program is designed to take 2 years to complete. Of those that completed the program in 2012-2013, *% finished in 2 years. *Less than 10 students completed this program in 2012-13. The number who finished within the normal time has been withheld to preserve the confidentiality of the students. [-]

The Doctorate in Educational Leadership for Social Justice

Loyola Marymount University
Campus Full time 3 years June 2017 USA Los Angeles

The Doctorate in Educational Leadership for Social Justice is an innovative 3-year program whose vision is a better and more socially just future for PK-12 schools and other educational and community settings. [+]

Doctors of Philosophy in Education in North America 2017. The Doctorate in Educational Leadership for Social Justice The Doctorate in Educational Leadership for Social Justice is an innovative 3-year program whose vision is a better and more socially just future for PK-12 schools and other educational and community settings. Our Ed.D. program is designed to provide experienced educators and community leaders with the tools, theories, and experiences needed to succeed in transforming educational settings into inclusive and equitable learning environments. Combining theory with practice, the curriculum provides candidates with a better understanding of the complex issues impacting education and student achievement, and prepares graduates as change agents. Building a Community of Leaders for Social Justice Since 2004 ‌ This year we celebrate 10 years of education, growth, and research that have come out of the LMU School of Education Doctoral Programin Educational Leadership for Social Justice. Our alumni are making an impact across Los Angeles, the U.S. and abroad.‌ Our Ed.D. is unique among Southern California education doctorates in several ways. We offer: A curriculum with social justice at the core. An integrated approach to theory and practice that allows educators to apply their knowledge. A 1:1 dissertation chair to student ratio to ensure directed and timely faculty support. A focus on public, Catholic, private, and charter education. A schedule designed for working professionals with classes offered in the evenings. An alumni network that includes superintendents, principals, policymakers, non-profit and community leaders. To learn more about the unique benefits of our Ed.D., attend an information session. Curriculum Overview Our Ed.D. is “scaffolded” to ensure that students complete the entire program, including the doctoral dissertation, in three years. In addition, LMU is the only doctoral program in Southern California designed to cover the full educational spectrum providing a tailored, comprehensive preparation to help students succeed. Candidates can personalize their program and explore specialized topics in PK-12 public, Catholic, private, and charter education as well as higher education, non-profit and community-based education. [-]