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PhD Handbook rev. Aug 2014(1)


Published on December 2, 2014

TEHE Doctoral Handbook 2 Revised August 2013 I. DOCTORAL PROGRAMS IN TEACHER EDUCATION The Department of Teacher Education and Higher Education offers the Ph.D. program in Educational Studies with two concentrations: Teacher Education and Development (TED) and Higher Education Administration (HED). This handbook is for Teacher Education ; another is available for Higher Education. A. Teacher Education and Development The Department offers a Teacher Education and Development concentration in its Ph.D. in Educational Studies for candidates who wish to pursue careers as teacher educators in university-based teacher education programs or who wish to become curriculum and/or instructional leaders in their school systems. This doctoral program specializes in preparing educators with outstanding knowledge plus teaching, professional service, and research skills in the areas of teacher education and development. The faculty is nationally known in their areas of interest. They provide learning environments for students who are collegial, supportive, and intellectually curious, while maintaining the quality and rigor that characterize this nationally recognized graduate program. The mission of the TEHE doctoral degree in Educational Studies with a concentration in Teacher Education and Development is to develop scholar-researchers, scholar-teachers and scholar-activists who generate, understand, and apply usable new knowledge related to the education of novice and experienced teachers. Such scholarship connects research with practice, is informed by our mutual belief in socio-cultural and constructivist theories of how people learn, promotes the advocacy of excellence and equity in education for all learners, and facilitates the development of teachers as leaders. Our mission statement is grounded in the following beliefs:  Scholar-researchers are professional educators who are committed to the generation of new knowledge related to the education of new and experienced teachers, and to the dissemination of such knowledge through scholarly publications. They conduct their research with (not on) other professionals, often in classrooms and schools.  Scholar-teachers are professional educators who understand and value theory and research as they inform and are informed by practice. They use research to inform their own practice and they share research with other professionals through their teaching and leadership by offering (or providing) professional development at the school and district level.  Scholar-activists are researchers who understand and value that they and their research serve as advocates for making K-12 environments conducive to effective teaching and high levels of student success. They use their research to proactively affect educational policy and practice.  Usable knowledge is research that provides knowledge to help educators do their jobs. Its role is to discover, test, and certify the knowledge, skills, and tools educators can use to facilitate learning and instructional practice (Lagermann, 2006 ).  Equity and excellence acknowledges cultural, linguistic, social class, and other forms of knowledge based on diversity; insists on student voice as a primary element in curriculum and classroom pedagogy; and promotes analyses of schooling inequities based on class, gender, or racial/ethnic inequities (Cochran-Smith, 2004; Enns and Sinacore, 2005; Ladson-Billings, 2005; Nieto, 2000).