phd in education coursework

Doctor of Philosophy in Education

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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Reshaping Teacher Licensure: Lessons from the Pandemic

Olivia Chi, Ed.M.'17, Ph.D.'20, discusses the ongoing efforts to ensure the quality and stability of the teaching workforce

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Academic Services team:

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Teaching, learning, and teacher education, doctor of philosophy (ph.d.), you are here, a doctoral program preparing education researchers, teacher educators, curriculum specialists, and instructional leaders..

The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers and teacher educators in universities and colleges. Focal areas include teaching and learning, research and practice in teacher education, mathematics education, science education, and the study of urban education and urban contexts. 

What Sets Us Apart

About the program.

The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers in education. The program includes formal courses, mentored research, and informal seminars.  The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.

Fall: 3; Spring: 3

Culminating experience Dissertation

Coursework and research experiences address a range of practice-based and theoretical problems in schools and community settings from sociopolitical, cultural, philosophical, psychological, and historical perspectives. Taking an interdisciplinary stance, faculty and students explore issues of equity, social justice, and educational change in a range of formal and informal educational settings. You will build a program of study that includes courses in teaching and learning, social foundations, and research methods.  Applicants interested in the focal area of literacy are encouraged to consider the doctoral program in Literacy Studies .

Field-based research and collaborative projects with practitioners in schools or other educational settings are key components of the program. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.

As a full-time Ph.D. student, you are expected to be in residence and participate in practicum activities, courses, and other academic experiences throughout the first two years, where you will be enrolled in 3 course units per semester. Coursework and experiences are arranged around three areas or strands, including specialization courses, research methods courses, and electives/professional experiences, as well as a set of core courses. For more information about courses and requirements, visit the  Teaching, Learning, and Teacher Education Ph.D. program in the University Catalog .

Research Apprenticeship Course (RAC)

The RAC is part of the Professional Experiences strand and is designed to assist you in developing, conducting, and presenting your own original research. The course focuses on the research interests of the students and requires participation in the scheduling of activities, presentations, and directing part of the RAC agenda as it pertains to the collective needs of the group. Students from the different stages of the doctoral program will serve as mentors to one another, with faculty oversight. You will participate in the RAC beginning in the spring of your first year and continue participation until the completion of your dissertation.

Annual Self-Evaluation : Each year, doctoral students complete a Professional Self-Evaluation that is used as part of the ongoing evaluation and planning process. You are introduced to the evaluation form in the proseminar and will work on it in the spring Research Apprenticeship Course (RAC). The deadline for the Professional Self-evaluation falls in mid-autumn or mid-spring.

Qualifying Examination : The Qualifying Examination is taken by all doctoral students, most often at the end of the first year. Passing this exam is an important step in being admitted to program candidacy. In order to take the qualifying exam, you need to have completed the Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course.

Program Candidacy : You are assessed for program candidacy after successfully completing the  Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course, and passing the Qualifying Examination. You must be in good academic standing to receive program candidacy.

Preliminary Examination : The Preliminary Examination is taken after you have completed all courses and before you begin work on your dissertation. Passing the Preliminary Exam allows you to be admitted to doctoral candidacy. You may submit a Preliminary Exam from the start of the fall semester through April 1. A description of the Preliminary Exam is available from the Division Coordinator. 

Dissertation : To complete the Ph.D., you must design and undertake an original research study under the direction of your dissertation committee. Students should see Penn GSE and Penn-wide policies and speak with their advisor about the requirements of the dissertation.

Our Faculty

Affiliated Faculty

Ryan S. Baker Professor Ph.D., Carnegie Mellon University

Bodong Chen Associate Professor Ph.D., University of Toronto

Matthew Duvall Lecturer Ph.D., Drexel University

L. Michael Golden Executive Director, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Zachary Herrmann Adjunct Assistant Professor Ed.L.D., Harvard University

Charlotte E. Jacobs Director, Independent School Teaching Residency Ph.D., University of Pennsylvania

Michael C. Johanek Senior Fellow Ed.D., Teachers College, Columbia University

Yasmin B. Kafai Lori and Michael Milken President’s Distinguished Professor Ed.D., Harvard University

Andrea M. Kane Professor of Practice, Education Leadership Ph.D., Northcentral University

Rand Quinn Associate Professor Ph.D., Stanford University

Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania

Susan A. Yoon Graduate School of Education Presidential Professor Ph.D., University of Toronto

"Penn taught me, Penn GSE especially, that if you have the right combination of ingredients—commitment from the structure, mentors, and colleagues—then risk-taking, innovation, and progress will for sure ignite."

Justice Toshiba Walker

Our graduates.

Our graduates are prepared for research and academic careers in education, psychology, and related human services fields.

Alumni Careers

• Adjunct Professor, Moore College of Art and Design
• Assistant Professor of Special Education, Villanova University
• Assistant Professor, Montclair State University
• Assistant Professor, Utah State University
• Director, Out of School Time Resource Center
• Postdoctoral Fellow, Temple University

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Noemí Fernández Program Manager [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Collaboratory for Teacher Education

The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.

Core Practice Consortium

The Core Practice Consortium brings together teacher educators from across institutions, disciplines, and theoretical perspectives to grapple with questions about how better to prepare novice teachers. 

Our Students

Current students in the Teaching, Learning, and Teacher Education program are researching a range of topics including mathematical practices, teacher education, maker-based project education, culturally responsive pedagogy, science education, and media making. 

View Doctoral Student Profiles

You May Be Interested In

Related programs.

• Teaching, Learning, and Teacher Education Ed.D.
• Reading/Writing/Literacy Ph.D.
• Reading/Writing/Literacy Ed.D.
• Learning Sciences and Technologies M.S.Ed.
• Teaching, Learning, and Leadership M.S.Ed.
• Education, Culture, and Society Ph.D.

Related Topics

Education, PhD

School of education.

The overarching goal of the School of Education’s PhD in Education program is to develop scholars who will have advanced research skills for improving education practice, with specific emphases on policy analysis and education improvement. The program strives to prepare candidates that are equipped to:

• meet the myriad challenges associated with systemic education change;
• apply exceptional content area expertise contextualized within a comprehensive multidisciplinary frame of reference;
• successfully bridge the theory and research to evidence-based practice gap;
• be actively involved in public policy development and evaluation;
• conduct research on complex databases linking educational practices to student outcomes, or lead laboratory- or school-based research programs that inform efforts to improve educational practices and student outcomes; and
• develop national models of educational practice that guide curriculum development and educator preparation.

For Program updates and more information, please visit  https://education.jhu.edu/academics/phd/

Admission Requirements

At minimum, applicants to the PhD program should hold a master’s degree from an accredited college or university. Previous degrees must document outstanding academic achievement in an area of study closely associated with the objectives of the program. Applicants must submit the online admission application form, application fee, and official transcripts from all post-secondary institutions attended. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants are required to earn superior scores on the Graduate Record Examination (GRE) (taken within the past five years), present acceptable TOEFL or IELTS scores (if an international student), and demonstrate potential to become top scholars. Additionally, applicants are required to submit a curriculum vitae, a personal statement (outlining professional plans, goals, and expectations related to the PhD program), dispositions survey, and three letters of reference affirming the applicant’s qualifications for advanced graduate study and potential for professional development in the field. Selected applicants who meet the entrance requirements will be invited to interview with the doctoral admissions committee.

Program Requirements

Program structure and requirements.

Program requirements include earning a minimum of 72 graduate credits taken at the doctoral level at Johns Hopkins University. While the program will be tailored to the specific learning needs of each student, it includes the following coursework components:

• ED.855.725 Research Landscape*
• ED.883.812 Data Workflow*
• ED.883.601  Basic and Inferential Statistics*
• *indicates a required course
• ED.855.815 Science of Learning*
• ED.855.764 Schools in Society*
• ED.855.835 Socio-Cultural Perspectives*
• ED.855.723 Education Policy Practicum*
• ED.855.855  Research Proseminar^
• ED.855.854 Practice Proseminar
• ED.855.852 Research Practicum^
• ED.883.723 Hierarchical Linear Models^
• ED.883.711  Qualitative Research Methodology^
• ED.855.853 Savvy Surveys^
• ED.855.704 Economics of Education
• ED.855.701 Introduction to Causal Inference^
• ED.855.702 Casual Inference When Regression Fails^
• ED.855.840 Doctoral Research
• ^indicates a research elective
• Dissertation Research (18 credit hours)

In addition to successfully completing all the coursework requirements, candidates must also satisfy the following program benchmarks:

• Research progress
• Written and oral comprehensive examinations
• Dissertation proposal oral examination
• Graduate Board oral examination
• Final dissertation exam

Each student will receive an annual written evaluation from the School of Education’s Doctoral Studies Committee detailing their progress in meeting the required benchmarks at the end of each spring semester.

All School of Education PhD students will devote at least four years to full-time study and research as a resident student. This period of time will provide opportunity for full engagement and participation in the academic community and allow students to develop and demonstrate the scholarly capabilities required of the degree. The typical program of study is eight semesters, with six semesters devoted to coursework and research/teaching intensive experiences and two semesters devoted primarily to independent dissertation research. Students will typically enroll in 12 hours per semester for the first three years of their program and 9 hours per semester during the fourth year of their program, for a total of 90 credit hours. All students are expected to maintain enrollment as full-time graduate students over the course of the program. With the approval of their major adviser and director of the PhD program, students may transfer up to 12 credit hours of previously completed graduate-level coursework to substitute for selected required courses in the program.

Typically, each year four-to-eight PhD students will be admitted each year to begin classes in the fall semester. The majority of required courses will be delivered on the Baltimore Homewood campus in a face-to-face format, although students may (with approval) enroll in selected elective courses in divisions throughout the university.

Students must complete qualifying exams after completing two years of study. The successful completion of the written documents and oral defense of those documents allows the student to proceed to the dissertation proposal.

Dissertation

The program is designed as an apprenticeship model leading to a traditional research dissertation. The expectation is that students will be developing the skills and background knowledge throughout the program required to pursue a traditional research dissertation. Although the dissertation is not part of the formal coursework, the program is designed to put a student on track to develop an area of expertise as the foundation for an independent research project directed by the adviser. Students are expected to complete and defend a dissertation proposal by the end of the third year of study and use the final year of the program to complete and defend the dissertation. The dissertation is expected to demonstrate mastery of the relevant literature and scholarship in the collection and interpretation of data. The work should be appropriate for publication in high impact journals in the student’s area of expertise. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.

Note: Full tuition assistance and annual stipends are available to support selected outstanding candidates . For more information about the PhD program, please visit https://education.jhu.edu/academics/phd/ .

Learning Outcomes

Program goals.

Graduates will be prepared to fill faculty and research scientist positions at research-intensive universities or secure positions at research institutes and centers that conduct and manage large-scale education-based evaluations. Upon successful program completion we expect that graduates will:

• Be prepared for employment in research/faculty positions at top-tier research institutions.
• Contribute to the interdisciplinary public discourse on education improvement.
• Engage in and promote evidence-based practices through the application of rigorous methodology.
• Link education research to policy and practice.
• Provide leadership in the field by developing an independent line of ethical and culturally responsive research.
• Contribute to development of the next generation of scholars.
• Be able to influence school policy and reform.

• International Applicants

PhD in Education (with a specialization in Educational Policy and Theory)

Join our community.

School code

Entry Level Courses

Up to 30 credits in entry-level/advanced coursework in education or related fields. (NOTE: Often these credits are transferred in from previous graduate programs.)

Research Methods Courses

ED506 Concepts and Issues in Social Science Research

ED504 Quantitative Research Methods

ED507 Qualitative Research Methods

ED528 Using Quantitative Data Analysis Software (1 credit)

Program Core

ED439 Policy Analysis in Education

EDU413 Contemporary Issues in Education Policy

EDU576 Contemporary Issues in Higher Education

EDU492 Governance, Policy, and Administration of Higher Education

ED412 Sociology of Education

EDE451 Organizational Theory: Theoretical Traditions, Future Directions

EDE466 Educational Legal Theories and Policies

EDU490 Higher Education Law

EDU493 History of Higher Education

EDU411 Education Finance Issues in K-12 School Systems

EDU496 Fiscal Issues in Higher Education

EDU504 Economics of Education

ED461 The Politics of Education

Milestones and Dissertation Research

EDE560 Portfolio Review: Ed Leadership

EDE554 Comprehensive Exam Research: Educational Policy & Theory PhD

ED513 Research Writing: The Literature Review

ED505 Advanced Quantitative Research Methods

ED527 Advanced Qualitative Research Methods

ED523 Mixed Research Methods

Choose electives to help you develop content and research methods expertise to prepare for a dissertation on a topic addressing educational thought and policy (as needed to reach minimum of 90 credits total).

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[email protected]

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PhD in Education

Welcome to the graduate group in education phd program.

Our Ph.D. program critically engages students in contemporary issues that impact education research, policy and practice.  Emphasizing collaboration, the program is an interdisciplinary graduate group that draws its faculty from diverse fields of education, humanities, social science, physical and biological sciences, mathematics, and medicine, and engages with key campus centers and programs, such as the M.I.N.D. Institute and the Poverty Center.

Designed to foster scholarly engagement and impact the practice of education, students may select from 5 areas of emphasis:

• Language, Literacy and Culture
• Learning and Mind Sciences
• Science and Agricultural Education
• School Organization and Educational Policy

Graduates of our program gain deep knowledge of educational theory and practice related to strengthening schools and other educational settings. Our close proximity to California’s state capital of Sacramento also affords students a rich set of opportunities and networks for influencing education policy.

To learn more about applying to our program, visit Admissions & Financial Aid – PhD Program . You are also welcome to attend one of our virtual Ph.D. Information Sessions listed below. You will need to register for the event to receive the Zoom link to attend. 

Thursday, November 9, 3:30-4:30pm (PST) ( Registration Link )

  Wednesday, November 29, 5:30-6:30pm (PST) ( Registration Link )

PhD Student Antoinette Banks Wins $1 Million Black Ambition Prize

Award is for parent-facing app that uses predictive AI to optimize IEP plans

Kaozong Mouavangsou

MA ’16, PhD ’22

Read the School of Education Catalyst Magazine

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Ph.d. specialization coursework.

All students are accepted into one of 4 specialization areas: Learning Sciences, Literacy, Mathematics Education, and Sociocultural and Community-Based Approaches. These areas vary in how specialized knowledge and skills are acquired, but each requires a combination of supervised research, independent study, and two to four specialization courses. All students will take at least two additional specialization core courses from one or more areas outside of their primary area. Specialization core courses that meet this requirement are listed below and are updated as needed on the School of Education website. Students must choose courses carefully to ensure that this requirement is met, recognizing that most courses are offered every other year (some may be offered less frequently depending on enrollments). In addition to the 4 PhD in Education specialization areas, students may choose courses from our degree programs in Educational Statistics and Research Methods and School Psychology.

Learning Sciences

Students in this specialization are prepared to understand the cognitive and social processes that undergird learning and to use that knowledge to design effective learning environments. Students develop an interdisciplinary focus encompassing study of instruction and learning as products of the interplay of contextual, developmental, cognitive, and technological influences. In addition to the requirements for all Ph.D. students listed above, three specialization courses are required (which are also available to other students as outside specialization courses):

• EDUC 804: Foundation of the Learning Sciences
• EDUC 815: Design of Learning Environments
• EDUC 819: Disciplinary Knowledge in Learning Sciences

Literacy Development and Learning Problems

Students in this specialization focus on literacy development and instruction with particular attention to students with learning problems, including problems due to disability and to background. There is a balanced emphasis on reading and writing, including developing these skills in digital environments. In addition to the requirements for all Ph.D. students listed above, three specialization courses are required (which are also available to other students as outside specialization courses):

• EDUC 802: Reading Development and Instruction
• EDUC 807: Writing Development and Instruction
• EDUC 822: Critical Issues in Literacy Development and Learning Problems

Mathematics Education

Students in this specialization focus on critically examining issues of teaching and learning mathematics. A distinctive feature is the integration of teaching and research experiences. Opportunities include conducting research studies on a variety of issues related to teaching, learning, and teacher education; teaching sections of mathematics content and methods courses for prospective K-8 teachers; and participating in course instructor groups to study and revise components of these courses. In addition to the requirements for all Ph.D. students listed above, four specialization courses are required (which are also available to other students as outside specialization courses):

• EDUC 833: Research and Theory of Mathematics Learning
• EDUC 834: Research and Theory of Mathematics Teaching
• EDUC 835: Research and Theory of Mathematics Curriculum
• EDUC 836: Research and Theory of Mathematics Teacher Education and School Improvement

Note: the fourth course fits into the curriculum as a course needed for the specialization (please see the “required coursework” chart on the  Required Coursework page ).

Sociocultural and Community-Based Approaches to Education

Students in this specialization focus on the theoretical and conceptual principles related to the study of equity and the science of diversity. Students develop expertise on contextual and cultural foundations of education and on community-centered approaches to educational issues that are responsive to the needs of local communities and promote equitable educational outcomes for students. Particular attention is given to populations and communities historically under-served by schooling institutions.  In addition to the requirements for all Ph.D. students above, students in this specialization complete a community-based practicum (EDUC 732) and an elective course from a related discipline, usually in another department. Two specialization courses are required (which are also available to other students as outside specialization courses):

• EDUC 854: Topics in Equity in Education
• EDUC 855: Topics in Sociocultural Theories of Education

Note: EDUC 732 fits into the curriculum in lieu of a third specialization course (in the “required coursework” chart on the  Required Coursework page ).

Educational Statistics and Research Methods

Students in this PhD degree program are prepared to develop, critically evaluate, and properly use quantitative and mixed methodologies to advance educational research. Students will develop expertise in psychometric theory, advanced statistical modeling, mixed methods, and program evaluation. In fulfilling the requirements for all Ph.D. students listed above, students in this program are required to take the three courses from the quantitative track (EDUC 812, 865, and 874). Three additional primary specialization courses are required (which are also available to other students as outside specialization courses):

• EDUC 863: Principles of Program Evaluation
• EDUC 873: Multilevel Models in Education
• EDUC 826: Mixed Methods in Social Science Research

Students must take one additional methodology course as an elective; this elective must be approved as part of the student’s Individual Program Plan.

School Psychology

Students in this M.A./Ed.S. degree program are provided with a strong foundation in psychological theory and research and are prepared to use a collaborative, data based problem solving approach when applying this foundation to help solve social, emotional, and academic problems faced by children, families, teachers, and schools. There is a substantial amount of coursework associated with the Ed.S. degree; students should consult the School Psychology Handbook for more details. The following courses are required for Ed.S. students; these are also available to Ph.D. students in other specialization areas:

• EDUC 618: Introduction to School Psychology
• EDUC 651: Diversity and Family-School Collaboration
• EDUC 813: Childhood Psychopathology
• EDUC 830: Consultation and Intervention – School Discipline
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College of Education and Psychology

Be an architect of human potential .

Take the first step toward making a positive impact in your community. At The University of Texas Tyler’s College of Education and Psychology, we give you the tools to become a caring, service-oriented professional in education, psychology or counseling.

Hands-on coursework teaches you the best practices for a clinic, classroom or other educational setting. Through our small class sizes, our renowned faculty support and mentor you throughout your studies. Round out your education through research opportunities, internships and practicums. By the time you graduate, you are ready to take your field’s respective licensure exam and embark on a career that enriches the lives of East Texans.

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Whether you are a first-year college student discovering your vocation or a seasoned professional wanting to deepen your knowledge, our programs train you to better serve and uplift individuals in communities and schools across East Texas.

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Hands-on training and academic enrichment.

Improving Lives Through Science

One of our main goals is to help the residents of East Texas meet their full potential. Research is an essential part of that mission, and some of our major areas of focus include STEM education, literacy and understanding cognitive impairment in older adults. Through our partnerships with local nonprofits, schools and educational institutions, we actively apply our knowledge and experience to make effective changes today.

Participate in faculty-led research projects as early as your freshman year. As a graduate student, you can help discover solutions to some of the most pressing challenges in the field through our five research centers.

Discover How to Maximize Others’ Potential

East Texas Center for School-Based Research and Instruction

Ingenuity Center

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K-16 Literacy Center

Education Beyond the Classroom

Gain practical experience through fieldwork, clinical teaching, internships and practicums. We have multiple partnerships around East Texas where you can fulfill the requirements needed for teaching and clinical certifications, as well as opportunities on campus. For those looking to make an impact beyond our borders, take advantage of UT Tyler’s partnership with Belize to access study abroad, professional development and research opportunities.

Put Your Newfound Skills Into Practice Before You Even Graduate

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With You, Every Step of the Way

Embrace your calling in our collaborative, nurturing community that understands the role of support in achieving your goals. Our team of advisors guides you through all program requirements and helps you create a personalized plan of study.

We Help You Become the Professional You Know You Can Be

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Meet Derek LeFebre, a PhD outstanding graduate and emerging educational historian shedding light on untold stories in history

As an accomplished teacher, emerging educational historian and rigorous scholar, PhD graduate Derek LeFebre demonstrates exemplary passion and commitment to his work. 

A Colorado native raised in Aurora, Colorado, LeFebre taught history, science and Spanish in Greeley for over 10 years before starting his doctoral studies. He chose to complete his PhD in Educational Foundations, Policy and Practice at the CU Boulder School of Education to work with renowned Professor Rubén Donato, as LeFebre was familiar with Donato’s educational history research into the experiences of Mexican Americans in Colorado. Instead of Colorado, his research, however, focuses on northern New Mexico, where he and his family have deep roots.

LeFebre’s dissertation examines how Hispano education evolved in relation to the Hispano land rights struggle from 1846 to 1919 in Northern New Mexico after the U.S. occupied New Mexico in 1846. His dissertation argues that Hispanos (individuals with multigenerational roots in southern Colorado and northern New Mexico) established schools to defend their land and autonomy, and his research “underscores how Hispano schools strengthened and fueled the land rights struggle during the late nineteenth and early twentieth centuries.” 

To complete his research, LeFebre poured over primary source documents from the late nineteenth and early twentieth centuries, including Spanish-language sources by Hispano educators and community members. In doing so, he also found and told stories of educators who became leaders in the struggle for Hispano land rights.

“Derek illustrates early examples of social justice educators in the late 19th century, including principles of social justice unionism, wherein education was oriented toward social change, linguistic preservation, and critiques of power and domination,” said Donato, his award nominator and dissertation advisor.

LeFebre’s outstanding dissertation and commitment to telling these untold histories of a community not well-represented in history is why the Donato nominated LeFebre for the 2024 Outstanding Dissertation Award. 

“He is one of the hardest-working students I have advised through my 35-year career in higher education. As a committed and rigorous scholar, Derek has demonstrated to be a remarkable student, instructor, researcher and community member with true critical consciousness of racial inequities within the educational system.”

LeFebre is excited to share his research with relatives and community members who, like his family, have deep roots in northern New Mexico and southern Colorado. 

After graduation, LeFebre will begin preparing for the 2024 Western History Association Conference in Kansas City, where he will present on a panel, “Pedagogies of Liberation.” Not only does this graduation represent a significant milestone for LeFebre, it also marks Donato’s retirement after multiple decades. The legacy of scholarship documenting the many powerful contributions of Hispano educators and activists is in good hands as Donato passes the torch, and leaders like LeFebre take up this impactful and overdue scholarship.

In his own words

Please tell us a bit about yourself

I was born in Denver and raised in Aurora, Colorado. All my K-12 schooling experiences occurred in Colorado public schools. I graduated from high school in 1999 and became the first-generation in my family to attend and graduate from a university in 2004. I earned a bachelor's degree in Spanish and master's degree in history from the University of Northern Colorado. I chose CU Boulder because I wanted to study the history of education in northern New Mexico with Dr. Rubén Donato.”

What is one of the most significant lessons from your time at CU Boulder that you’ll carry with you into the next chapter of your life?

I learned a lot about generosity during my time at CU Boulder. There were so many generous people who assisted and supported me on the PhD journey. For example, Bill and Connie Barclay funded my dissertation research with a Miramontes Doctoral Scholars fellowship. During the COVID-19 pandemic, there were many generous archivists and librarians who digitized archival sources and opened archival repositories for me. My advisor, Dr. Rubén Donato, was especially generous with his time. He spent hours reading and discussing my dissertation drafts. Finally, there was family. My primos Marc and Ida in Albuquerque hosted me during several research trips, discussed my project, and helped me translate old archival records. My wife, Elizabeth, and my children, Elias and Sylvain, were especially generous as they allowed me the time and space to complete this work. I am inspired by these acts of generosity. In the next chapter of my life, I am excited to be similarly generous to others.”

What does graduating from CU Boulder represent for you or your family/community?

My family is very proud that I will graduate from CU Boulder. They are proud that I will earn a PhD in Education. Many of my relatives and community members are also excited to read my research about the history of education in New Mexico. I have already shared it with several individuals who, like me and my family, have deep roots in northern New Mexico and southern Colorado.”

What is your best piece of advice for incoming students?

Start writing. Dedicate an hour of time to writing in the early morning. Write at your local coffee shop. Be the first one to order a drink. Get to know the baristas. They should expect to see you every day. Keep a journal. Write a term paper. Compose a letter to your grandmother. It does not matter what you write. It matters that writing becomes a normal part of your daily routine. You will thank yourself for establishing this habit. Writing your dissertation will not be easy, but with a writing routine in place, it will come more naturally. You might even enjoy it. So...start writing.”  

What are your next steps after graduation?

After graduation, I will begin preparing for the 2024 Western History Association Conference in Kansas City. I am one of four historians who will present on panel called, ‘Pedagogies of Liberation.’” 

• Outstanding Graduate
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Higher education tuition fees for foundation years

How higher education (HE) providers can implement the HE tuition fee cap for classroom-based foundation years in the 2025 to 2026 academic year.

Applies to England

Foundation years: implementing the lower tuition fee cap.

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This guidance is for HE providers in England that offer foundation years.

It describes the HE provision that constitutes a foundation year and explains how to determine the fee limit for foundation years in different subjects. It also includes information on how foundation years will work alongside the Lifelong Learning Entitlement ( LLE ).

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Doctor of Education (Ed.D.) in Educational Leadership Outstanding Institutions Need Audacious Leadership

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100% online, 8-week courses

Transfer in up to 50% of the degree total

Be an Impactful Educator with an Online Educational Leadership Degree

As an educator, you find the best ways to help your students learn in an effective and engaging way. But if you want to use your teaching experience to help lead your school and fellow educators to build a better learning environment, it is important to foster skills in leadership and management.

Liberty University’s online doctorate in educational leadership is the perfect program to help provide you with the leadership and research skills that are integral to evaluating educational challenges, finding viable solutions, and creating a positive experience for students.

By combining affordability and flexibility with academic excellence, our online doctoral program can give you the credentials you need to reach your full potential and open up career advancement opportunities.

At Liberty, we do not just train professionals — we train professionals who are prepared to lead with integrity. Our mission is Training Champions for Christ , meaning we offer quality online doctoral programs from a biblical worldview to prepare you to change the world for Christ.

With a foundation of excellent teaching practice and innovative scholarship, you can be an effective, ethical leader in your school district or university. Earning your EdD in leadership can give you the tools you need to build a better future for students. Come be a part of our mission to make a positive impact on the world of education!

Please note: Students enrolling in Educational Leadership programs after April 1, 2020, will not be eligible to receive Georgia Tier I or Tier II Educational Leadership Certification.

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• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s Online Doctorate in Educational Leadership Program?

At Liberty University, your success is our success, so we use cutting-edge technology to bring you the best online learning experience possible. Liberty University has been pioneering distance learning since 1985, adapting to meet the educational and career needs of our students with world-class online learning. You can be confident that Liberty’s online EdD in leadership degree leverages practical, effective online tools to support your studies and help you succeed.

As you pursue your EdD in Educational Leadership at Liberty, you can be confident that your online EdD degree has met rigorous educational standards. And with the innovative research you complete in your capstone project, you can stand out as a knowledgeable educator with practical skills.

Our 100% online EdD program format is designed to complement your schedule, allowing you to continue your education with the flexibility you need to maintain your relationships and responsibilities. This focus on building a doctoral degree in educational leadership that provides quality training while meeting your schedule needs lets you earn your degree in less time and use your new skills sooner.

What Will You Study in Our Educational Leadership Doctorate Degree?

Our online education classes seek to provide the tools you need to understand the context of current educational issues and trends so you can evaluate and solve real-world problems that exist in schools today. Our online professors have experience in educational leadership and can help equip you with practical skills you can use to both further your career and create a better learning environment for your students.

Through our online EdD in Educational Leadership degree program, you can be prepared to take on leadership roles within your school and community as well as advocate for the needs of your students. At Liberty University, we care about you as an individual and are committed to helping you achieve your full potential. Let us come alongside you to help you make an impact on education.

Potential Career Opportunities

• College administrator
• Curriculum director
• Instructional supervisor
• School board administrator
• University professor

Please note: this program does not lead to initial or advanced licensure.

Featured Courses

• EDUC 701 – Advanced Learning Theory and Research
• EDUC 741 – Theories of Educational Leadership
• EDUC 742 – Educational Leadership and Public Relations
• EDUC 746 – Conflict Resolution

Degree Information

• This program falls under the School of Education .
• View the Post-Graduate Advising Guide .
• View the Graduate Education Course Guides (login required) .
• Please note : Students enrolling in Educational Leadership programs after April 1, 2020, will not be eligible to receive Georgia Tier I or Tier II Educational Leadership Certification.

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Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

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Admission Information for Our Online EdD in Educational Leadership Degree Program

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

The Office of Graduate Admissions may request additional documentation when conducting admission reviews to evaluate a candidate’s record before a final admission decision can be made.

Please note: Guidelines are subject to change in federal or state regulations for the licensure of school personnel.

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Please note: Due to the competitive nature of the Ed.D. online program, preliminary acceptance is not guaranteed.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

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Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees
• Current Department of Defense Employees

Available Benefits:

• Tuition discounts – $275 per credit hour for EdS and EdD courses
• Additional discount for veterans who service in a civilian capacity as a First Responder (less than $625 per course)
• 8-week courses, 8 different start dates each year, and no set login times (may exclude certain courses such as practicums, internships, or field experiences)

Frequently Asked Questions

Are online doctoral programs in educational leadership respected.

Educational leadership doctoral programs were usually taken at a brick-and-mortar campus in previous years. But online programs such as Liberty’s EdD degree demonstrate that high-quality academics and cutting-edge research don’t have to come from a campus. Schools and employers need professionals who can apply advanced theory to practical solutions, and earning your Doctor of Education in Educational Leadership online with Liberty University can help you fill that need.

With our program meeting rigorous standards for quality and teaching, you can take advantage of the flexibility of online studies while gaining the skills and knowledge you need for your career. Paired with your teaching experience and previous education studies, you can expand your options to make a positive impact on students around the world.

What can I do with an EdD in Educational Leadership?

Pursuing an online EdD program in educational leadership may be the most flexible and affordable way to earn your doctorate in education, but it is still an investment that you want to make sure you fully weigh. But when considering the career options that can open up for you with an EdD, you can have many new opportunities to look forward to. With previous education experience and related teaching licensure, an EdD in Educational Leadership can open the door to many roles, such as:

• Chief learning officer
• College executive administrator
• K-12 curriculum director
• University provost or dean

Please note: any of these roles may require specific initial or add-on licensure. See your state’s Department of Education website for details about special requirements.

What makes educational leadership different from business administration?

If you already have an extensive education background, you may wonder if a business degree might be a better fit to give you the management and leadership skills you need. There is some crossover between the management, business, and strategic skills needed to be a good leader in business and education. However, educational leadership EdD programs are specially designed to fulfill all of the areas you need for the field of education.

Earning your EdD in Educational Leadership from Liberty University could be the best path forward to ensure that you can tackle any challenges in your future career in education administration.

What are the benefits of pursuing a program like this?

While completing our EdD in Educational Leadership degree online, you can hone your instructional methods and understanding of learning theory so that you can manage the crucial higher-order curriculum and instruction improvements needed in K-12 and higher education institutions.

Additionally, the online EdD in Educational Leadership degree seeks to provide training in essential research and testing skills so that you can ensure your institution is providing effective instruction.

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