Current Ph.D. Students

The goal is to support graduate students in becoming leading scholars who engage in research focused on the educational needs of students from linguistic and cultural groups that have historically not fared well in our nation's public schools. To achieve this aim, this innovative integrative program applies tools and perspectives from a range of disciplines, including psychology, anthropology, sociology, philosophy, linguistics, and cognitive science. At the same time, it integrates research and theoretical analysis with the practice of classroom teaching, and it provides research experiences in K-12 classrooms with diverse student populations. In reflecting the growing awareness that education must be studied in sociocultural contexts that reflect the increasing diversity of today's society, coursework and apprenticeship experiences focus on the following topics:

• Diversity as a value in education
• Equity issues in learning and teaching
• Language learning as it emerges through social interaction
• How language and culture are implicated in learning and teaching
• Cognitive studies of learning and teaching in content areas such as mathematics, science, and reading
• The social structures and institutions in which teaching and learning are imbedded

The Ph.D. in Education Program normally requires a sequence of coursework followed by dissertation research and writing. Students choose one of the five emphases: Social and Cultural Contexts of Education; Learning and Teaching; Teachers and Teacher Development; Language, Literacy, and Culture; and Mathematics and Science Education. Although applicants are accepted only for the Ph.D. program, students may obtain an M.A. degree after fulfilling specific requirements during the first and second year. Recommended preparation for the Ph.D. in Education Program depends on the area of specialization. See Admission Requirements for additional information.

Graduates of this program are qualified to teach and to conduct the educational research demanded by tenure-track positions in schools of education. Candidates may also work in non-university based research institutions that focus on teacher professional development, curriculum development, and related areas of educational research and development.

Throughout the field of education, graduates of this program are expected to be experts in precisely those areas where trained professionals are in short supply. Their ability to address the needs of an increasingly diverse K-12 student population makes them highly competitive candidates for positions in education programs, in state and national governmental policy offices, in private foundations and universities, and in corporate educational centers.

A brief review of our move to an emphases structure in our PhD program…

Rationale: In 2008-09, we chose to move away from specializations to structure ourselves around emphases instead. Professors in our department work within different (and often overlapping) disciplinary traditions and on varied educational topics, and their work has implications across domains such as educational policy, pedagogy, teacher education, assessment, language learning, and community work. Though students and faculty were previously encouraged to cross the specialization boundaries, the program formally operated formally within specializations. However, we came to believe that faculty and students were more comfortable approaching education research and practice in interdisciplinary and collaborative ways. More specifically, we realized (1) that the complex, interconnectedness of topics in education requires a more flexible, more holistic, more interdisciplinary program; and (2) that a more fluid, cluster-based notion of organization would offer permeable boundaries and increased opportunities for faculty and students to group together around current projects and topics. To reflect these needs, we adopted a new organizational structure around five emphases. New Structure: In our new structure—which began with students entering in Fall, 2009—students and faculty locate themselves in one or two (or, in rare cases, three) of the following emphases: • Social and Cultural Contexts of Education • Learning and Teaching • Teachers and Teacher Development • Language, Literacy, and Culture • Mathematics and Science Education These emphases are fluid, with permeable boundaries and overlapping resources. The interdisciplinary nature of our program encourages students to move among emphases as they develop research related to both their own interests and the interests of the professors in our program. We are not eliminating the option of specializing in a topic or discipline (this is achieved when a student chooses just one emphasis and focuses courses and work in that one area). However, students who wish to pursue their work in a more interdisciplinary way are able to choose two (or, in rare cases, three) emphases. Four emphasis courses alone will not demonstrate expertise in an emphasis; however, in conjunction with independent readings, research work, Qualifying Exam papers, and other experiences, an emphasis designation (or 2-3 emphases) will be defended and awarded during the Qualifying Exam.