phd in education while teaching

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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 Rickshaw

How Hard is it to Earn a PhD While Teaching?

24 credits under my belt. 68 to go.

There’s still a lot more to go to complete my PhD in Education.

I knew getting a PhD was going to be hard. But, honestly, I thought it was going to be Master’s hard . I didn’t expect or realize how difficult it would be to teach 9 year olds by day (which is an exhausting activity itself) and then hit the books as a doctoral student at night.

This summer, I took a quarter off from my PhD coursework for a much need break, which has given me some clarity about my experience and desire to reflect on what it’s like teaching full-time while in a PhD program. This blog post is all about the trials and travails that one should expect to encounter as a teacher-turned-PhD-candidate. I hope you enjoy!

– Zach Groshell, @MrZachG

Prepare to be exhausted

In the words of one of my friends who just completed his PhD, “For a while you are just going to have to accept that your life is going to suck.”

PhD-level courses are challenging for a number of reasons, but what I find makes them most difficult is that you can’t relax when you get home from work. Frank McCourt, who only published his first book “Angela’s Ashes” after he retired from teaching, wrote about how teaching deprived him of the ability to write; The “buzz” of the classroom sapped him of his energy and mental strength. I completely relate to this…. Teaching is hard.

One of the ways that I fend off exhaustion is by planning my learning activities into manageable chunks. When I get home and want to sink into the couch, I do so but with my course materials on my lap. When I get tired of reading about learning theories, I transfer some of what I read into either a Quizlet flashcard set for future review, or into a Word document that I can use for a future discussion posting. When I’m tired of that, I might switch to studying for a different class, or do my required replies to other students’ postings. By doing a little bit at a time in small chunks, I end up getting a whole lot done.

I also drink a lot of coffee.

Understand that there aren’t that many people to depend on

Not many people end up getting a PhD in Education, and there aren’t many of us candidates working in elementary schools. While I’ve had some great advice from the few colleagues that I know who have earned a PhD in Education, it’s an experience that you kind of have to go through on your own. Like I mentioned before, my experience is that the rigor and expectation for performance in PhD-level coursework is much higher than Bachelor’s and Master’s-level coursework.

In addition, online learning (which is what I’m doing for my PhD) can feel pretty isolating. The delayed response from your teachers and peers can mean that you don’t end up asking as many questions or getting as many answers as you would in a face-to-face environment. Because you don’t really know any of the people that are taking courses with you, you can’t depend on the students in your program to provide shoulders to lean on. End-of-quarter celebrations of completion have to be done with your real friends who, again, aren’t in your program and don’t know what you’re doing.

You’ll have much less time to do things that you like

Since I’ve started this PhD, it’s become my life. No longer can I just idle the hours away playing video games or watching TV. Social events have to be missed, and long walks (my favorite pastime) have to be shortened or canceled. My engagement in social media has certainly decreased, and I just can’t post on this blog as often. Until my program is complete, that’s just how things have to be.

However, I’ve found that the simplest things are now much more enjoyable. Just sitting and talking with Stephanie (wife and co-writer on this blog, @SGroshell) after a day’s worth of work is even more fun than it was before because it signifies peace and a chance to relax. It feels like such a treat to plan and watch one whole episode of my favorite show right before I go to bed. And teaching and working with kids is even more of a joy because it reminds me why I am doing this PhD in the first place.

You’ll end up learning a lot

Even though this PhD has been hard, the learning has been spectacular. I can truly say that I learn something new everyday. I often go to bed with a mind that is swirling with newly learned vocabulary and concepts. The nature of learning is much clearer to me than it was before I started this program.

One area in particular that I have really improved is my academic writing, especially in my ability to write for long periods of time. Looking at my assignments, I would say that I can confidently write 20 pages in a day of writing without feeling too much strain. Also, I have learned to organize myself much better by seeking out the best online tools for anywhere, anytime learning. If you’re considering starting a master’s or doctorate, take a look at this list of tools that Tom Johnson has compiled for on-the-go learning  here .

Even though the journey towards a PhD is a tough one, I think that it is ultimately going to be worth it. I didn’t know what to expect when I began my program, and there was definitely a learning curve. All and all, I am proud of the effort that I have put into getting my PhD in Education, and I look forward learning more and sharing it with you on this blog.

Are you in a program or thinking of starting one while teaching K-12? You’re welcome to comment and share your experience below, and ask any questions. If you haven’t already, feel free to request to join educationrickshaw’s Facebook group, Over-Posting Educators !

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This probably the best, and the most fantastic post I have ever seen can’t wait to dig deep inside your other blogs.

Nice article.

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Earning A Doctoral Degree In Education: What You Need To Know

Updated: Oct 31, 2023, 10:19am

For many professionals working in education, earning a doctorate is a great way to learn new skills, explore challenges, and reach personal and career goals.

Earning a doctoral degree in education can help advance your career in research, academia and leadership. With this degree, you could engage in impactful research to solve challenges in education or develop practical ways to support faculty and staff at every level.

This article explores doctoral degrees in education, including admission requirements, specializations, common courses and job options. Keep reading to see if pursuing this degree is right for you.

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What Is a Doctorate in Education?

A doctorate in education equips scholars and education professionals with the advanced knowledge and skills needed to move into higher-level positions. Graduates may earn a doctor of education (Ed.D.) or a doctor of philosophy in education (Ph.D.) . Doctorates in education often specialize in certain areas, such as educational leadership, special education or literacy.

A doctorate in education typically requires between 48 and 72 credits of coursework. Students can usually earn their degree within three or four years, including time to complete a dissertation. However, each school determines its own requirements, so total credits and time commitment will vary.

Admission Requirements for a Doctoral Degree in Education

While each program sets its own standard for admissions, the following list covers common requirements.

• Master’s degree
• Academic transcript showing a minimum GPA, typically 3.0 to 3.5
• Résumé or curriculum vitae detailing relevant professional experience
• Statement of purpose and/or personal statement
• Letters of recommendation
• Writing sample, such as a published article, term paper or thesis
• Demonstration of English proficiency, sometimes through a test

Prospective students often must submit an application fee and complete an interview with program faculty.

Specializations for Doctoral Degrees in Education

Doctoral students can pursue a wide variety of specializations. Offerings vary by institution and degree type, though some specializations apply to both Ph.D. and Ed.D. programs.

Popular focus areas for doctoral degrees in education include:

• Agricultural education
• Career and technical education
• Curriculum and teaching
• Early childhood education
• Educational technology
• English language learning
• Exercise science
• General education
• Instructional leadership
• International education and globalization
• Leadership and counseling
• Learning analytics in higher education
• Organizational leadership
• Science and mathematics education
• Special education
• Trauma-informed educational practices

Common Courses in a Doctorate in Education

Doctorate coursework includes both core classes and concentration courses. Below, review a few common courses you might encounter in an education doctoral program.

Foundations of Advanced Graduate Study and Research

This course provides an overview of a doctoral program’s many concepts, practices and expectations. Students learn about university resources, such as learning and research technology.

Scholarly Literature Review

In this class, learners develop an understanding of research and writing strategies, an essential skill for their doctoral program and future careers. They learn techniques for surveying scholarly literature, avoiding bias, identifying themes and theoretical perspectives, and reflecting different viewpoints in their writing.

Introduction to Statistics: Inquiry, Analysis and Decision Making

In this course, learners study approaches to analyzing quantitative information. Enrollees evaluate real-world data and learn about the importance of statistics in policy decisions.

Doctoral Comprehensive Assessment: Pre-Candidacy Prospectus

Students enroll in this class after completing their foundation, specialization and research coursework. Using the knowledge and research techniques they’ve learned, students create a prospectus that addresses a problem within an educational context, which may serve as the starting point for their dissertation.

Accreditation for Doctoral Degrees in Education

Accreditation affirms that a college or program meets high standards for quality education and state licensing requirements. Educational institutions may be accredited nationally or regionally.

Programmatic accreditation applies to specific departments, degree programs and colleges within educational institutions. For education degrees, this distinction is crucial. It ensures the program properly equips graduates for high-level work in classrooms, universities and education-focused organizations.

Programmatic Accreditation

The Council for the Accreditation of Educator Preparation is the largest professional accrediting body for doctoral degrees in education. This organization focuses on metrics like student performance data, program impact, fiscal responsibility and clinical practice.

Departments may also earn accreditation from the newer, smaller Association for Advancing Quality in Educator Preparation (AAQEP). AAQEP uses a collaborative, flexible, improvement-focused, holistic approach to accreditation.

Finally, some agencies provide accreditation for specific areas of study within education. For example, the American Psychological Association accredits school psychology programs .

Ph.D. in Education vs. Ed.D.: What’s the Difference?

While an Ed.D. and a Ph.D. in education can both prepare you for high-level careers in academia, these two degrees differ in scope.

A Ph.D. in education is ideal if you want to conduct scholarly research or teach at a college or university. It will help you develop research techniques, understand the principles of inquiry and hone your teaching skills.

If you aim to use your knowledge in practice rather than research, an Ed.D. may suit you better. A doctor of education degree readies you to work in leadership positions directly with students, teachers and other education professionals.

What Can You Do With a Doctorate in Education?

Earning a doctorate in education prepares you for various careers in academia. Consider the following list of potential jobs, including education requirements and salary information. We sourced salary data for this section from the U.S. Bureau of Labor Statistics and Payscale in October 2023.

Average Annual Salary: $167,000 Minimum Required Education: Doctorate Job Overview: Provosts serve as senior-level administrators in universities and colleges. They may oversee educational program development, allocate funds to departments, work to maintain academic integrity, and provide guidance and leadership to students.

Academic Dean

Average Annual Salary: $103,000 Minimum Required Education: Doctorate Job Overview: Academic deans manage personnel and development in educational institutions. They work with faculty and staff to establish academic goals and strategies. They also participate in hiring faculty and staff, oversee budgets, develop academic standards for their departments, and aid in recruitment and retention.

Median Annual Salary: $80,840 Minimum Required Education: Doctorate Job Overview: Professors, also referred to as postsecondary teachers, instruct students in colleges and universities. They may also research and publish books or scholarly papers. Professors plan and develop lessons and assignments, guide students, and stay up-to-date on new technologies and innovations in their areas of expertise.

School Superintendent

Average Annual Salary: $139,000 Minimum Required Education: Master’s in education , doctorate sometimes preferred Job Overview: As the highest-ranking school system administrators, superintendents work under the supervision and direction of a school board. They hire school principals, manage and terminate employees, adhere to budgets and solve problems within the district.

Postsecondary Education Administrator

Median Annual Salary: $99,940 as of May 2022 Minimum Required Education: Master’s in education leadership or a related field, sometimes bachelor’s degree Job Overview: Postsecondary education administrators work in university departments, such as student affairs, athletics or admissions. Their duties depend on their department. For example, a registrar’s office administrator oversees registration and academic policies, while an admissions administrator handles applications and applicants’ questions.

Frequently Asked Questions (FAQs) About Earning a Doctoral Degree in Education

How long does it take to earn a doctorate in education.

Earning a doctoral degree in education typically takes three to four years, but some programs require more or less time. Each educational institution sets its own credit requirements.

Is getting a doctorate in education hard?

Earning a doctorate in education requires dedication and commitment. But that challenge might be worth it if you’re passionate about education and want to learn new skills to propel your career forward.

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Sheryl Grey is a freelance writer who specializes in creating content related to education, aging and senior living, and real estate. She is also a copywriter who helps businesses grow through expert website copywriting, branding and content creation. Sheryl holds a Bachelor of Arts in Mass Communications from Indiana University South Bend, and she received her teacher certification training through Bethel University’s Transition to Teaching program.

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Teaching, Learning, and Teacher Education, PhD

The Ph.D. and Ed.D. programs in Teaching, Learning, and Teacher Education prepare graduates to serve as researchers and teacher educators in universities and colleges, curriculum developers and evaluators in educational agencies, curriculum specialists in school districts and state departments of education, and instructional leaders and classroom teachers in K-12 schools.

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. Through their programs of study, students select focal areas such as teaching and learning, research and practice in teacher education, mathematics or science education, and the study of urban education and urban contexts. Applicants interested in the focal area of literacy are encouraged to consider the doctoral program in Reading/Writing/Literacy.

For more information: http://www.gse.upenn.edu/tll/tlte/phd

View the University’s Academic Rules for PhD Programs .

The program requires a minimum of 12 course units beyond the master's degree.

Chosen in consultation with an advisor.

Electives may be taken outside of GSE with advisor approval. Electives must be 5000 level or above.

A non-credit bearing Research Apprenticeship Course is required from second semester of first year forward in the Professional Experiences Strand. 

Required Milestones

Qualifications evaluation (also known as program candidacy).

A Qualifications Evaluation of each student is conducted after the completion of 6 but not more than 8 course units. The evaluation is designed by the specialization faculty and may be based on an examination or on a review of a student’s overall academic progress.

Preliminary Examination (Also known as Doctoral Candidacy)

A Candidacy Examination on the major subject area is required.  The candidacy examination is a test of knowledge in the student's area of specialization, requiring students to demonstrate knowledge and reasoning in the key content areas in their specialization as defined by their academic division. This examination is normally held after the candidate has completed all required courses.

Oral Proposal

All doctoral candidates must present their dissertation proposals orally and in person to the dissertation committee.

Final Defense of the Dissertation

The final dissertation defense is approximately two hours in length and is based upon the candidate’s dissertation. 

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2024 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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Doctor of Philosophy in Education

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

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:

The Human Element of Data and AI

Gahyun Callie Sung's journey to HGSE and the LIT Lab is reflected in her research into data and using AI to improve student outcomes

Improving the Teacher Workforce

With her research work, doctoral marshal Mary Laski, Ph.D.'24, is trying to make teaching in K–12 schools more sustainable and attractive

Search NYU Steinhardt

How to Apply PhD, Teaching and Learning

Build on your practice as an educator and use it to inform theory and research and contribute to educational reform. This doctoral program prepares you to work in a leadership role in education, research, and policy. You can focus your studies on  Early Childhood and Childhood Education ;  History, Social Studies, and Global Education ;  Literacy Education ;  Mathematics Education ;  Science and Environmental Education ;  Special Education;  or  Urban Education . Graduates will successfully complete a candidacy essay and dissertation.

Official Degree Title

Application Deadline

Admissions Information

Program Information

How to Apply

These instructions and requirements are for all applicants. If you are not a citizen or a permanent resident of the United States, please read the  special instructions for international applicants .

Your application will require the following items. The following are acceptable document types for uploads: .pdf, .jpeg, .jpg, .gif, .tiff, .png, .doc, .docx, and bitmap.

1. Prepare Your Application

You are required to upload a copy of your most recent résumé or curriculum vitae as part of your application.

Statement of Purpose

You are required to upload a typed, double-spaced, two- to three-page statement explaining your purpose in undertaking graduate study in this particular program as part of your application. This is your opportunity to introduce yourself and to inform the admissions committee about your goals, interests, and career plans as they relate to your intended academic pursuits.

Writing Sample

As part of your application, you are are required to submit an academic writing sample - a course paper or its equivalent - that demonstrates your writing and analytic abilities. The sample should be no more than 20 pages and does not need to display a knowledge of teaching and learning.

Letters of Recommendation

Submit  three  letters of recommendation. Be sure to request them well in advance of the deadline. Read  detailed instructions .

Transcripts

Upload one official copy of transcripts from every postsecondary school you have attended or are attending. Make sure to request them in advance of the deadline.

If you completed or are completing a degree at an institution outside of the US or Canada, you are required to provide a WES or ECE evaluation. Please review our requirements for translation and a course-by-course evaluation of your transcripts.

See  detailed instructions on submitting transcripts .

Not required.

Proficiency in English

See  testing requirements .

Application

Start your application now

After you fill in and upload the required information, you can submit your completed application.  Your application must be completed, dated, electronically signed, and submitted by 11:59 p.m. EST of the stated deadline.

Application Fee

You will be prompted to pay a $75 application fee, payable by major credit card only. After submitting your payment, you will see your application status change from “saved” to “submitted.” Please print this screen for your records, as it confirms that your application has been successfully sent to our school. If you have problems submitting your payment, please contact the Office of Graduate Admissions. Learn more about our  fee waiver policy .

Mailing Additional Items

If any application materials need to be mailed to our office, mail the materials to NYU Steinhardt, Office of Graduate Admissions, 82 Washington Square East, 3rd Floor New York, NY 10003-6680.  Please do not mail your materials in binders or folders. Any mailed materials must be  received by, not postmarked by, the stated deadline . Only completed applications will be considered and reviewed by the Admissions Committee. Due to high volume, we are unable to confirm receipt of mailed materials.

3. Receive Your Admission Decision

You will be notified about your decision by email. Typically, decisions will start going out in late March or early April for fall enrollment. You may learn of your decision before or after this timeline.

Application Policies

Application deadlines are "in-office" deadlines, not postmark deadlines.  It is your responsibility to ensure that all materials are in the Office of Graduate Admissions by the appropriate deadline, and we reserve the right to return any application that arrives after the deadline. Only completed applications will be considered. Should a deadline fall on a weekend, the in-office deadline will be the next business day. We advise you to apply early.

Please check the online system to confirm that you have successfully submitted your application.  Due to the volume of applications and related materials received, the Office of Graduate Admissions will only contact you if your application was successfully submitted and is deemed incomplete because of missing required materials. Otherwise, you will hear from us when the admissions committee has made its decision.

Deferral policy:  NYU Steinhardt does not allow deferrals. Applicants who wish to be considered for a future semester must reapply by submitting a new application with all supporting materials, including letters of recommendations, by the application deadline.

Doctor of Philosophy in Education

The Johns Hopkins School of Education’s full-time PhD program offers an individually tailored learning experience based on a student’s interest in finding solutions to pressing education problems. Select applicants receive full tuition and a stipend.

The program provides rigorous interdisciplinary training that develops students’ abilities to conduct evidence-based research on real-world educational challenges. Instruction and mentorship emphasizes the development and evaluation of policies and practices that address real-world educational problems.

Students benefit from a one-to-one apprenticeship model that pairs exceptional interdisciplinary candidates with nationally acclaimed faculty mentors, along with engaging coursework, sophisticated methodological training, and cohort-based learning.

Questions? Please reach out and we’ll be in touch soon.

Learn about our PhD students.

Upcoming Admissions Events

Have questions about our degree programs, the application, or financial aid and costs? Join us for an inside look at a graduate experience defined by innovation and driven by evidence-based research. Learn more about your area of interest or career path, meet some of our faculty, and connect to the Johns Hopkins School of Education community. Check out our admissions events and register for a virtual information session today.

SET-IT Virtual Information Session

Fall 2024 Semester Classes Begin

Core Faculty

Jennifer adams, phd.

Associate Professor Director, International Teaching and Global Leadership

Affiliation

Innovative Teaching & Leadership

International Teaching & Global Leadership

Robert Balfanz, PhD

Professor Co-Director, Center for Social Organization of Schools

Center for Social Organization of Schools, SOE Leadership

Education Policy & Politics, Research, Evaluation & Assessment, Social Context of Education

Ashley Rogers Berner, PhD

Associate Professor Director, Johns Hopkins Institute for Education Policy

Institute for Education Policy, SOE Leadership

Curriculum Studies, Education Policy & Politics, Research, Evaluation & Assessment

Rebecca Cruz, PhD

Assistant Professor

Center for Safe and Healthy Schools, Innovative Teaching & Leadership

Education Policy & Politics, Social Context of Education, Special Education

Marcia Davis, PhD

Associate Professor (Research) Co-Director, Center for Social Organization of Schools Director of Research, Baltimore Education Research Consortium

Learning & Instruction, Research, Evaluation & Assessment

Norma L. Day-Vines, PhD

Professor Associate Dean for Diversity and Faculty Development

SOE Leadership

Counseling & Human Development

Hunter Gehlbach, PhD

Professor Faculty Lead, PhD Program

Advanced Studies in Education

Learning & Instruction, Measurement & Research Methodologies

Odis Johnson, Jr., PhD

Bloomberg Distinguished Professor Executive Director, Johns Hopkins Center for Safe and Healthy Schools Director, Institute in Critical Quantitative, Computational, and Mixed Methodologies

Center for Safe and Healthy Schools, SOE Leadership

Education Policy & Politics, Measurement & Research Methodologies, Social Context of Education

Richard Lofton, PhD

Center for Safe and Healthy Schools

Education Policy & Politics, Social Context of Education

Douglas J. Mac Iver, PhD

Center for Social Organization of Schools

Curriculum Studies, Research, Evaluation & Assessment

Martha Abele Mac Iver, PhD

Associate Professor Associate Dean of Research

Research, Evaluation & Assessment

Olivia Marcucci, PhD

Advanced Studies in Education, Center for Safe and Healthy Schools

Social Context of Education

Ebony McGee, PhD

Stephen morgan, phd.

Bloomberg Distinguished Professor

Measurement & Research Methodologies, Social Context of Education

Jonathan Plucker, PhD

Research Professor Associate Dean for Faculty Affairs Faculty Lead, Master of Science in Education Policy

Education Policy & Politics, Gifted Education, Learning & Instruction

Eric Rice, PhD

Counseling & Educational Studies

Social Context of Education, Urban Education

Joshua C. Schuschke, PhD

Educational Technology

Alexandra Shelton, PhD

Learning & Instruction, Special Education

Angela R. Watson, PhD

Assistant Research Professor

Institute for Education Policy

Education Policy & Politics

Program Overview

With its goal of pursuing big ideas and sharing knowledge to address real-world challenges, Johns Hopkins University takes pride in its founding mission as the U.S.’s first research university. The full-time Doctor of Philosophy (PhD) in Education at the Johns Hopkins School of Education embraces that tradition. We offer a world-class, research-focused program that prepares exceptional scholars to investigate and develop policies and practices that improve educational outcomes from pre-K through secondary school and beyond.

Students draw insights from different disciplines (e.g., educational psychology, learning sciences, sociology of education), synthesizing their knowledge to craft multidisciplinary, evidence-based approaches to address educational policies and practices — particularly those that can improve outcomes for historically underserved populations. Immersion in modern research methods — advanced statistical techniques, open science approaches, and data science — facilitates students’ capacities to argue for research-based educational reforms.

Students benefit from the mentorship of nationally acclaimed researchers in an apprenticeship model as well as collaborative learning opportunities from courses, research groups, and their cohort. Our graduates go on to careers in higher education as professors, policymakers, and influential scholars at research-intensive universities, institutes, and centers.

All PhD students at the School of Education are eligible for a fellowship for up to four years. The fellowship includes a yearly stipend and will cover tuition and fees. The fellowship also covers individual health, dental, and vision insurance. All PhD students must be registered full time and be in good academic standing every semester to continue to be eligible for their fellowship.

Through our PhD program, students acquire cutting-edge research skills that position them for tenure-track faculty positions in higher education, policymaking roles with state agencies or school systems, and leadership positions in educational research organizations.

• Research and Post Secondary Teaching
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“ What set my experience apart was the chance to work with remarkable mentors who are not only impactful researchers in the field, but also genuinely care about me as a person.

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Doctor of Philosophy in Education (PhD), Curriculum and Teaching

Courses start every monday, take the first step in your national university journey, 230k + alumni worldwide, phd in curriculum and instruction.

For education professionals with a desire to be an active scholar in the field of education and make significant contributions to the existing body of knowledge, the Doctor of Philosophy (PhD) in Education program can take both your research skills and career options to a higher level. The program begins with a review of theoretical frameworks to support your understanding of the role of theory in a PhD degree. Coursework combines this strong base of theoretical knowledge with an individualized focus to conduct research in Pre-K-12, post secondary, and adult learning environments as you contribute new and innovative findings to advance your field of educational specialization.

Why Earn Your PhD in Curriculum and Instruction with National University?

The Curriculum and Teaching specialization provides you with the professional competencies to make significant contributions to the areas of instruction and courses of study. You’ll have the opportunity to examine and evaluate contemporary theories, designs, development, application, and assessment of curriculums and instructional strategies. You’ll also have access to a support system of advisors, faculty, and tools to guide you through your coursework, research, and the intensive, yet rewarding dissertation process.

Admission Requirements 

A conferred postbaccalaureate master’s degree or doctoral degree from a regionally or nationally accredited academic institution or an international institution determined to be equivalent through an approved evaluation service.

Dissertation Process

In addition to the foundational and specialization courses, each PhD student is required to complete a high-quality dissertation through a systematic process and sequential courses assisted by faculty. A PhD dissertation is a scholarly documentation of research that makes an original contribution to the field of educational study. The step-by-step process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of your dissertation.

Courses and Sequence

The PhD in Education program requires 60 credits for degree completion. Additional credit hours may be allowed as needed to complete your dissertation research. If granted, additional courses will be added to your degree program in alignment with the SAP and Academic Maximum Time to Completion policies. The estimated time needed to complete this program is 45 months.

Course Details

Course listings.

A PhD prepares you to make significant contributions to the body of literature within the education field. This course prepares you for understanding what theory is, recognizing theoretical frameworks within existing literature, connecting your research interests to existing theoretical frameworks, and justifying how your research will add to the wealth of current theories in the field.

Specialization Course 1

Your success as a scholarly professional will largely depend upon your communication skills, particularly in your written work. This course supports your development as a scholar who can publish in different types of research-based publications for a variety of audiences. You’ll practice synthesizing multiple sources, formulating arguments, and integrating feedback through iterative drafts of your work. These are key capabilities you’ll need as you submit your research in published manuscripts and presentations.

In this course, you’ll develop effective search and writing strategies to create a scholarly review of literature. The course emphasizes how to: (a) use effective literature search strategies; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified themes, including a study problem, purpose, and theoretical perspectives; and (d) focus on developing a scholarly exposition that reflects divergent viewpoints and contrasting perspectives. The overarching goal is for you to understand strategies for surveying scholarly literature that avoid bias, focus on educational, practice-based research problems, and address the requirements of a scholarly literature review.

Specialization Course 2

This course introduces you to the research process by exploring its underpinnings, examining its paradigms, and investigating the foundations of qualitative and quantitative methodologies used in educational studies. You’ll identify criteria for the development of quality research studies that are ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, transferability, and rigor. The goal is to familiarize yourself with the concepts and skills associated with conducting theoretical and applied research.

Specialization Course 3

This course provides the foundational knowledge to become a critical consumer of statistical-based research and a skilled analyst of non-inferential quantitative data. Coursework focuses on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, and interpretations and critical inferences in statistical results. You’ll use software applications to complete statistical computations and perform quantitative data analysis. The course culminates in a synthesis project to demonstrate your statistical skills and present your results using APA guidelines.

Specialization Course 4

Elective Course*

Specialization Course 5

A focus on qualitative research methodology and the designs and methods used to collect and analyze data in educational research. You’ll examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness, and the responsibilities of the qualitative researcher will also be explored.

Specialization Course 6

An exploration of quantitative research methodologies and associated designs and methods. You’ll examine paradigmatic perspectives along with the tenets and conventions of quantitative research. Topics for examination include feasibility, validity, reliability, variable operationalization, inferential designs, and analytic software applications used within the quantitative research paradigm. You’ll also look at the components of quantitative research designs that support meaningful studies within the field of education.

Select One of the Following Two Data Analysis Courses:

An exploration of advanced statistical principles and how to apply them to quantitative research. This course provides an overview of advanced statistical concepts used in empirical research, including inferential analyses. You’ll use SPSS software to perform advanced computations as you build independent, scholarly statistical skills. Coursework will emphasize multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and the proper presentation of statistical results.

This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. Coursework takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods for presenting analyses and findings.

The doctoral comprehensive assessment is your opportunity to demonstrate your preparation for entering the dissertation phase as a PhD candidate. You’ll synthesize discipline-specific content with research designs and analysis methods to create a prospectus for a theoretically-based research study that focuses on furthering knowledge in the field of education. Whereas EdD research focuses on addressing a researchable problem with practical applications, PhD research has a focus on contribution to theory and the broader discipline of education. This course is begun only after all your foundation, specialization, and research courses have been completed, and your prospectus will likely become the foundation of your PhD dissertation. 

Students in this course will be required to complete chapter one of their dissertation proposal, including the following: a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee-approved chapter one is required to pass the course. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of chapter one.

In this course, you’ll work on completing chapters one to three of your dissertation proposal and receiving committee approval for the dissertation proposal (DP). Chapter two consists of the literature review, while chapter three covers the research methodology and design, including population, sample, measurement instruments, data collection and analysis, limitations, and ethical considerations. Completed, committee-approved chapters two and three are required to pass the course, as is a final approved dissertation proposal. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of these requirements.

In this course, you’ll prepare, submit, and obtain approval of your Institutional Review Board (IRB) application. You’ll also collect data and submit a final study closure form to the IRB. If you’re still collecting data at the end of the 12-week course, you’ll be able to take up to three supplementary eight-week courses to complete data collection and file your IRB study closure form.

In this dissertation course, you’ll work on completing chapters four, five, and your final dissertation manuscript. Specifically, you’ll complete your data analysis, prepare your study results, and present your findings with an oral defense and a completed manuscript. A completed, committee-approved dissertation manuscript and successful oral defense are required to complete the course and graduate. If you don’t receive approval for either or both, you can take up to three supplementary eight-week courses to finalize and gain approval.

* The elective can be satisfied with any doctoral-level School of Education course. The course listed in the degree plan can be changed upon request. Contact your academic and finance advisor for assistance.

Specialization Courses

CT-7000 Developing Instructional Strategies and Curriculum

In this course, you’ll analyze instructional strategies based on the principles of universal design for learning, including integrating strategies for providing multiple means for pre-K-12 learners to access the curriculum. You’ll plan instructional strategies for curricula aligned to standards that support current educational requirements, including the use of technology to engage, comprehend, and express learning. You’ll also consider other educational issues, trends, and recommendations for change in the pre-K-12 classroom related to instructional strategies.

CT-7100 Dispositions of Learner and Teacher

This course examines the effects of dispositions on learner motivation, participation, and comprehension, and the impact of teacher dispositions on overall learning and classroom culture. The course includes considerations for dispositions related to inclusivity, technology, social-emotional development, and successful collaboration throughout the community.

CT-7200 Design and Evaluation of Curriculum and Programs

This course begins with the distinction between curriculum and programs in K-12 education. While both are important, evaluation is different for each. In addition to exploring evaluation processes, you’ll examine the development of curriculum and programs. This examination will incorporate theories, trends, and future directions, including technology recommendations to design and develop innovative curricula for K-12 learning environments.

CT-7300 Theories and Applications of Instructional Strategies

Here, you’ll take a closer look at instructional strategies, with particular attention to supporting theories and practical applications in K-12 learning environments. You’ll assess learning theories that frame instructional strategies, including those for remote learning. Ultimately, you’ll recommend instructional strategies, justify approaches to inclusive instruction, and design inclusive learning experiences for K-12 education.

CT-7400 Assessment Practices

This course considers the critical role of assessment in curriculum and teaching. You’ll examine assessment types and processes, including how trends and accountability practices inform instructional decisions, curriculum development, and continuous improvement in K-12 environments. You’ll then integrate the assessments with the universal design for learning perspective, and recommend strategies for effective assessment practices across classrooms, schools, and districts.

CT-7500 Advanced Capstone in Curriculum and Teaching 

In this final course of the curriculum and teaching specialization, you’ll synthesize your work across all courses into a capstone project of your design. The project will integrate theory and practice related to a specific topic of your choosing regarding curriculum and teaching. As you prepare your project, you’ll evaluate the impacts of current trends, technologies, and issues of diversity, equity, inclusion, and social justice. Finally, in one of your last assignments in the specialization, you’ll compose a philosophy of teaching based on research, theory, and personal reflection.

Program Outcomes

The PhD in Education program prepares you for making significant contributions to the body of knowledge in the broad field of education as well as a more narrowed area of instructional specialization. Learning outcomes include the ability to:

• Develop deep knowledge of educational systems, theories, and research in an area of expertise
• Interpret theories, research, and ideas for different audiences through multiple methods of communication
• Integrate ethical principles and professional standards for a specific discipline within the field
• Conduct autonomous or collaborative research using high-level analytical skills
• Contribute to the body of knowledge specific to a discipline within the field

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Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

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All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state’s/country’s policies and procedures relating to certification/licensure, as those policies are subject to change.

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PhD in Curriculum and Teaching

The Doctor of Philosophy in Curriculum and Teaching (PhD) is a residential degree program that develops graduates with the intellectual and moral background necessary to provide high-quality, long-term leadership at the university level in the field of curriculum and teaching. Students learn to conduct research, prepare teachers, educate other professionals, and perform all duties necessary to thrive as university faculty members.

The degree requires 70 hours of coursework — including 58 hours of coursework in curriculum and instruction, plus a 12-hour cognate specialization — and successful defense of a dissertation.

Due to the time commitment, it is recommended that PhD students attend full-time, but the program may be completed on a part-time basis. Full-time students typically complete the program in four years, while completion for part-time students varies.

Most courses can be taken in the evening and the summer, so that professional teachers can continue working full-time.

Students in the PhD program have opportunities to

• Work with world-class faculty who are leading in key research areas
• Conduct independent and collaborative research
• Present at national and international conferences
• Take active roles in state, national and international professional education organizations
• Work with grant projects
• Develop mentor relationships with faculty in a Christian environment
• Study abroad to study comparative education

Apply Online

For more information:

Dr. Kevin Magill One Bear Place #97314, Waco, TX, 76798 Email: [email protected]

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Education: Teaching and Learning Doctor of Philosophy

Teaching and Learning's PhD program prepares top educators for highly productive careers as educational researchers, teacher educators and district, state, and national leaders. 

As a doctoral student, you’ll take part in research and scholarship that will prepare you to be among the next generation of education leaders. The foundation of your PhD experience is a research apprenticeship. You will critically analyze existing research and work closely with faculty on their research while you gain an extensive set of research skills. With those skills, you’ll develop innovative theories and practices in your own outstanding research both in the program and professionally.

The Doctor of Philosophy program comes with the flexibility to focus your specialization around your interests in a variety of disciplines.

PhD areas of study include:

Adolescent, Post-secondary and Community Literacies

Dramatic and Arts-based Research, Teaching and Learning

Foreign, Second and Multilingual Language Education

Language, Education and Society

Literature for Children and Young Adults

Multicultural and Equity Studies in Education

Reading and Literacy in Early and Middle Childhood

Science, Technology, Engineering and Mathematics Education

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Doctoral in Teaching

Doctorate (edd, phd), edd deadlines.

We welcome applications on a rolling basis. The next priority application deadline is July 15, 2024.

PhD Deadline

Applications for PhD will open Fall 2024.

Full and Partial Assistantships

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Program Overview

Whether you want to become a teacher educator or faculty in higher education institutions, pursue a leadership role in the teaching profession, or contribute new knowledge about teaching and learning, Warner’s flexible doctoral programs in teaching will help you achieve your goals.

We invite you to check out our doctoral programs, and see how you can benefit from the expertise and support of faculty involved in cutting-edge research and innovative education reform projects, while pursuing your specific interests.

Warner School PhD and EdD programs can be easily customized to meet your specific career goals and interests related to teaching and curriculum. Whether you are interested in specializing in specific subject areas, focusing on a specific age group, or pursuing more general topics like urban education, learning in the digital age, or health professions education, just to name a few, Warner will work with you to help you achieve the goals for your doctoral program.

Key Program Features

• Minimum Credits:  90 graduate credits; some of which can be transferred from previous programs (up to 30 credits for PhDs; up to 36 credits for EdDs).
• Customizable: With only six required courses, it’s easy to choose electives in your specific areas of interest, tailor projects in most courses, and most importantly select your dissertation topic.
• Choice of Research Methods: Benefit from a vast array of research methods courses, and choose from a variety of research methods for your dissertation.
• Exciting Research Opportunities:  Warner faculty are always working on exciting research and reform projects that provide opportunities for apprenticeships as well as interesting contexts for your dissertation.
• Flexible: Programs can be completed on a full-time or part-time basis, starting in any semester; minimum one year full-time residency requirement for PhD students only.

Prerequisites

• Prior preparation and experience as an educator.
• Prior master's degree highly desirable; most students will have already completed a master's program.

Scholarships, Tuition, & Financial Aid

Many of our full-time doctoral students benefit from full and partial assistantships to support their studies while gaining valuable career experience at the same time. 

Doctorate Program Options

What's the Difference Between an EdD and PhD?

PhD in Education with Concentration in Teaching, Curriculum and Change

Prepares graduates for academic positions in universities and other higher education settings, as well as research positions in government agencies or other educational organizations. View coursework for the PhD in Education with specialization in teaching, curriculum and change.  

EdD in Teaching & Curriculum

Prepares and supports experienced educators for leadership positions in their field, as well as selected higher education faculty positions; can be completed on a part-time basis while maintaining full-time employment.  You can choose among two options to complete the same program requirements.

Choose our accelerated EdD option , featuring a highly structured, faculty-supported, and cohort-based approach that utilizes an action-research study related to your job, that can be completed in as few as three years by taking coursework in a prescribed sequence. Alternatively, opt for the  traditional EdD option , which offers more flexibility in dissertation methodology and pace and typically takes longer to complete.

Customize Your Degree

Our degrees are designed to meet your interests and career aspirations. Whether you want to add an advanced certificate or specialize in a distinct area of emphasis, we can help craft the best option for you.

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Career opportunities.

Warner EdD graduates hold positions such as teacher leaders, department chairs, and curriculum coordinators in K-12 schools; faculty and program directors in a variety of teaching and community colleges; clinical faculty at research universities; as well as other faculty and academic leadership positions.

Warner PhD graduates hold tenure-track and clinical faculty positions in a variety of higher education institutions, including research universities in the United States and abroad as well as faculty positions at four-year colleges, community colleges, and specialized professional schools.  Many have pursued academic leadership positions, becoming successful program directors, chairs, and deans at their respective colleges and universities.  Some graduates pursue less traditional positions, including roles with not-for-profit education organizations in areas involving program development and evaluation.

Key Program Faculty

Nancy Ares Foundations of education; diversity in education

Raffaella Borasi Math education; teacher education; learning in the digital age; entrepreneurship in education

Jeffrey Choppin Math education; teacher education

Mary Jane Curry Academic writing; TESOL

Michael Daley Science education; learning in the digital age

Samantha Daley Disabilities; inclusion; special education

David Hursh Foundations of education; policy; elementary education; social studies education; diversity in education

Jayne Lammers English education; learning in the digital age; literacy learning

Joanne Larson Literacy learning; elementary education; urban education; diversity in education

April Luehmann Science education; teacher education; learning in the digital age; informal learning

Kevin Meuwissen Social studies education; teacher education

Martha Mock Disabilities; inclusion; special education; early childhood education

Hairong Shang-Butler TESOL; academic writing

Carol Anne St. George Literacy learning; teacher education

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Take a Course Before You Apply

Take a course before you apply to one of our programs for a discounted price. Inquire with admissions to learn about credits that also apply toward degree requirements.

Related Certificates and Degrees

Related advanced certificates.

Minimal additional credits required.

• Advanced Certificate in Program Evaluation
• Advanced Certificate in Online Teaching
• Advanced Certificate in Teacher Leadership
• Advanced Certificate in Urban Teaching and Leadership

Related degrees

• EdD/PhD in Higher Education
• PhD in Educational Policy
• EdD in Educational Leadership
• EdD/PhD in Human Development
• EdD/PhD in Counseling

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What Can You Do with a Doctorate in Education?

If you’re considering pursuing a doctorate of Education (Ed.D.), you’re likely highly driven to make a positive difference in the lives of students and teachers. Still, you may wonder, “What can you do with a doctorate in Education?” Is a doctorate in Education only for people who want to teach? On the contrary, a doctor of Education degree can prepare students for a wide variety of career paths. For current teachers who want to pursue leadership positions, for example, a doctorate of Education can provide them access to job openings in administration. For students who are interested in studying the impacts of education on a global scale, a doctorate can provide opportunities to work in policy making and educational advising. The degree is versatile in its applications, making it well worth pursuing. Here are just a few careers you can pursue with a doctorate in Education.

1. Postsecondary Professor

Students who hold a master’s degree may find that their career path is limited to elementary and secondary education . This is because many universities and colleges prefer their professors to have a doctorate before they’re hired. With a doctorate in Education, educators are qualified to teach in postsecondary institutions as well as to conduct research in their field. A professor’s salary depends on their level of experience as well as whether or not they’re on the tenure track. In general, professorship levels can be broken down as follows: instructor, lecturer, assistant professor, associate professor, and full professor. Average yearly salaries for professors increase as they progress along this track.

2. Education Consultant

Those who are interested in helping to improve the ways in which students are taught should consider pursuing a career as an education consultant. Education consultants advise teachers, families, school administrators, and school boards on the best educational techniques and technologies to implement in classrooms. They can also work with government officials in the development of educational policy. This position does not require a background in teaching, though it may be helpful to have some experience as an educator. Ultimately, the most important qualifications for this career are that individuals understand how to build curriculum, how to conduct research, and how to examine and identify problem areas in a school or school system. A doctorate of Education prepares students for this career by providing experience in all of these areas, and more. Educational consultants can work for private consultation firms, for school systems, or independently as a contractor. Therefore, salaries for this position are highly varied. The lowest 10% earn less than $40,000 while the highest 10% can earn a six figure income.

3. Academic Dean

Academic deans are senior administrators of colleges or universities. While the exact responsibilities of their job can vary, in general deans manage faculty and administrative staff, set academic goals, manage departmental budgets, direct fundraising efforts, and work with admissions offices to attract new students to the school. They can work in specific academic departments or in administrative departments such as admissions, student affairs, or alumni outreach. Academic deans can earn upwards of $90,000 per year, depending on their responsibilities and the school at which they work.

4. School Provost

A school’s provost reports to the college or university president. They implement academic plans for the entire school, oversee the implementation and updating of curriculum across the university’s academic departments, and direct the use of funds in order to achieve the academic goals of the school. A provost’s primary role is to act as the school’s academic steward. However, many are asked to take on responsibilities such as marketing, finance, fundraising, and recruitment. While many schools require that provosts have previous teaching experience, some do not. A provost’s previous field of study can vary from the arts to accounting to finance. However, it is common for provosts to hold a doctorate in educational administration or leadership. According to Glassdoor , provosts can expect to make an average salary of $137,204 per year.

5. School District Superintendent

Superintendents are responsible for the academic performance of their school district. They hire new teachers, make sure that teachers are certified and fulfill all continuing education requirements, and coordinate the educational goals set by both the state and the school board. Superintendents may work closely with an assistant superintendent, depending on the size of their school district. Superintendents are also responsible for designing curriculum, overseeing school facility management, and budgeting for the district. They may also be asked to serve as the spokesperson for the district as well as a liaison between faculty and the school board. Compensation for school superintendents can vary, depending on the size and location of the school district. On average, superintendents can earn a yearly salary of $70,000 to $110,000.

While there are many types of graduate degrees in education , those who graduate with their doctorate in Education have their pick when it comes to advanced careers in this field. Whether you want to continue teaching or begin working in a leadership position, a doctorate can help you reach your goals.

Are you considering pursuing a doctorate in Educational Leadership? Request more information and learn about University of Bridgeport’s pioneering program here.

Academic Degrees , Education Degree News

Considering a PhD in Education? Here’s What You Need to Know

Updated: June 19, 2024

Published: December 17, 2018

For anyone looking to pursue a career in education in academia or research, a Ph.D. in education is the degree to seek. A doctorate degree in education is a terminal degree in the field, which means it is the highest level degree you can get. So the natural next question is, “What can you do with a Ph.D. in education?

Here, we will share Ph.D. in education jobs, as well as answer all your big questions surrounding a doctorate degree in education.

What is a Ph.D. in education?

A doctor of philosophy (Ph.D.) in education is a graduate degree that is well-suited for anyone who wants to focus their career on academics or research. Just like a Ph.D. in education is a terminal degree, so is a Doctor of Education (EdD) degree.

Although it can be confusing when faced with two terminal degrees in the same field, it helps to clarify when we understand what each of their focus is. An EdD in education is more hands-on and practice-oriented, which means that it’s of use to those who want to work in education, for the government, or in a non-profit organization.

A Ph.D. in education is theoretically-focused and more study-based, in comparison. For this reason, it’s best for anyone looking to work in research or academia at the university level.

There are more differences between the two, including:

• A Ph.D. in education takes four years to complete, while an EdD takes two.
• A Ph.D. requires doing a dissertation, while an EdD doesn’t.
• A Ph.D. focuses on developing new research. EdD students, on the other hand, use existing research to guide decisions about issues within their area of study.
• A Ph.D. requires taking 90 credits, whereas an EdD requires 60.

Why Earn a Ph.D. in Education?

There are many reasons why a Ph.D. in education is valuable and worthy of your effort. Here’s why:

1. It’s one of the most highly respected credentials in education, and as mentioned, it is a terminal degree (which means its the highest level that you can achieve in this field).

2. You’ll use research-based methods to solve problems and identify gaps in your specialization of choice.

Plus, you will have the expertise and credentials to publish in professional journals and/or present your findings at conferences around the world.

3. You’ll be advancing in an area of education in which you’re passionate.

Are you fascinated by childhood development? Or do you have a passion for classroom management? If you have a desire to advance a particular field in education, a Ph.D. is an excellent way to do so.

4. You’ll earn respect in your field and gain personal satisfaction.

Since a Ph.D. in education requires doing a dissertation, that alone is not an easy feat! Accomplishing it will surely give you a rewarding feeling. Plus, being called Doctor isn’t so bad either. Just like any degree, a Ph.D. in education involves a certain skill set . Some learned along the way, and some you may have naturally. These are some skills involved in a Ph.D. in education:

Technical skills:

Analysis and problem-solving, project management and organization, research and information management, and written and oral communication are all important in such a research-based degree.

Soft skills:

Interpersonal and leadership skills, self-management and work habits, concentration, and patience are all important personal skills to have when you’re spending lots of time on one specific topic.

The Doctorate in Education Salaries You Can Expect

Did you know that in America, Ph.D. graduates will earn $1.3 million more than BA holders in their working lifetimes? There are all kinds of career options for Ph.D. education graduates.

Here are some examples of typical careers for Ph.D. in education holders, as well as their average salaries in the US:

• Clinical, Counseling and School Psychologists: $79,820
• Education Teachers, Postsecondary: $80,56 0
• Survey Researchers: $59,870 
• Sociologists: $86,110
• Training and Development Specialists: $62,700

Many PhD in education graduates want to become professors. Here’s what the average annual salaries look like around the globe for professors in the top-paying countries (in their equivalent USD):

Denmark: $109,600

Switzerland: $185,000

UK: $110,000

US: $102,400

Finland: $95,000

Canada: $93,000

Germany:$92,000

France: $82,000

There are other career options as well, such as school administrator, superintendent, curriculum coordinator, and principal.

What are the Requirements?

Considering that a Ph.D. in education is the highest level you can achieve in education, it means that you will already have a bachelor’s under your belt, and in most cases, a master’s degree, as well. In other words, you probably like being a student. There are lots of years of studying that get dedicated to earning a Ph.D. If you plan on doing a doctorate in education, earning a master’s degree in education can be the right first step.

Another important thing to know is that almost all Ph.D. candidates have background experience in research. So if education is your field of interest, getting a Ph.D. will mean coming to the table with previous research experience from your undergraduate (and potentially graduate) degrees.

Every institution may differ on their prerequisites for enrolling in their Ph.D. in education program. Be sure to consult directly with your school of choice to find out what they are.

Where Can I Earn My Ph.D. in Education?

There are many schools that offer Ph.D. in education programs. Just like most subjects, there are going to be online /on-campus options as well as throughout the world. Some are even fully funded.

Online programs

University of the People has a Master’s in Education (M.Ed) degree. This could be a great choice for those of you who may be aiming for a Ph.D. in education but only have a BA. The next step is getting that MA. So, why not choose a tuition-free program ?

Liberty University, Walden University, University of Colorado, and the University of Nebraska are just a few popular universities that offer a Ph.D. in Education. Here’s a look at some of the most affordable online Ph.D. programs.

Studying in Europe

Studying in Europe can be both exciting and low-cost . Germany, Sweden, Norway, and Finland offer free doctorate tuition for university students, regardless of their nationality! France offers low-cost Ph.D. tuition fees. If you want to see some specific schools in these countries, look at this list.

Fully-funded Programs

Fully-funded sounds wonderful, and it is! But, it doesn’t mean there are no costs associated. Fully-funded actually means that your tuition is covered, but you’ll still have to cover costs for textbooks and supplies, living expenses, and other fees.  no cost. That said, it’s still an awesome option. One condition: it has to be on campus. Why? Because you need to pay with your time — by teaching and performing research.

University of Michigan School of Education, Vanderbilt Peabody College, and Steinhardt School at NYU all offer tuition-free on-campus Ph.D. in education programs.

Online vs On-campus

You might be wondering what it’s like to get your Ph.D. online, as compared to on-campus institutions. Like all degrees, there are advantages and disadvantages to earning your degree entirely online. In regards to a Ph.D. in education, you will need to consider a few things.

Online Ph.D. programs are best suited to students who work better solo. They are also great for those who have worked in the field for some time and want to advance in their area of study. And, of course, it’s the best option for those who work and are raising families. On the other hand, you aren’t in the presence of peers and professors that can be a valuable resource in the research-driven program of a Ph.D.

Earning a Ph.D. on-campus has its pros and cons, too.. While they’re generally more expensive than online programs, on-campus Ph.D. programs allow you to communicate face-to-face with your professors, supervisors, and other students.

What You Can Expect to Study in a Ph.D. in Education

Completing a Ph.D. means doing your dissertation, or research thesis. Naturally, it is going to be based on the field of study that you are most interested in. You can specialize in a certain area. Some common specialization options for a Ph.D. in education are:

• Early Childhood Education
• Special Education
• Adult Education
• Teacher Leadership
• Curriculum and Pedagogy
• Educational Psychology

Aside from the research involved in planning and executing your thesis, you will also have professional development activities and coursework relevant to your area of study. They’re designed to help give you the skills needed to succeed in your research and your future career in education.

While the curriculum is going to vary according to your specialization, there are some general core courses that most PhDs in education involve. You will likely take the following: group psychology, leadership, learning models, ethics, education and globalization, and analytics courses as part of your curriculum.

Is a Ph.D. in Education for Me?

If you choose to study for a Ph.D. in education, chances are you’re passionate about teaching and learning, and everything in between. Even if you’re not looking to stand in front of a lecture hall and teach, you may wish to improve upon the field of education as a whole through research and other means. With a Ph.D. in Education, you open the door to that possibility and many more.

How you choose to earn your degree is up to you. Whether you conclude upon enrolling online or on-campus, prepare yourself for lots of reading, writing, researching, and communicating. Whatever you chose, we’re sure you’ll give it your best shot. Here’s to reaching the top in the field of education!

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone.

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PhD in Educational Studies

For contact information, please visit the Wheelock College of Education & Human Development website .

The PhD degree program in Educational Studies at Boston University is designed for students who wish to contribute to the field’s understanding of teaching and learning through research.

The program will expand and deepen the knowledge and skills of enrolled graduate students in ways that will support their progress in pursuing teaching, research, and policymaking positions in public or private institutions of higher education.   To do this, the program provides a deliberate course of study, including coursework in a specific content area, research, and active immersion in the community of student and faculty scholars within the program and throughout the college, the University, and the profession.

Doctoral students enrolled in the PhD in Educational Studies pursue one of four specializations:

• Educational Policy Studies
• Language and Literacy Education
• Mathematics and Science Education
• Special Education

Students work closely with Wheelock faculty as research, teaching, and/or graduate assistants as they work to augment their knowledge and skills through their coursework, residency, and research.

The minimum credit requirement for the PhD is 66 credits.

Learning Outcomes   

PhD students in Educational Studies will:

• Demonstrate both deep knowledge and understanding of a specific area in their field and the ability to use the knowledge to seek and find solutions to important educational problems.
• Demonstrate the research capacities (qualitative, quantitative, and mixed methods) needed to conduct original research while also demonstrating sufficient familiarity with other research methodologies to be able to critically read relevant literature in the field.
• Through research and scholarship, expand the theoretical and empirical knowledge base in their field to inform researchers, practitioners, and policymakers.
• Contribute to their field as highly effective teachers in a variety of educational contexts (e.g., colleges, universities, conferences, community meetings).
• Contribute to their field through service to educational and civic organizations that inform or implement policy, research, and practice.

Coursework and Other Requirements

Pro-seminars (8 credits across two semesters; completed in year 1)  .

Students take a two-semester pro-seminar (SED ED 800 and SED ED 801; each 4 credits) designed to develop a common conceptual understanding of Schools, Educational Institutions, Communities, Educational Foundations, and Systems and Theories of Learning and Teaching, with Social Justice as a unifying theme throughout.

Research and Teaching Apprenticeships  

• Each semester, PhD students are required to engage in some combination of research and teaching apprenticeships up to 20 hours per week.
• When engaging as a Teaching Fellow or Instructor of Record, students register for SED CT 700 Teaching Apprenticeship; 0 credits.
• When engaging in a research apprenticeship, students register for SED RS 700 Doctoral Research Apprenticeship; 0 credits.

Research Courses (minimum: 20 credits)

• SED RS 652 Qualitative Research Methods or equivalent (required)
• SED RS 653 Quantitative Research Methods or equivalent (required)

Three additional courses: options include the following, as well as other courses across Boston University and at consortium partners:

• GRS PS 711 Statistics in Psychology (I and II)
• SED LS 726 Discourse Analysis
• SED RS 654 Educational Inquiry and Proposal Writing
• SED RS 655 Mixed Methods Research
• SED RS 750 Advanced Research Seminar
• SED RS 752 Seminar in Qualitative Research
• SED RS 754 Causal Design in Education Research
• SED RS 760 Design-Based Research

Specialization Courses   (minimum: 28 credits)

Specialization courses are determined jointly between the student and doctoral advisor. Examples of options in each specialization area are listed below:

  Qualifying Tasks  

• One qualifying task comprises completion of an empirical study and associated research article intended for publication; topic and format to be determined in collaboration with the student’s advisor. Work will be evaluated by the student’s Qualifying Committee, and will be presented at a Doctoral Student Research Symposium.
• Completion of a literature review in an area of the student’s field of study where there is a problem/challenge/gap in the literature.
• Completion of a second empirical study and associated research article.

  Dissertation Proposal     

• Preparation of written proposal for dissertation research
• Oral defense of proposal to Dissertation Committee

Dissertation Advisement and Oral Defense (SED XX 999) (minimum: 10 credits)

• Dissertation may take one of two forms: traditional or alternative format with three publishable articles
• Oral defense of dissertation findings to Dissertation Committee

Residency Requirement

Every doctoral candidate must spend a minimum of two consecutive semesters in residence at Boston University. Residence is defined as registration for a minimum of 12 credit hours at the University during each of two consecutive semesters. (Summer terms may be considered one semester.) The residency requirement may be met by holding a research or teaching assistant position and registering for a minimum of 8 credit hours for two consecutive semesters. For additional information, students should contact their academic advisors.

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2024 Best Online PhD in Teaching Programs

An online PhD in Teaching allows you the opportunity to develop your expertise in the education industry.

A PhD program can help put you on the path toward pursuing senior leadership positions in academia. In addition, PhD graduates often qualify for careers in research as well as postsecondary teaching.

Editorial Listing ShortCode:

By pursuing a Ph.D in Education online, you can receive advanced training for this impactful and rewarding field.

Universities Offering Online PhD in Teaching Degree Programs

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format.

Ball State University

Ball State University offers a PhD in Educational Studies. Students may choose between 3 specializations: Curriculum, Educational Technology, or Cultural and Educational Policy.

The program requires 91 credits to graduate. Applicants must have a master’s degree with a minimum GPA of 3.2 and should submit GRE scores, 3 letters of recommendation, and a statement of purpose.

Ball State is accredited by the Higher Learning Commission.

Capella University

Capella University offers a PhD in Education with 5 specializations, including Special Education Leadership and Leadership for Higher Education. The requirements to graduate differ for each specialization. Some require internships, while others require dissertations. Applicants must have a master’s degree with a minimum GPA of 3.0.

Capella also offers an online EdD in Curriculum and Instruction .

Capella University is accredited by the Higher Learning Commission.

Colorado State University

Colorado State University offers a PhD in Education and Human Resources with a Higher Education Leadership specialization.

Students must complete 60 credits, 2 comprehensive exams, and a dissertation and have a juried publication or presentation to graduate. Applicants must have a master’s degree with a GPA of 3.0 or higher and 2 years of relevant work experience.

Colorado State  is accredited by The Higher Learning Commission.

Columbia International University

Columbia International University offers a Doctor of Philosophy in Educational Leadership. The program requires 60 credits to graduate and can usually be finished within 4 years. Applicants must have a minimum GPA of 3.2 and need to submit 2 references, a letter of evaluation, and an academic writing sample.

CIU  is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.

Concordia University – Chicago

Concordia University—Chicago offers online education programs leading to a PhD. Options include a Principal Preparation program and an Educational Leadership program.

Each program can typically be completed in 4 years, with 61 to 67 credits required to graduate. Applicants must have a master’s degree with a minimum GPA of 3.0, GRE scores, and 2 years of teaching experience. Concordia University Chicago  is accredited by the Higher Learning Commission.

Indiana State University

Indiana State University offers an online program for a PhD in Educational Administration with a specialization in Higher Education Leadership.

To graduate, students must complete 63 credit hours, including 18 dedicated towards a dissertation. Applicants must have a master’s degree with a grade of B+ or higher. Official transcripts, GRE scores, and 3 letters of recommendation must be submitted when applying.

Indiana State University is accredited by the Higher Learning Commission.

Johns Hopkins University

John Hopkins University offers an online Doctor of Education program. The program is completed part-time and usually takes 3 to 7 years to finish. A total of 90 credits are needed to graduate. Applicants must have a master’s degree with a minimum GPA of 3.0, a personal statement, and 3 letters of recommendation.

Johns Hopkins University  is accredited by the Middle States Commission on Higher Education.

Liberty University

Liberty University offers an online PhD in Education program. Students may choose to add one of 5 specializations to their degree, including Educational Law or Curriculum and Instruction. Each course lasts for 8 weeks. Applicants must have a GPA of 3.0 or higher and need to submit all official college transcripts to be eligible for the program.

Liberty University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

National University

National University offers a Doctor of Philosophy in Education. Students must obtain 60 credit hours to graduate.

The program can be started at any time and usually takes 37 months to complete. Those interested in the program must complete an online application and submit official transcripts from all previously attended post-secondary institutions.

National University is accredited by the WASC Senior College and University Commission.

Northwest Nazarene University

Northwest Nazarene University offers an online program for a Doctor of Philosophy in Educational Leadership.

Students must complete 41 credits, which can be added to 30 obtained from a qualifying Ed.S degree, to graduate. Applicants must have an Ed.S degree with a GPA of 3.5 or higher. An interview with the doctoral program director and 2 references are also required.

NNU is accredited by the Northwest Commission on Colleges and Universities.

Notre Dame of Maryland University

Notre Dame of Maryland University offers a PhD in Higher Education Leadership for Changing Populations. Students must complete 51 credits, including 12 dedicated to a dissertation, to graduate. Applicants must complete an online application and provide official transcripts, 2 letters of recommendation, a personal statement, and GRE scores.

Notre Dame of Maryland University  is accredited by the Middle States Commission on Higher Education.

Old Dominion University

Old Dominion University offers an online PhD in Educational Leadership program. Students must complete 33 credit hours and 120 internship hours to graduate.

Applicants must be currently employed by a school district and have 3 years of experience to be eligible for the program. Official transcripts, an essay, and 3 references must be submitted when applying.

Old Dominion University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Regent University

Regent University offers an online PhD in Education program. It requires students to complete 67 credit hours and a dissertation to graduate. Students may choose one of 11 different concentrations to add to the degree, including Adult Education and Educational Psychology. Applicants must submit an academic writing sample and transcripts.

Regent University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Texas Tech University

Texas Tech University offers an online program for a Doctor of Philosophy in Curriculum and Instruction. Applicants must submit transcripts and test scores to be eligible for the program.

Specializations that can be pursued in this program include Curriculum Studies and Teacher Education, Language, Diversity, and Literacy Studies, and STEM. Each specialization requires students to obtain 63 credit hours to graduate.

Texas Tech University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

University of Arizona

The University of Arizona offers an online Doctorate in Education program. To graduate, students must complete 59 credits, with 11 dedicated to either a capstone project or dissertation, and have a GPA of 3.0 or higher. Courses last for 6 to 9 weeks. Applicants must have a master’s degree with a minimum GPA of 3.0.

The University of Arizona  is accredited by the Higher Learning Commission.

University of Arkansas

The University of Arkansas offers an online program for a Doctor of Education in Educational Leadership.

The program requires the completion of 42 credit hours and a dissertation and can usually be completed in 3 years. Classes are held in cohorts. Applicants must submit official transcripts, a writing sample, 3 letters of recommendation, and a copy of their teaching or administrator’s license.

The University of Arkansas is accredited by the Higher Learning Commission.

University of Idaho

The University of Idaho offers a Doctor of Education and a Doctor of Philosophy in Curriculum and Instruction. Students may choose to add one of nine specializations to their degree, including Exercise Science or Career and Technical Education. Applicants must have a GPA of 3.0 or higher, 3 letters of recommendation, and a writing sample.

The  University of Idaho  is accredited by the Northwest Commission on Colleges and Universities.

University of Nebraska

The University of Nebraska offers an online PhD in Educational Studies program. Students must complete 108 credits, including the credits earned from a master’s degree.

At least 45 semester hours must be obtained from the University of Nebraska. Applicants must have a master’s degree with a minimum GPA of 3.0, GRE scores, and 3 letters or recommendation.

The  University of Nebraska  is accredited by the Higher Learning Commission.

University of Toledo

The University of Toledo offers an online program for a PhD in Curriculum and Instruction with a specialization in Special Education.

Students must complete 60 credit hours and an internship to graduate. Applicants must have a master’s degree with a minimum GPA of 3.25 in previous graduate work, 3 letters of recommendation, and 2 years of teaching experience.

The  University of Toledo  is accredited by the Higher Learning Commission.

Walden University

Walden University offers an online program for a PhD in Education with 11 different specializations. Specialization options include Early Childhood Special Education and Reading, Literacy, Assessment, and Evaluation.

Up to 45 qualifying credits can be transferred into the program from other schools, work experience, or examinations. Applicants must submit an online application with official transcripts and previous employment history.

Walden is accredited by The Higher Learning Commission.

Online PhD in Teaching Programs

Online PhD programs in education can open up opportunities for senior leadership positions in academia. A PhD degree path focuses primarily on research.

Leadership roles in academia include:

• College president
• Chief learning officer
• Senior academic administrator
• Academic dean

Though courses vary from school to school, you’ll likely find yourself learning about the following topics:

• Educational pedagogy
• Leadership in education
• Advanced educational psychology
• Advanced curriculum study

You may also find yourself immersed in research projects. These projects are catered to your concerns or interests in the educational industry, demonstrating your commitment to positive change. Many programs also require examinations or dissertations. It’s strategic to look at the program requirements for each school that interests you.

If you wish to advance your teaching career or use your educational experience in a meaningful way, an online doctorate in education offers meaningful coursework to enhance your training and skill set.

Specializations

When pursuing an online PhD in Education, you have the opportunity to focus on a specialization that best aligns with your interests and career goals. Here are some common specializations:

• Higher Education Leadership : This specializations helps you develop the necessary skills to take on administrative roles in higher education and in government institutions.
• Curriculum and Instruction : This specialization focuses on the research, development, and implementation of impactful curriculum changes. By studying statistics of student achievement and recognizing where gaps need to be filled, you may impact curriculum development.
• Organizational Leadership : This specialization helps prepare you for leadership roles within an educational institution. You can learn how to prepare strategic development ideas for your organization and also how to aid in employees’ professional development.
• Special Education : This specialization focuses on the individual needs of a unique population of an educational organization. You can learn to create accommodating environments and instruction for these high-need students, and you can learn to better understand students’ differences, disabilities, and gifts.
• K-12 Education : With a focus on primary and secondary education, a K-12 education specialization allows you to advance your leadership and administrative skills in order to oversee educational institutions.

These specializations are extremely diverse. Your previous educational experience and long-term professional goals can help you determine which path is best for you.

Teaching & Education Careers & Salaries

Ph.D programs in education can lead to a vast range of career paths, depending on your interests and long-term goals. What degree you need to be a teacher at the K-12 level is a bachelor’s, earning a PhD can help you qualify for positions in research and postsecondary institutions as well.

According to the Bureau of Labor Statistics , employment for education, training, and library occupations is projected to grow 5% in the next ten years.

The majority of these roles require extensive research and administrative skills. Many of these careers can be found in postsecondary or government educational institutions. In regards to the salary for postsecondary teachers, the average pay can vary depending on the subject taught.

How to Choose an Online Doctoral Program in Education

Here are a few factors you may consider when you’re selecting which online doctoral programs to pursue:

• Program length . Perhaps you have a few years to dedicate to this program, or maybe you wish to finish more quickly in order to advance your career. This is a factor to look into when making your selection.
• Your schedule . Do you have the time available to dedicate yourself to a full-time course load? Perhaps you wish to continue working while you take a part-time course load. It’s helpful to select a program that adapts to your life.
• Specialization focus . Do your prospective schools offer the specialization that aligns with your career goals?
• Accreditation . It’s important for a program to be from an accredited institution.
• Credit transfers . Schools can have varying credit transfer policies. Enrolling in a program that allows you to transfer your credits may be beneficial in the long run.

In addition, it’s strategic to check admission requirements to ensure that you meet or exceed the basic requirements of your potential school. You can also inquire as to whether an internship or residency placement can work toward your course credits.

Education Doctorate Curriculum

The degree specialization you choose can radically change the courses you find yourself in. Here are a few basic courses you may encounter when pursuing doctorate degrees in education:

•   Educational Pedagogy : This course is the study of all the different aspects of teaching and teaching methods. You reflect on teaching, consider how it is constructed, collaborate to improve it, and develop plans to integrate these new methods.
• Leadership in Education : You’ll learn the necessary skills and characteristics for management roles in educational institutions. You’ll research leadership in the context of education and learn the necessary skills to implement toward the development of schools.
• Advanced Educational Psychology : This course focuses on the analysis of classroom strategies used to help students succeed. It looks at psychological theories and learning research and seeks to use inquiry-based practice to solve instructional and administrative problems.
• Advanced Curriculum Study : Looking at the principles of curriculum development and implementation, you’ll learn to research and study data on how to improve curriculum for student success. This course also seeks to help you better understand how to administer curriculum and program design improvements to your professional team.
• Gifted and Special Education : Looking at the needs and differentiation required by students in a high-needs population, you’ll develop the necessary skills to become leaders in the special education department.
• Teaching Adult Populations : Teaching students of the adult population differs in both planning and approach. If you wish to pursue professor roles in postsecondary institutions, the skills and management learned in this course can be beneficial.
• Advanced Educational Research Practices : In order to become highly skilled in research specific to the education industry, you’ll learn the foundational basics for studying data, analyzing statistics, and conducting effective studies.
• Problems and Issues in Education : This is a beginner’s course to help you understand the basic needs and struggles of both curriculum and teaching in all educational industries. You’ll learn the necessary methods to formulate questions and inquiry-based studies to help improve education.
• Instruction Technology and Methodology : You’ll learn how to implement and facilitate technology-based teaching to enrich the learning experience. There is a focus on how to modernize and improve education through technology as well.
• Administration : If you’re looking to take on a leadership or administration role, you may benefit from the management skills and organizational strategies developed through this course.

This is only a sample of what courses you may encounter as you pursue your degree. Most PhD programs also include a dissertation requirement.

Admissions Requirements

Schools that offer an online PhD in Teaching program can have varying admission requirements. It’s beneficial to look into each of your prospective school’s requirements. Here are some common criteria you may encounter when you’re looking to apply:

• Bachelor and masters degree in a relevant subject, or completion of combined masters and teaching credential programs
• Official college transcripts
• Resume or CV
• Letter of intent

Some schools may request a GME or GMAT score for graduate admissions, but a number of schools no longer require this in their admissions process.

Accreditation

Regional accreditation of a school and program is an essential factor to look for. Regional accreditation ensures that the school is up to educational standards and that your degree will be recognized across the United States.

Accreditation is often a requirement for credits to be eligible for transfer as well. A school’s accreditation status affirms that its standards are of high academic quality and accountability, according to the expectations established by the Council for Higher Education Accreditation (CHEA) .

You can also check CHEA’s database of accredited institutions to make sure that the school you’re interested in is listed.

Financial Aid and Scholarships

Most students who pursue an online PhD in Teaching already have experience in the education industry. If you’ll be looking for financial aid for your doctoral journey, you may want to start by asking your organization if they offer sabbaticals or scholarships.

There are also numerous scholarships available for students pursuing degrees in education, so you may be able to find and apply to these scholarships if you qualify.

Filling out the Free Application for Federal Student Aid (FAFSA) is another place to start when seeking financial aid. Some schools set deadlines for how long they’ll accept FAFSA applications, so it’s necessary to apply prior to this deadline. The FAFSA determines your eligibility for financial aid provided by the federal and state governments.

Education Professional Organizations

Professional organizations are not mandatory, but they can offer you unique professional support and numerous professional growth opportunities.

Here are a few education professional organizations you may want to consider joining:

• American Association of School Administrators (AASA)
• Association for Supervision and Curriculum Development (ASCD)
• National Education Association (NEA)

A professional organization allows you to be part of a connected support network, to have access to free resources, and to be informed about conferences and workshops that can benefit your growth in the industry.

What Is an EdD?

Doctor of Education (EdD) is a professional degree for those looking to take on leadership roles in the education industry. This type of degree is catered for experienced educators who are looking to find career growth or make impactful change in their organization.

An Ed.D. is primarily practice-based and involves collecting and analyzing data in order to implement new strategies in K-12 organizations. It’s a strategic path for educators seeking administrative roles in student and organizational success.

What Is a PhD in Education?

A PhD in Education is a degree that helps qualify you to pursue a role in academia and research at a postsecondary level.

It’s a very research-heavy, theoretical-based program that helps equip students to become leaders in the education industry. The work or research a PhD graduate does may impact the work an EdD graduate implements in their administrative role.

A PhD in Education is strategic if you want to work in academia as a postsecondary professor and pursue tenure.  A PhD is also beneficial if you want to focus on research.

What Can You Do with a PhD in Teaching?

There are numerous roles in academia, research, or administration that you may pursue with a PhD in Teaching.

Common careers in this field include postsecondary professor, postsecondary or senior academic administrator, chief learning officer, college president, academic dean, and educational research analyst.

Academic dean positions may be limited per institution, but administrators, professors, and learning officers continue to be needed as more students enter universities and postsecondary institutions.

How Long Does It Take to Get a PhD in Teaching?

A PhD generally takes 3 to 5 years to complete. The length of a program can depend on the number of credit hours required as well as how long it takes you to complete your dissertation.

If no dissertation is required, a doctoral program can generally be completed in 3 years with full-time study. If you take a part-time course load or work while pursuing your degree, you can expect your timeframe to be extended.

How Much Does It Cost to Get a PhD in Teaching?

Although tuition varies, you can expect to pay between $350 to $800 per credit hour when pursuing a teaching PhD.

A typical program requires around 90 credits, which means that tuition may range from $31,500 to over $72,000, depending on the school and program requirements. There are also additional fees to consider, such as textbooks, workshops, conferences, or additional certification programs that you may encounter while pursuing your degree.

What’s the Difference Between a PhD vs. Doctorate in Education?

Though they are both doctoral degrees, there are a few differences between a PhD and a professional doctorate in education.

It can help to think of your long-term career goals when deciding between online doctoral degrees in education.

What’s the Difference Between an EdD vs. PhD in Education?

There are quite a few key differences between a Doctor of Education (EdD) and a Doctor of Philosophy (PhD) in Education.

Time and cost can be important factors to consider when deciding between these two degrees.

Is a PhD in Teaching Worth It?

Yes, a PhD in Teaching is worth it for many professionals. This terminal degree may lead to impactful work in the industry of education. It can help you develop the necessary skills to obtain work in research as well as academia. Graduates tend to go on to become teachers or administrators in the education field.

The Bureau of Labor Statistics projects 5% job growth for education, training, and library occupations. Employment for those working in postsecondary education administration is expected to grow 4%. Postsecondary teachers are expected to experience 9% job growth.

Getting Your PhD in Teaching Online

If you wish to be immersed in the research that helps define changes in education on a national level, then you may want to consider getting your PhD in Teaching online.

Many online teaching degree programs , including both online doctorate and online masters programs in teaching , offer you the flexibility to work around your schedule and lifestyle while you advance your skill set and work toward your career goals in academia.

With your advanced training, you may find yourself taking part in the future of education. If you’re ready to begin your terminal degree, you can start by comparing accredited online doctoral teaching programs to find the one that best suits your schedule and professional goals.

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Obtained a phd while teaching.

Has anyone earned a PhD degree degree while teaching? If so, how was the process? I've been told repeatedly that it's impossible to teach (high schol) and earn a PhD, but I know of at least three teachers that have their PhDs. (I just never thought to ask them how they did it.)

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Doctoral Dissertations and Projects

The perceptions of elementary teachers in an inclusive classroom environment related to their teacher preparatory programs: a phenomenological study.

Jevauwn D. Smith , Liberty University Follow

School of Education

Doctor of Philosophy in Education (PhD)

Constance Pearson

inclusive education, teacher preparatory programs, teaching practice, IEPs, challenges with inclusion, overcoming the barriers, level of preparedness for inclusive education

Disciplines

Curriculum and Instruction | Education

Recommended Citation

Smith, Jevauwn D., "The Perceptions of Elementary Teachers in an Inclusive Classroom Environment Related to Their Teacher Preparatory Programs: A Phenomenological Study" (2024). Doctoral Dissertations and Projects . 5715. https://digitalcommons.liberty.edu/doctoral/5715

The purpose of this transcendental phenomenological study was to describe elementary general education teachers’ perceptions of teaching in an inclusive classroom environment related to their teacher preparatory programs while teaching in a public school setting in a rural southeastern state. The theory guiding this study was Bandura’s self-efficacy theory, which describes how an individual will approach a task based on their level of competence and readiness. The central research question was: How do general education teachers describe their level of preparedness for inclusive education based on their teacher preparatory programs? This study used a transcendental phenomenological design to gain insight into the phenomenon from 12 elementary teachers in See County School District. Purposive sampling technique was used to select the participants. The data were collected through individual interviews, two focus groups, and letter writing. Qualitative data analysis procedures were used to triangulate and analyze the data to determine the emerging themes, synthesize the data, and describe the essence of the phenomenon. The findings of this research suggest that elementary general education teachers, through their teacher preparatory programs, need to be equipped with skills and strategies that can be utilized in an inclusive classroom environment. Teachers recognized their role in making inclusive education successful and as such, utilized research-based strategies in their classrooms. The findings also highlight the need for school leaders to gain knowledge in inclusive education practice so they can be more impactful on their campuses in promoting sound academic and social behaviors.

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Interested in becoming a teacher? There are plenty of ways to enter the education field beyond getting an undergraduate degree in education. If you’re unsure if this field is the right fit for you, you can gain experience in the field by substitute teaching . It can be a great way to learn more about the day-to-day of a teacher and make connections with teachers and administrators in your area.

Below are three paths you can explore that can lead to a teaching career.

Alternative Methods of Entry

Gain teaching experience and certification without an education degree.

Graduate School for Education

A master’s in education can provide formal training and certification.

Teaching English Abroad

Get experience teaching English while living abroad in a variety of countries.

Alternative Methods of Entry to K-12 Teaching

There are a lot of ways to get valuable teaching experience without an education degree. Programs like Teach for America , City Year , and College Possible can provide you with a year or more of experience. If you’re hoping to dive in and start working in schools as soon as possible, each US state has its own alternative requirements and alternate pathways. Explore some of these options below to consider if they might be right for you!

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Alternative Pathways by State Requirements

Every state has its own requirements to become a certified teacher. While many accept the certifications earned by an education major, they also have alternative methods to gain that certification. Here are a few links to help you explore these:

• Teacher Certification Degrees – Database that has information on alternative certifications by state
• National Education Association: Alternative Routes Guide – The NEA’s 2020 document includes a table for each state with specific programs they accept to gain certification

To gain certification, a handful of states accept completed programs like TeacherReady and American Board . These both cost money for tuition and fees, but perhaps not as much as completing a graduate degree program could cost. They may be worth exploring – just be sure that the state you plan to teach in accepts their certification!

Earn Teaching Certification and/or Master’s While Teaching

Alternative Teaching programs can be a great option for gaining teaching certification and/or a master’s degree while teaching.  These programs exist in many cities; a few of them are listed below, but also consider searching for other cities and states.

• TNTP Teaching Fellows Programs (Certification) –  http://tntpteachingfellows.org/
• Teach for America (Certification – Master’s optional) –   http://www.teachforamerica.org
• Academy for Urban School Leadership (in Chicago)  http://auslchicago.org/                      
• Public Education & Business Coalition (in Colorado)  https://www.pebc.org/teacher-preparation/    
• Urban Learning Collaborative (Milwaukee)   https://urban-learning.org/        
• Teach Kentucky  http://www.teachkentucky.com

One-Year Education Related Opportunities

These opportunities are ideal for any student who wants to gain teaching experience, but especially those who aren’t sure if they’re ready to fully commit to the field. These programs last for one year and look great on any US state alternative pathway applications requiring some experience teaching. 

• AmeriCorps  https://www.nationalservice.gov/programs/americorps/join-americorps    
• College Possible  http://www.collegepossible.org/
• Ampact   https://readingandmath.org/                                        
• City Year  https://www.cityyear.org/                                              
• Public Allies (Opportunities in Education)   http://publicallies.org/
• Schools of Hope  http://www.schoolsofhope.org/   

Going to graduate school can be a great next step in becoming a teacher. Many programs include certification and field experiences to help you prepare to enter the field. Master’s degrees are also often a consideration for increased pay or salary bumps in many states and districts.

However, like in any field, graduate school should not be considered lightly. Students should consider all of their options and resources – including your goals, types of programs, and finances – before deciding to apply. Check out SuccessWorks’ Graduate School Guide for help on getting started. You can make an appointment with us to get some guidance as well!

• Considering Cost
• Exploring Programs
• Another Option: Earn a Master’s While Teaching

Graduate school can be a big financial undertaking. There are many factors to consider like tuition, financial aid, and working while in school. Will you be working full-time or part-time while in grad school? Will you be able to afford the cost? These are just a few questions to ask yourself.

However, it is important to keep in mind that there are ways to support the cost of graduate school. Like with undergrad, scholarships are available to help with the cost of tuition. Though a bit more rare for master’s programs, some schools may offer reimbursement for tuition in exchange for completing a teaching or project assistantship (check their websites or send an email for specifics). The federal government also offers support for federal student loans for teachers through the TEACH Grant Program or the Teacher Loan Forgiveness Program . Some states or schools offer specific financial support for students as well, like UW-Madison’s Teacher Pledge for example. Finally, if you gain certification through alternative methods, some school districts will provide funding (partially or in full) for you to get a master’s degree as a means of supporting continued education.

When looking for graduate school education programs, there are a few things to keep in mind: your goals, costs, quality, location, and support. These factors can help narrow down your lists so that you can apply to the schools that fit your needs the best. Looking into specific colleges and universities’ websites is a good place to start, but you can also use search engines like T he Princeton Review’s grad school search to get started. As you explore, feel free to make an appointment with SuccessWorks to help you sort through your options and begin your application process – including the important application essay .

There are other ways to earn your master’s in education (and gain certification) beyond traditional grad school. These programs offer opportunities to get your master’s while teaching. Some programs like these have tuition costs, but they may be less expensive than a traditional grad school program.

• Public Education & Business Coalition (in Colorado)  https://www.pebc.org/teacher-preparation/
• Milwaukee Teacher Education Center (MTEC)  http://www.mteconline.org      
• Urban Teachers Program – https://urbanteachers.org/teacher-certification/      

As the world continues its rush to learn English, still the lingua franca of international commerce, diplomacy, and higher education, the bulk of teaching opportunities abroad continue to be for those who teach English. Your primary “credential” is simply being a native speaker of the English language. A bachelor’s degree is usually required. Some formal ESL training, whether in TEFL or TESOL certificate, is almost always a plus and in some cases a prerequisite if you have no previous experience. The ability to teach ESL may be all you need to obtain a job and a work permit in various countries across Asia and Latin America, and many other English teaching jobs exist in other desirable regions of the globe.

Resources to Get Started

There are options for teaching English abroad full-time or participating in a program where you would teach abroad for a year or so. You should consider time and financial cost in your exploration. Are you interested in teaching English in another country? Here are a few resources to help you consider this option:

• UW-Madison’s International Internship Program – Teaching English Abroad Resources
• Why Teach Abroad?
• What are the Requirements to Teach English Abroad?
• The Beginner’s Guide to Teaching English Abroad: 12 Crucial Tips & Pointers

Getting a TESOL/TEFL Certification

While some programs or opportunities may not require a TESOL (Teaching English to Speakers of Other Languages) or TEFL (Teaching English as a Foreign Language) certification, others may ask teachers to obtain one before they apply or begin teaching. These two certifications are very similar, but TESOL designates teaching English to second-language speakers (ESL) in an English-speaking country, while TEFL designates teaching ESL in a non-English speaking country ( here’s a bit more on the difference ). 

Obtaining one of these certifications can usually be done online. Be careful though – there are some unofficial or fake sites out there that wouldn’t be recognized by other countries. It’s always a good idea to do research on the source of the certification before committing to it. Certain programs require specific minimum hours as well, so be sure to check these as well. Here are a few sites to explore certification:

International TEFL Academy

International tefl and tesol training, uni-prep institute, university of toronto, i-to-i tefl, premier tefl.

Maximo Nivel – (Spanish-speaking specific)

Exploring Opportunities to Teach English Abroad

There are a ton of opportunities and programs to teach abroad for you to explore. This table from International TEFL Academy breaks down information by continent and country with links to their website for more specific details. Here are a few other sources to explore programs.

• GoOverseas Job Board
• Council on International Educational Exchange

The TEFL Academy – TEFL Internships | TEFL Jobs | Teaching English Online

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An Option Worth Pursuing: Teaching Opportunities for History Graduate Students in Secondary Schools

/ AHA Resource Library

/ An Option Worth Pursuing: Teaching Opportunities for History Graduate Students in Secondary Schools

Published Date

May 23, 2014

Resource Type

For Departments, For Professional Development

Career Paths, Teaching & Learning

By Ron Briley, assistant headmaster and history teacher at Sandia Preparatory School in Albuquerque, New Mexico

Professionally trained historians have found gainful employment and job satisfaction within secondary schools. While secondary schools may not be appropriate for everyone trained in history graduate programs, teaching in such schools provides a vehicle for achieving personal and professional goals for those who would like to share their enthusiasm for history with young people, who more than ever need an understanding of the past to make sense of a confusing present. A career in secondary schools provides ample opportunity for a rich professional life, often in smaller and more intimate venues than the larger lecture halls of the universities.

Consider the case of Thea Glicksman , who teaches in the Okemos, Michigan, public schools, and in 1988 was the recipient of the AHA’s Nancy Lyman Roelker Mentorship Award. Glicksman eloquently calls upon graduate-school advisers to encourage their best students to enter schools: “So, besides expressing concern about the state of teaching and learning history in the schools, and for some, contributing to the development of standards, what can college and university history faculty do to help raise the levels of achievement and historical understanding in our schools? Simply put, send us your best and brightest. Remember that training the best teachers is as important as training researchers and writers. Identify talented students not only for the academy, but for the schools as well. Recruit for us.” The idealism that many teachers bring to their craft is also exemplified by Glicksman’s comments. Writing monographs for one’s colleagues is rewarding and important, but K–12 teachers have the opportunity to reach a wider audience by fostering an “informed, effective, and responsible citizenry.”

Glicksman’s comments are echoed by many other teachers. Charles F. Howlett completed his doctorate in 1974, and his dissertation was published as Troubled Philosopher: John Dewey and the Struggle for World Peace . Howlett obtained a tenure-track university position in the late 1970s, Howlett obtained a New York State teacher’s certificate, taking a position with the Amityville Public Schools on Long Island. Howlett has spent more than 20 years at his Amityville high school, where the student body is predominantly African American with approximately 55 percent pursuing postsecondary education. In his long tenure, Howlett has taught a variety of courses, including: Global Studies, Regents and Non-Regents American History, Criminal Justice, Economics, Participation in Government, Advanced Placement American and European History, and an interdisciplinary course entitled Literature in American Democratic Thought. Rather than perceiving the lack of specialization as a problem, Howlett insists, “In many ways, course diversity has proven to be a hidden strength. Preparing new and different lesson plans has energized my work and prevented me from becoming stale. It has enabled me to continue reading the literature in the various fields.”

Howlett has also labored to develop scholarly projects involving student research and writing which draw upon his own experience as a scholar. Accordingly, Howlett and his students have investigated the Amityville community’s past, developing a local history journal. Howlett’s students chronicled such topics as family life, the African American experience, village politics, history of the school system, overseas experiences of combat veterans, de facto segregation of the public schools, and, of course, the “Amityville Horror.” Howlett concludes, “Through these efforts I have found my own way to make my classroom teaching compatible with historical research and publication. As a classroom historian, I developed an exciting way of bringing the past to life so that we can forge a new and better understanding of the communities in which we live and work. It is also one very important way to prepare young people to engage in the craft of historical research. Given the right encouragement and determination, it is quite possible to practice history in a high school setting.”

Rich Manser has also forged a rewarding career in the public schools, teaching for 35 years at Upper Merion Area High School in King of Prussia, Pennsylvania, outside of Philadelphia. Himself a product of the Philadelphia public school system, Manser received BA and MA degrees from Penn State University before completing a PhD in American foreign relations at Temple University. Certified in history and the social studies, Manser finds the Advanced Placement program a stimulating environment. Manser asserts, “As the initial generation of AP history teachers now contemplate retirement and as the College Board greatly expands its AP social studies offerings to include economics, government, geography, psychology, and world history, the current opportunities and demand for teachers with advanced degrees has predictably risen.” As to the quality of his students, Manser concludes, “Having taught at a number of area colleges as an adjunct professor, it has been my experience that high school students are as curious and motivated as their collegiate counterparts. I have never been disappointed in the quality of discussion and participation that develops in my secondary classroom.”

Teaching in the schools can be a lonely pursuit, but Manser maintains that this need not be the case. For example, Manser and his colleagues at Upper Merion High School maintain extended contact with the wider scholarly community through a consortium of area colleges and local school districts that provides for in-service training and forums for discussion of history teaching. Manser declares, “In sum, many avenues are available for the interested history major to continue scholarly pursuits within the high school arena.”

Independent schools also offer an avenue through which professionally trained historians may enter the schools. Karen Bradley is assistant director of admissions for the upper school at the Head-Royce School in Oakland, California. She also teaches Advanced Placement American history, ethics, and California history. After earning a Bachelor’s degree in Latin American Studies from Yale University and a PhD in history from the University of California at Berkeley in 1995, Bradley, who initially sought to acquire a university teaching position, landed a position—with the aid of a placement agency—as history department head at Menlo School, a San Francisco prep school for grades 6 to 12. After four years, she was offered her current job at the Head-Royce School.

Bradley expresses satisfaction with her experience in the independent school environment. She does not believe that she has wasted her time earning an advanced degree not required in the schools. According to Bradley, her graduate school training makes her a better teacher. She concludes, “I can say unequivocally that the additional education has made me a far better teacher and far better colleague. I teach my students primary source research skills they never would have learned before. I can plumb online archives with them and get them excited about archival work in a way that I never would have been able to before. I can engage in discussions about historiographical debates—the stuff that really gets students excited about history—far more than I ever could before. The stuff that makes history trenchant for teenagers is the debate, the controversy, the primary sources that have meaning. I simply didn’t have the background or the intellectual flexibility to combine academic rigor with exciting discussion before I engaged deeply in the art and discipline of being a historian myself.”

Bradley also extols the prep school community for its collegiality and quality teaching experience of small classes of 15 to 17 students. In encouraging history graduate students to consider independent schools as a viable career path, Bradley observes, “Opening our options to prep school teaching multiplies the job options significantly. Being of more flexible mind regarding job options also increases the odds that we will wind up working and living in a community that supports our values. And it makes it more likely that we will be able to balance the passion for our work with our other passions.” It is Bradley’s conclusion that the prep school environment requires one to be a lifelong student of the art of teaching. Recognizing that this preoccupation with teaching is one of the differences between college and K–12 education, Bradley argues, “But if you enjoy the art of teaching, if you are willing to treat teenagers with respect; if you want a measure of control over the geographies where you work; then pursuing a career in prep school teaching can be as rewarding as work at many universities, a good deal better than some full time college positions, and certainly a better option than working as an adjunct faculty.”

Mark Smith of the John Burroughs School in St. Louis, Missouri, is another advocate for independent schools. After interviewing for university positions at the 1997 AHA meeting in Seattle, Smith attended the National Association of Independent Schools national convention, where he was impressed with the care school heads put into the interview process. The result was a history teaching position at the John Burroughs School.

Smith had to adjust to some of the demands made by the prep school environment such as the expectation that every full-time faculty member assumes one major responsibility in addition to teaching, such as coaching a sport or advising a student club. Smith drew upon his high school and undergraduate experience in taking on the assignment of faculty sponsor to the school newspaper, which he now describes as “one of the most rewarding parts of my job.” Smith has learned that the more intimate atmosphere and smaller class size of the independent schools create a sense of community in which “faculty and students teach each other lessons not only about our subject matter but about life as well.”

But what Smith most appreciates about his teaching situation is his students, whom he describes as “talented, motivated, and intelligent.” With discussion-driven classes of 16 students, Smith is able to know his pupils and how they learn, tailoring lesson plans to their individual needs. Smith also appreciates the teacher autonomy that is allowed at John Burroughs, for he is able to incorporate primary sources and historiography into his curriculum. Smith concludes, “With few exceptions, my junior United States history students can handle the breadth and depth of the material we study with amazing acuity.”

The enthusiasm for practicing the craft of history in secondary schools extolled by teachers such as Glicksman, Howlett, Manser, Bradley, and Smith is shared by many other teachers. For example, Doris Meadows , who earned her PhD at New York University, has pursued an outstanding career in the public schools of Rochester, New York, practicing what she terms “work worth doing.” At the April 2000 meeting of the Organization of American Historians, Doris was honored with the Mary K. Bonsteel Tachau Pre-Collegiate Teaching Award. Michael Woodward earned his PhD from the University of Georgia in the late 1970s. With a tight university labor market, Woodward found employment at Berkeley Preparatory School in Tampa, Florida. In 1987, he was appointed to the Howard Baker Chair of History at the McCallie School in Chattanooga, Tennessee. Working at a school that encourages professional development and fosters academic freedom, Woodward sums up his experience by remarking, “The benefits are solid, the classes small, and the pay ain’t bad.”

Recent doctorates may also fear that secondary schools offer little opportunity for scholarship. Yet, J. D. Bowers , who teaches at the Punahou School in Honolulu, Hawaii, begs to differ. While the time demands at the secondary school level are challenging, Bowers, whose dissertation from Indiana University focuses upon Joseph Priestly, insists that research is feasible “because colleges and universities are often nearby and you can stay involved through professional organizations, forming partnerships with local university faculty, and staying abreast of current college events.” Bowers is another strong advocate of independent schools, which he argues provide “the best of all worlds: small classes, emphasis upon teaching, ability to teach a wide array of courses, eligibility for long term stability, geographical choice, becoming very involved in the life of the students, and really teaching them (everyday in class, out of class, on the athletic field, on field trips).”

While some of these teachers initially contemplated a career at the university level, these case studies indicate that professionally trained historians have found a home in the schools where they may practice their craft and influence young people to pursue historical studies. They do not feel relegated to the second string of historical employment. They are proud to be historians in the schools.

My own experience echoes the positive assessment rendered by my colleagues. Although my high school academic career was less than illustrious and I was a first generation college student, the university environment inspired me to pursue an advanced degree in history. After gaining a Master’s degree at West Texas State University in Canyon, Texas, and completing my doctoral examinations at the University of New Mexico, I accepted a teaching position at Sandia Preparatory School in Albuquerque, New Mexico. Short of funds while attempting to finish a dissertation, the plan was to teach at the prep school level for a year or two before moving on to the real world of university academics.

A quarter century later, I am still teaching history at Sandia Prep (where I also serve in an administrative capacity as Assistant Headmaster), and the dissertation is still unfinished. This is, of course, one of the dangers in attempting to teach full time while completing a degree. But I am hardly disappointed in the way my career has developed. The time commitments of teaching did keep me from my dissertation during my first years at the school. However, when I found need to again pursue scholarship, my dissertation topic—the Senate farm bloc of the 1920s—no longer captured my interest. It occurred to me that without the pressure of publish or perish, I was free to follow writing and research projects that interested me. Left to my own devices, I was able to make a small niche for myself in the field of film history and the study of American baseball. Best of all, I was able to incorporate my research into my teaching, designing a senior elective using Hollywood feature films as a primary source through which to investigate the formation of American values and ideology in the post World War II period.

My experience at Sandia Prep has been a fulfilling one, and I only wish that I may be able to continue my teaching for another 25 years. The school has been generous in its efforts to support my professional development, and I have been fortunate to participate in numerous academic conferences and activities (such as being elected to the Teaching Division of the AHA), meeting outstanding colleagues from both the schools and universities. Best of all has been the opportunity to read, study, and discuss history with my students who have taught me so much. While I love the classroom and scholarship, I also recognize that some of my greatest insights into life and learning have been gained during my time as sponsor of the school’s model United Nations team or while on more informal duties such as lunch supervision, field trips, or chaperoning a dance. It is a diversified and rich career and lifestyle that I would not have missed for the world.

At the same time, it is important to note some of the essential differences between K–12 schools and the university. Foremost is the demand that the schools place upon a teacher’s time. Depending upon how the schedule is arranged, it is not unusual for an individual to teach from four to six classes a day, including several different preparations. The time not spent in class is usually quickly filled with supervisory duties in the lunchroom and hallways, working with students who need extra help, and returning phone calls. Also, many schools expect teachers to serve as advisers to a group of students, monitoring their academic progress and socialization within the school. And as Mark Smith pointed out, many teachers are involved in after-school activities such as coaching or club sponsorship. Rather than these programs being frills that interfere with the academic program, most effective teachers recognize them as integral parts of a well-rounded school community.

One of the key requirements for success in the secondary school is a sincere interest in and respect for young people. Students appreciate a teacher who is knowledgeable and passionate about a subject, but they also need to know that their teacher cares about them as individuals. The university professor in the large lecture hall may often lack feedback from the students, but the more informal atmosphere of the schools tends to provide more immediate student evaluation. While such intimacy may be threatening to some, it is also possible to foster learning communities that last beyond the school years. It is intellectually stimulating and challenging to work with such inquisitive and innovative students, but they are young and sometimes immature.

Teachers in postsecondary institutions (especially in smaller liberal arts colleges) may also be able to form learning communities with undergraduate students, but there is another constituency with which those of us in secondary schools must uniquely deal: that of parents. Teachers in secondary schools must interact with parents, whether they are supportive—like the majority—or belligerent like the few that are exceptions.

So with heavy teaching schedules, supervisory and club responsibilities, and parental contacts, how do teachers ever have the time to engage in scholarship? The answer is that it is possible, as the academic labors of some teachers active in the schools well illustrate, but it takes careful planning, passion for scholarship, and a strong work ethic. Writing a monograph may not be a very realistic goal, but an article, reviews, and conference presentations are certainly manageable. There is often a false dichotomy between teaching and scholarship, for research facilitates one’s teaching. It is a process in which more teachers should be engaged.

Yet, by emphasizing the monograph and the achievement of tenure, university professors often appear to brush schoolteachers aside as if they have nothing of value to add to scholarly discourse.

But there are signs that the times are changing. Professional organizations such as the AHA and the Organization of American Historians are giving greater attention to teaching. Sessions at the annual meetings of both organizations are devoted to pedagogy as professors and teachers engage in a dialogue to address the needs of their charges in K–16 education. The AHA’s Teaching Division and OAH’s Committee on Teaching include teachers among their members, and there are serious outreach efforts being made toward the schools. Also, collaborative efforts between university and high school faculties have been fostered by the AHA.

Organizations such as the National Council for the Social Studies and its state affiliates, the National Council for History Education, and the Organization of History Teachers, an affiliate of the AHA, are additional sources of support and advice. The Council for Basic Education also offers outstanding resources—such as its pamphlet, Scholars as Teachers —for prospective teachers. Teachers seeking other scholarly alternatives for their students might consider such outlets as National History Day or The Concord Review , a journal for history essays by secondary-school students. Opportunities for summer professional enrichment also abound for history teachers. The National Endowment for the Humanities, the Fulbright program, and Gilder-Lehrmann Institute all offer summer programs for teachers with generous funding for travel.

Involvement with the schools does not have to be limited to the classroom. Many teachers have used their skills and expertise to serve as educational consultants and produce instructional materials. For example, Bill Lacey , formerly of Fountain Valley High School in Colorado, now writes lesson plans full time for the publishing firm Interact. James Percoco is an outstanding teacher in the Fairfax County, Virginia, schools, who received the Disney American Teacher Award in 1993. In addition to his classroom labors, James has written two books on teaching and often serves as a consultant for textbooks and educational programs. There are thus more opportunities in the schools for advancement beyond the classroom.

What should a graduate student contemplating a life in secondary schools do to pursue this goal? First, graduate students need to spend a little time in the schools. Get to know some high school or middle (or even elementary) school teachers, observe their teaching and interactions with young people, and ask them questions about their profession. These teachers will be the best resource.

If still interested, the prospective teacher should make a tentative decision about whether to pursue employment in the public sector or in independent schools. The democratic ethos of the public schools may appeal to many younger graduate students, and the pay, especially in the states with strong teacher organizations, is decent. However, issues of state certification will come into play with most public school positions, and even scholars who are well qualified in history may need additional hours of education classes for certification. With a teacher shortage in many areas, however, states are becoming more generous with emergency or temporary teaching credentials. Interested candidates will need to check the certification issue with boards of education in the states where they seek employment.

Prospective teacher historians who would prefer to avoid certification hurdles may want to examine teaching opportunities with independent schools. Although independent education tends to offer greater teacher autonomy, financial remuneration may fall below what is offered in the public schools. Those interested in this career path would do well to consult with the National Association of Independent Schools in Boston or an independent school placement agency.

Whether public or private, graduate students who believe that the schools might provide an appropriate career option need to demonstrate a degree of commitment. School officials who interview job candidates are not going to be overly enthusiastic about an applicant who is going to teach in the schools only until a university position is available. Interviewers may be impressed with an aspiring teacher’s subject matter knowledge, but they will likely be more enthralled by an applicant’s willingness to work with young people. John Pyne , a former history teacher who now serves as a social studies supervisor in New Jersey, observes that when he is hiring new teachers there is an increasing emphasis upon history training. Pyne asserts, “There are three important components to the preparation of most successful teachers: academic preparation in the content disciplines, pedagogical knowledge and skill, and field experience. For me, the most important is a candidate’s academic preparation, particularly in history as I strongly believe that history is the core of the social studies program.”

Sharing one’s historical passion, insights, and skills with the nation’s young people is an important endeavor in shaping the future of the nation. It is work well worth doing, and as Thea Glicksman suggests, we in the schools need the best and brightest.

Related Resources

June 10, 2024

Guidelines for Academic Tenure-Track Job Offers in History

June 9, 2024

Statement on Age Discrimination

May 16, 2024

Professional Lives of Historians Syllabus

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• Spring 2024, Issue 8

Learn Magazine: Spring 2024, Issue 8

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Unraveling the Complexities of Literacy Education

Reshaping literacy education, fostering community partnerships, and preparing future literacy professionals.

Unraveling the intricacies of learning to read and write requires persistence, patience and unyielding curiosity—all qualities of the committed scientist intent on discovery. Researchers in the Department of Learning and Instruction display these characteristics as they study methods to bolster children’s literacy achievement and understand its many facets. In their quest, they draw on GSE’s decades-long tradition of researching this critical issue, reaching out to the community with well-tested programs through the Center for Literacy and Reading Instruction.

From the Dean

A letter from Dean Suzanne Rosenblith to the Graduate School of Education alumni, students, faculty, staff and community.

Homeland Security Grant

Amanda Nickerson, PhD secures grant to continue building youth resiliency and implement bystander intervention training.

Pathways to STEM Careers

A program that encourages kids' interest in STEM through biking has received a $2 million grant from the National Science Foundation.

Office Hours

Raechele Pope has spent her career focus on the academic milieu: helping college students develop beyond academics while also training her energy on higher education administration. Her emphasis—on addressing diversity, equity and inclusion—has brought her to a place where she is thoroughly steeped in the field.

Faculty Opinion

When parents send their children to school, it is likely that tragic school shootings are on the forefront of their minds. A question everyone is asking is: How can we keep our children safe from violence? As researchers who study school safety, we offer some advice – and cautions - for parents in talking to their children.

Julie Gorlewski, PhD addresses the impact teacher shortages on students and school districts and discusses effective strategies for addressing this national crisis.

Book Stacks

Dive into a diverse array of topics! Discover the latest books and chapters authored by the distinguished faculty, dedicated alumni and talented students of the UB GSE community.

Roaming the Halls

Daphanie Bibbs’ perseverance, compassion and lived experience have taken her a long way. Her experience, being a Black girl, and at 20, a young Black mother, have honed her research interests to include the intersection of Black girlhood and Black motherhood.

Student Perspective

Claribel González, language education and multilingualism doctoral student shares her perspective on bilingual students’ linguistic and semiotic repertoires while developing computational literacies in dual language classrooms.

Gifts of Giving

Bullying has long been an evolving societal injustice that can lead to lifelong implications for those on the receiving end of the abuse. That’s why the subject has been a career-long area of concern and action for Kathryn Jens, PhD ’78, MA ’75.

Rachael and Michael Krupski founded the gluten-free Silly Yak. Rachael, a 2021 alumna of GSE’s higher education and student affairs master’s program, was diagnosed with celiac disease in 2021 and saw a need for more gluten-free dining options.

New Program Launches

GSE is now offering one of the first computer science teacher preparation programs in New York State.  

Scene on Social

GSE’s marketing and communications team began a journey in 2023 to create short-form videos on YouTube.

Ed Artifact

The bookmark is still a necessity for those that prefer turning paper to swiping a digital page.

Recent Events

A recap of what's been happening around GSE in the '24 spring semester.

GSE in the News

Here are some of the latest news headlines showcasing our esteemed faculty, dedicated students, and accomplished alumni.

Class Notes

Catch up on what past classmates have been up to personally and professionally.

In Memoriam

Remembering members of the GSE community.

Bulletin Board

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UB’s comprehensive approaches are reshaping literacy education, fostering community partnerships, and preparing future literacy professionals to tackle educational challenges.

• 6/18/24 Bicycles provide pathways to STEM careers
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• 6/18/24 Claribel González explores bilingual students’ linguistic and semiotic repertoires
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• 6/18/24 Ed Artifact — Leaving a mark
• 6/18/24 GSE establishes computer science education program
• 6/18/24 GSE in the News
• 6/18/24 Homeland security grant supports bystander intervention training
• 6/18/24 In Memoriam
• 6/18/24 Message from the Dean
• 6/18/24 Office Hours Faculty Profile: Raechele Pope
• 6/18/24 Q&A — Tackling teacher shortage requires multifaceted approach
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How to Get a PhD in Psychology (10 Steps)

A PhD in Psychology is the ultimate degree—a symbol of your commitment to the discipline and a representation of your knowledge and skills. Held by top-tier researchers, instructors in higher education, and clinical practitioners alike, a clinical psychology PhD may help you and the people and organizations you might one day serve. 1

While the benefits of a PhD in Psychology may be clear to you, how to go about earning this doctorate degree might feel confusing—until now.

Here’s how to get a PhD in Psychology, what to expect in a doctoral degree program, and what you might gain from obtaining one.

Start Your Journey

Step 1: Understand the PhD Path

A PhD, or Doctor of Philosophy, in Psychology is one of two of the highest degrees in the field of psychology. (The other is a PsyD , or Doctor of Psychology, a doctorate degree created in the 1970s to prepare students specifically for the rigors of working in clinical settings.) 2 A clinical psychology PhD may enable you to work in a variety of environments and a range of roles.

As such, earning this degree is an involved, immersive, and often exciting process that’s composed of: 3

• Statistics and methods
• Assessments 
• Clinical treatments

Coursework in a PhD program now frequently integrates discussions on psychology and technology , examining how digital advancements are transforming therapeutic methods and research techniques.

• Research – Research makes up the majority of the work you’ll do as a PhD student. Typically under the guidance of your mentor/dissertation advisor, you’ll delve into a topic of your choosing within the field. Examples of clinical psychology research topics include examining the effects of social media on teen suicide rates or the influence of childhood trauma on adult substance use disorder. Along the way, you’ll refine specific research skills: collecting and analyzing data, working with subjects/participating, and demonstrating your results.
• Clinical practicum and internships – Earning a PhD in Psychology also entails hands-on training in clinical practicums and/or internships. Generally speaking, you’ll perform an unpaid practicum for two years, followed by a one-year paid, clinical internship. 5 Precisely how you will fulfill this will depend on the program you choose, the opportunities within your community, and your concentration. A few examples include observing a clinical psychologist at a private practice, working with students at a university center, or conducting intakes at a substance abuse facility.
• Dissertation – Your dissertation is among the most important elements of your PhD program and the key to completing your degree. It serves several purposes: it illustrates your fluency in conducting research, demonstrates the knowledge you’ve gained in your PhD program, and adds an original contribution to existing psychology literature. 6

Step 2: Research Potential Programs

Finding the right PhD in Psychology program is paramount to your success. Researching potential programs is also one of the more thrilling aspects of pursuing a doctorate, but it needs to be approached strategically and mindfully. To that end, search for programs that, like the doctoral programs in psychology at Alliant International University, have received accreditation by the American Psychological Association (APA). 7

Accreditation essentially serves as a seal of approval and demonstrates to future employers, the general public, and licensing boards that you have the scientific knowledge required to work in the world of psychology.

Additionally, you may want to zero in on programs that:

• Feature faculty members who are at the top of their field and whose research interests reflect your own 8
• Offer the area of specialization you want to focus on, whether it’s clinical health psychology, multicultural community-clinical psychology, or family/child and couple psychology
• Promote work-life balance through online instruction, or a hybrid of online and in-person instruction and training
• Have a high attrition rate

Further, if you do opt for a program that demands in-person attendance and training, be sure that it’s geographically feasible for you. The cost of living in the area should also be factored into your decision. Lastly, if you’re an undergrad or just finishing up your master’s, consider asking the professors you trust and admire for program recommendations. 9

Step 3: Prepare Your Application

Application and admission requirements vary by institution. That said, most programs ask for: 10

• A completed application (along with the application fee)
• Official transcripts from your bachelor’s and/or master’s program with required credits
• CV or resume
• Letters of recommendation

Depending on the program you’ve selected, you may also need to submit GRE scores. Importantly, nearly all programs require a personal statement—a topic we’ll look at in more depth below. While a PhD equips you for high-level research and academic positions, you might wonder if you can be a clinical psychologist with a master's . Although possible, a PhD significantly broadens your professional scope.

Step 4: Gain Relevant Experience

Not only will obtaining relevant experience help strengthen your application package but it will also help you gain invaluable insights into the industry. It might also assist you in choosing a specialization, such as working one-on-one with trauma survivors or dedicating your professional life to neuropsychology research.

Fortunately, there are dozens of ways to get the type of experience that will help your application stand out from the competition: 11

• Research assistantships
• Volunteering at a mental health clinic
• Shadowing a clinical psychologist or substance abuse counselor
• Working for a crisis hotline

Keep in mind that some PhD in Psychology programs require a minimum amount of relevant experience before you can apply. In fact, the Association for Psychological Science (APS) asserts that doctoral applicants usually accrue two to three years of research experience before applying to graduate school. 12 All of this emphasizes the importance of conducting thorough research on your schools of interest.

Step 5: Submit Strong Letters of Recommendation

Letters of recommendation are a crucial component of your doctoral application. In fact, some state that your letters of recommendation are more important to the decision process than grades. 13

Usually, they’re written by former professors and/or former employers or psychology professionals you’ve interned for or shadowed.

Be sure to request letters of recommendation from those with whom you have a visible track record. In addition, request letters well ahead of your application deadline, even as much as a year in advance of when you think you’ll start applying for your doctoral program.

Talk to Our Advisors

Step 6: Craft a Compelling Personal Statement

Almost every doctorate in psychology program requires a personal statement. As one of the most critical elements of your application (some indicate that it’s more important than your GRE scores and GPA), it should describe, in detail, your: 14

• Interest in the particular program you’re applying to and why
• Academic and research objectives
• Research and field experience and how they align with the particular program
• Intended area of specialization

Experts consulted by the APA also advise against using three things in your personal statement: humor, hyperbole, and “hard luck,” such as describing the obstacles you’ve overcome.

Step 7: Ace the Interview

Happen to receive an interview offer? Congratulations—your application clearly stood out!

The interview process may start with what’s known as a pre-interview, or a brief conversation to evaluate your fit with the program and department. 15 This may be followed by an on-campus interview that asks basic questions, such as the impact you hope your PhD project has and why you believe you’re the right candidate, as well as more precise questions prompted by your specific experience. 16

One of the best ways to make a solid, lasting impression is to create a bulleted list of your research interests. Practicing answers to the questions you anticipate ahead of time can also help ensure a smoother dialogue. And remember: you’ll be interviewing for the program, too.

Step 8: Consider Funding Options

The financial assistance you may receive will likely be an enormous determining factor in the program you choose. As discussed, funding may arrive in the form of:

• Grants 
• Scholarships
• Tuition remission
• Employer tuition reimbursement

Alliant International University, for example, has several forms of funding options available to doctoral candidates—those listed above, as well as fellowship assistantships .

Step 9: Plan Your Coursework and Dissertation

Once you’re accepted into a program, you should select your area of specialization, plot out your coursework, and choose your dissertation topic.

The APA notes that doctoral candidates should ideally land on a dissertation topic within the first year or two of their program. 17 Why? Because it will give your program enhanced focus and a guiding theme.

To jumpstart your thinking:

• Consult with instructors who are active in cutting-edge psychology research 
• Assess your topic’s viability and manageability (and if it will serve as an original contribution to existing research)
• Pinpoint the problems and questions you foresee and how you will approach them

Above all, be sure to choose a topic that will sustain your interest and excitement throughout the duration of your program. Earning a PhD in Psychology is a time-intensive commitment. Four to six years is about how long it takes to get a psychology PhD, but it varies by person based on how they balance their personal schedules with coursework, research, and clinical training.

Step 10: Engage in Professional Development Opportunities

One of the biggest benefits of obtaining a PhD in Psychology? The connections you may be able to make, such as through your internship and clinical practicum, as well as psychology conferences and seminars.

Yet, some of the strongest relationships you build might be right inside your program. And this brings us to our final piece of advice: consider choosing a program that features a warm and supportive faculty and a diverse collection of students who will motivate you throughout your academic journey—and beyond.

Your Path Begins Here

At Alliant International University, our PhD in Clinical Psychology program features a faculty that will challenge you in the best possible way alongside a nurturing, engaging learning environment.

Enrich your knowledge and prepare to make a lasting difference in the field of psychology. Apply today and start your journey.

Sources: 

• “What Can You Do with a Doctorate in Psychology?” Psychology.org | Psychology’s Comprehensive Online Resource, March 18, 2024. https://www.psychology.org/resources/jobs-with-a-doctorate-in-psycholog… ;
• Cherry, Kendra. “PsyD vs. Phd in Psychology: Which Is Right for You?” Verywell Mind, October 27, 2023. https://www.verywellmind.com/what-is-a-psyd-2795135.  
• “Psychology Doctorate Phd Defined: Explore Academic, Internship and Research Requirements for a Psychology Phd.” Psychologist, March 24, 2021. https://www.psychologist-license.com/types-of-psychologists/psychologist-doctorate-phd/.  
• “Daily Activities of a Clinical Psychology Phd Student.” Simply Mental Health, November 13, 2022. https://simplymentalhealth.ca/2022/11/13/daily-activities-of-a-clinical-psychology-phd-student/.  
• “Internships and Practicums.” Psychology.org | Psychology’s Comprehensive Online Resource, April 10, 2024. https://www.psychology.org/resources/internships-and-practicums/.  
• Herbert, Robyn S, Spencer C Evans, Jessy Guler, and Michael C Roberts. “Predictors of Dissertation Publication in Clinical and Counseling Psychology.” Training and education in professional psychology, November 2022. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9635593 .
•  “APA-Accredited Programs.” American Psychological Association. Accessed April 21, 2024. https://accreditation.apa.org/accredited-programs#.  
• “Choosing a Graduate Program.” Association for Psychological Science - APS. Accessed April 21, 2024. https://www.psychologicalscience.org/members/apssc/undergraduate_update/summer-2011/choosing-a-graduate-program.  
• “Clinch Your Graduate School Acceptance.” American Psychological Association. Accessed April 21, 2024. https://www.apa.org/gradpsych/2007/11/cover-acceptance.  
• “Best Doctorate in Psychology Degree Programs of 2024.” Intelligent, April 3, 2024. https://www.intelligent.com/best-doctorate-in-psychology-programs/.  
• 14 ways to get clinical psychology work experience | indeed.com UK. Accessed April 18, 2024. https://uk.indeed.com/career-advice/finding-a-job/clinical-psychology-work-experience.  
• “Rockin’ Recommendations.” American Psychological Association. Accessed April 21, 2024. https://www.apa.org/gradpsych/features/2009/recommendation.  
• “Preparing Your Personal Statement for Graduate School Applications.” American Psychological Association. Accessed April 21, 2024. https://www.apa.org/ed/precollege/psn/2016/09/graduate-school-applications.  
• To ace your interview for doctoral psychology admission. Accessed April 22, 2024. https://mitch.web.unc.edu/wp-content/uploads/sites/4922/2021/12/PsiChiI… ;
• Top 10 common Phd interview questions and answers. Accessed April 21, 2024. https://www.indeed.com/career-advice/interviewing/common-phd-interview-questions.  
• “Starting the Dissertation.” American Psychological Association. Accessed April 21, 2024. https://www.apa.org/gradpsych/2005/01/starting.&nbsp ;

David Stewart

Dean, California School of Professional Psychology

David G. Stewart, PhD, ABPP, is a board-certified clinical child and adolescent psychologist and Dean of the California School of...

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The Use of Robotics and Simulators in the Education Environment

Advances in technology continue to push the envelope in healthcare, travel, communication and education. The use of robotic and simulation technologies have proven themselves to be worthy components of available educational resources. These technologies use in the education environment have shown their value in everyday learning and in the specialized education of students with disabilities.

Robotics and Simulators in Education

The use of robotics has allowed complicated medical procedures to be simplified, the work of dangerous construction projects to be safer and the discovery of our universe to be possible. When applied to education, robotics and simulators can change the way students learn and ultimately create a more knowledgeable and well-adjusted student.

Elementary and High School Education

• Robotics – Robots can be used to bring students into the classroom that otherwise might not be able to attend. In New York, a second grader with severe, life-threatening allergies was unable to attend school due to his condition. A four-foot-tall robot provided a ‘real school’ experience for the boy, ‘attending’ school and bringing the boy with him via an internal video conferencing system. Robots such as the one mentioned are able to ‘bring school’ to students who cannot be present physically.
• Simulators – High school sees the strongest example of simulators within drivers’ education courses. Simulators provide a true-to-life experience while removing any real dangers or risk from scenarios. In drivers’ education, students can experience the feeling of being behind the wheel without ever leaving the safety of the classroom. Simulators offer a chance for ‘what if’ scenarios, which can better prepare student drivers for real-life hazards and obstacles on the roadway.

Higher Education

• Robotics – Many careers require specialized knowledge in delicate practices, specifically in the realm of healthcare. When receiving a medical education, many students find benefits in the use of robotics. When learning to perform complicated medical procedures, a human subject isn’t feasible, so educators are employing the use of robots as stand-ins. Robots can be created and programmed to give off all indications of human life, including breath and heartbeat. Their use can also be seen in such procedures as injections, surgeries and even delivering children.
• Simulators – Simulation technology is utilized in a variety of college degree focuses, offering 360 degree real-life scenarios and 3D projections of real experiences. In addition to providing medical students with the means for thorough exploration of the human body, simulators also provide exceptional methods of crisis and disaster training for emergency response and law enforcement trainees. These types of all-encompassing simulators offer a choice and response technology, requiring officers to make split-second decisions and immediately see the ramifications of their actions. These types of scenarios can include violent altercations or behind-the-wheel high-speed chases.

Special Education

• Robotics – Students with special requirements are reaching new levels of learning through the use of robotics in the classroom. With these technologies children with autism are learning communication and social skills and students with developmental issues and attention disorders are learning focus. Individuals with severe physical disabilities are also offered a constant companion and health monitoring system – all through the use of robotics. Robots can be programmed to suit each individual child’s need, offering special education in a much simpler, accessible format.
• Simulators – Simulators are able to offer students with special needs an introduction to real-world scenarios in a non-threatening environment. Everyday lessons can be taught at a comfortable pace, including subjects ranging from basic self-care to stay-safe techniques in emergency situations. Simulators have also provided a way for special education educators to see the world from their students’ perspectives, including hearing-impaired or blind simulations.

Assistive technology is growing, and the abilities it provides to special education students are limitless. Simulation and robotics technologies offer a range of possibilities within education, with a helpful solution for every student’s learning needs. As the technological world unveils new innovations daily, the educational world will continue to benefit from the opportunities offered with these groundbreaking tools.

You can help shape the influence of technology in education with an Online Master of Science in Education in Learning Design and Technology from Purdue University Online. This accredited program offers studies in exciting new technologies that are shaping education and offers students the opportunity to take part in the future of innovation.

Learn more about the online MSEd in Learning Design and Technology at Purdue University today and help redefine the way in which individuals learn. Call (877) 497-5851 to speak with an admissions advisor or request more information.