Doctor of Philosophy in
Education (PhD), Leadership
in Curriculum and Teaching
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Overview
This specialization equips teachers with the tools and competencies needed to enhance their professional effectiveness as teacher leaders. Participants will explore current practices in education, foundational principles of teaching and learning, and methods for evaluating and critiquing curriculum design. The specialization also addresses educational change and conflict resolution, emphasizing the role of reflective decision-making in the development and implementation of practical solutions to educational challenges.
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
Required Specialization Courses
In this course, you will analyze instructional strategies based on the principles of universal design for learning, including integrating strategies for providing multiple means through which PK-12 learners access the curriculum. You will plan instructional strategies for curriculum aligned to standards that support current educational requirements, including the use of technology to engage, comprehend, and express learning. You will also consider other educational issues, trends, and recommendations for change in the PK-12 classroom related to instructional strategies.
In this course, you will review current literature and theories related to diversity, equity, inclusion, and social justice. You will also relate knowledge and personal experiences, and examine the educator dispositions necessary for effective diversity, equity, inclusion, and social justice practices. Finally, you will justify the role of and recommend practices for diversity, equity, inclusion, and social justice in the context of educational leadership.
Conflict is a normal part of living and working together. Conflict can give you opportunities to learn and grow both personally and professionally. Of course, the positive potential of conflict does not eliminate the discomfort we can feel around conflict. In this course, you will examine conflict and mediation within a variety of educational organizations. You will evaluate conflict management skills and practices, including discerning the implications of diversity, equity, inclusion, and cultural responsiveness in the process of conflict interpretation and management within educational organizations.
Select 3 of the following courses:
In this course, you will examine dispositions of both learners and teachers. This examination will include the effect of dispositions on learner motivation, participation, and comprehension as well as 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 community.
This course starts with the distinction between curriculum and programs in K-12 education. While both are important, evaluation of each one is different. In addition to exploring evaluation processes, you will also examine the development of both curriculum and programs. This examination will incorporate theories, trends, and future directions, including technology recommendations to design and develop innovative curriculum for K-12 learning environments.
You will take a closer look at instructional strategies in this course, with particular attention to supporting theories and practical applications in K-12 learning environments. You will assess learning theories that frame instructional strategies, including theories and frameworks for remote learning. You will recommend instructional strategies, justify approaches to inclusive instruction, and design inclusive learning experiences in K-12 education.
In this foundational course, you will examine major theories and practices of organizational development and improvement in educational settings. You will also critique educational leadership competencies related to ethical behavior in educational organizations and synthesize various leadership theories using an educational approach to leadership. Finally, you will utilize educational leadership theories as they apply to real-world leadership situations in education and explore self-evaluation and personal reflection techniques supportive of leadership improvement within educational organizations.
In this course, you will explore models of supervision and evaluation of personnel and analyze policies and practices supporting diversity and inclusion in PK-12 settings. Additionally, you will determine the effects of culture on interpersonal and group communication and evaluate policies and programs for effectiveness. Finally, you will evaluate the role of leadership in managing change and conflict and examine strategies for talent development of instructional and organizational leadership.
In this course, you will determine the conditions necessary for innovation as well as recommend change theories to promote innovation in educational organizations. You will assess major barriers to and opportunities for change. You will also critique organizational resources to promote innovation and change. Finally, you will evaluate the effects of culture and climate and advocate for ethical decision-making practices in organizational innovation and change.
In this course, you will examine the relationships among policy, leadership, accreditation and research and critique the processes related to operations and policy development in PK-12 education. You will evaluate the impact of educational policies on school operations and practices and synthesize how the policies and practices facilitate effective school performance. Finally, you will evaluate methods for strategic planning and policy implementation in PK-12 education.
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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Program Disclosure
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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