Ph.D. in Instructional Leadership for Changing Populations
The Ph.D. in Instructional Leadership for Changing Populations prepares graduates to provide instructional leadership for linguistically and culturally nonmainstream learners whose research will contribute to knowledge in the field. The driving purpose of the program is to bring the best of relevant contemporary scholarship to bear on creating learning environments that improve the academic performance of all students and to meet the particular needs of these new learners.
The program requires elements common to all doctoral studies:
- Research Methods
- Comprehensive Examinations
- Research Seminar
Introductory Research Course (3 Credits)
EDU 543 - Reading, Analyzing and Interpreting Educational Research (3)
Language and Learning (12 credits)
EDU 647 - Learning, Language and the Brain (3)
EDU 676 - Educational Applications of Multimedia (3) or
EDU 665 - Digital Game Based Learning and Design (3)
EDU 697 - Language and Intercultural Communication for Changing Populations (3)
EDU 698 - Linguistic and Cultural Diversity (3)
Philosophical Perspectives (12 credits)
EDU 672 - Changing School Populations in Historical Perspectives (3)
EDU 674 - Global and International Perspectives in Education (3)
EDU 675 - Democracy and Education: Philosophical Perspectives (3)
IDS 500 - The Human Spirit and the Liberal Arts (3)
Changing Populations (9 credits)
EDU 615 - Educator as a Change Leader (3)
EDU 622 - Education and Policy Analysis for Changing Schools (3)
EDU 660 - Legislative and Legal Decisions Affecting Changing School Populations (3)
Research Core (9 credits)
EDU 695 - Research Design (3)
EDU 701 - Methods of Quantitative Research (3)
EDU 703 - Methods of Qualitative Research (3)
Special Interest Area (6 credits)
Select two courses related to an area of special interest within the broad domain of instructional leadership and improving learning for changing student populations.
Instructional Leaders will:
- Demonstrate a general knowledge based in the liberal arts and in specific content appropriate for teaching.
- Demonstrate effective application of principles derived from the ongoing relationship between research-informed theory and practice.
- Exemplify the qualities of a reflective practitioner through analysis and assessment of teaching practices and behaviors, redesigning instruction to meet individual needs.
- Act and make decisions guided by a philosophy of teaching and learning rooted in a moral system that values the development and diversity of each individual.
- Create a safe and interactive environment in which students are both empowered and free to take risks, to think analytically, critically, and creatively, to make informed choices, and to act responsibility.
What to Expect Studying at Notre Dame of Maryland University
The mission of Notre Dame of Maryland University’s School of Education is to serve as a catalytic change agent by educating leaders to transform the world. To achieve this, we provide distinctive undergraduate and graduate programs that challenge women and men to strive for intellectual and professional excellence, to build inclusive and diverse communities, to engage in service to others, and to promote social responsibility. In addition to taking courses in relevant topics related to instructional leadership, candidates also engage in discussions and activities that support understanding and development of students representing the changing populations in our schools. Through the rigorous process of completing comprehensive exams and a dissertation, students are prepared to publish research related to their area of interest and present at national and international conferences.
With award-winning teacher certification programs nationally recognized by the National Council for Accreditation of Teacher Education, you can expect to benefit from small class sizes, expert faculty, and practical field experiences.
The dissertation is the culmination of your doctoral studies. Through the Dissertation Seminar(s), you will receive assistance in the process of preparing your dissertation proposal.
In this scholarly work of original and independent research, you will:
- Address a problem or issue relevant to education;
- Conduct research that is quantitative, qualitative, or historical/philosophical (depending on the chosen subject); and
- Develop a dissertation that adds to the knowledge in the field.
Students who complete the Ph.D. program in Instructional Leadership are prepared to bring a better understanding of the policies, curriculum, students’ language development, and historical and philosophical context of educational leadership to their classrooms, their schools, and their districts. After completing the degree, many choose to remain in the classroom, teaching students with a new understanding of the complexities involved in educating changing populations. Some move into administrative positions such as assistant principals or principals where they can have a broader impact on school policy, professional development for teachers, and student learning success. Others have taken administrative positions at the county level, working across many divisions to analyze individual schools’ progress in meeting the needs of diverse populations.