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Doctoral programs.

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

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

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

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

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

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

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

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

Cross-area specializations

Learning sciences and technology design (lstd).

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

Race, Inequality, and Language in Education (RILE)

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

Other academic opportunities

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

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

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

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

To learn more about the Academic Services team:

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

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

What Sets Us Apart

About the program.

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

Fall: 3; Spring: 3

Culminating experience Dissertation

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

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

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

Research Apprenticeship Course (RAC)

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

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

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

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

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

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

Our Faculty

Affiliated Faculty

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

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

Matthew Duvall Lecturer Ph.D., Drexel University

L. Michael Golden Vice Dean of Innovative Programs and Partnerships, 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

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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Dean Strunk advocates for student teacher stipend in the "Philadelphia Inquirer"

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

The Ph.D. in Education is an interdisciplinary doctoral program that combines advances in the social sciences, sciences, arts, and humanities with deep expertise in educational research, policy, and practice to train students for careers as academics, researchers, policymakers, and leaders who will improve educational outcomes in the United States and around the world. Ph.D. candidates will collaborate with faculty from across Harvard graduate and professional schools and conduct groundbreaking research — forging new fields of inquiry that will transform education practice and policy.  Candidates for the Ph.D. in Education choose from among three concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; or Human Development, Learning and Teaching.

All Ph.D.s are granted through the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences.

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.

8 Careers You Can Pursue With a Doctorate in Education

Industry Advice Education

By earning a Doctor of Education (EdD) degree, you’re preparing yourself for a career with lasting impact—on students, on the future of a college or university, on your community, or on the trajectory of a nonprofit trying to improve other communities locally and abroad.

You’re also positioning yourself for advancement. Professionals who earn an EdD are qualified for roles leading and operating schools at the elementary, high school, or college level. They learn to lead in a way that can be effective at the front of a classroom or at the ground level of an organization.

An EdD signals to employers that you’re a thought leader; that you’re someone who’s demonstrated the capacity to identify a problem, examine issues from multiple perspectives, and offer relevant insights for practical solutions. With your doctorate in hand, you’re prepared to take on a leadership role across a variety of industries.

Here’s a look at the types of positions EdD graduates pursue and eight of the top careers available in the field. 

Download our free guide to earning your EdD

Learn how an EdD can give you the skills to enact organizational change in any industry.

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What types of positions do EdD students pursue?

Northeastern’s EdD students cultivate their leadership skills in the program by integrating practice and insights from experienced faculty and high-achieving peers . They come from diverse fields, including business, criminal justice, healthcare, military, human services, and the nonprofit sector. Their job titles and careers are just as diverse, with students working as policymakers, systems analysts, and administrative leaders within higher education institutions, nonprofit organizations, and governmental agencies.

Top careers for doctor of education graduates

1. college president.

Median annual salary: $332,655

Presidents are the top leaders of a college or university. They establish and execute their school’s strategic vision, spearhead fundraising, attend student events, and deliver speeches to a variety of constituents, such as donors, lawmakers, government, and faculty, to raise the profile of the institution both locally and abroad. They also collaborate with senior administrators, faculty, and staff to devise new ways to support students and improve their learning environment while maintaining high academic standards. Depending on the type of public or private institution they lead, college presidents can earn impressive seven-figure salaries . 

2. Chief learning officer

Median annual salary: $156,399

In education, top executive roles include positions like “chief learning officer”—a senior-level professional who develops and drives strategies that help their college or university meet critical business goals. Chief learning officers (CLOs) focus on creating strategies for training, learning, and development, and typically oversee an insitution’s latest technologies, such as its online learning platform.

Median annual salary: $169,093

A provost—or vice president, depending on the college or university—is a senior-level academic administrator who tends to be second in command after the president. Provosts work closely with deans and department heads and help determine their institution’s academic goals and priorities, as well as how to allocate the resources necessary to support those initiatives. They often oversee daily operations and work to hire and retain a diverse faculty. 

4. School superintendent

Median annual salary: $145,399

Superintendents are the top executives of a school district. They’re responsible for establishing and overseeing their district’s budget, staffing, infrastructure, and spending. Superintendents collaborate closely with a school board to develop and implement new policies and programs in line with the district’s short- and long-term goals, as well as allocate the financial and human resources necessary to achieve the district’s overarching vision.

5. Elementary, middle, or high school principal

Median annual salary: $104,360

Principals oversee the daily operations of an elementary, middle, or high school. They hire teachers and staff, manage the budget, and enforce disciplinary rules when necessary. Principals also develop and assess educational programming aimed at achieving student learning outcomes, all while striving to create and maintain a positive learning environment. More than 20,000 principal positions are expected to emerge each year between 2022 and 2032, according to the U.S. Bureau of Labor Statistics .

A principal’s salary might differ depending on whether he or she works at an elementary, middle, or high school. According to PayScale, the median wages for principals at each level are:

• Elementary school : $90,571
• Middle school : $107,411
• High school : $96,733

6. Academic dean

Median annual salary: $101,707

Deans work at the senior administrative level of a college or university. The role varies depending on the institution, but deans often manage faculty and staff, set academic goals, implement strategic planning, oversee their department’s budget, help fundraise, support research initiatives, and foster student development. Some departments you might find them in are:

• Admissions : Those working in admissions develop and lead recruitment initiatives for a college or university. They evaluate applications, decide the number of students who should be admitted to the school, determine who those students should be, and communicate with prospects and their families.
• Research : A dean of research often oversees faculty and collaborates with them to create a strategy for developing short- and long-term research initiatives. They also work to secure research funding, oversee the research budget, and establish key industry partnerships.
• Student affairs : The student affairs office typically oversees a variety of different departments, such as residence life, athletics, student support services, and diversity and inclusion. A dean of student affairs typically establishes and evaluates nonacademic programs that foster and enrich the student student experience, handles disciplinary issues, and communicates with students’ parents or legal guardians.
• Advancement : The advancement office—also known as “development” or “alumni relations” depending on the school—is responsible for securing funding for the college or university from potential donors, including alumni, government policymakers, corporations, and foundations. They nurture and maintain those relationships, ensuring all gifts received are being used as intended.

7. Professor

Median annual salary: $87,380

Postsecondary teachers, or professors, work at the college or university level, developing course curricula, instructing students in a specific area of study, and assessing their progress. When they’re not teaching, professors are often conducting research, writing scholarly papers, or attending conferences.

Professors’ salaries vary based on where they are on the tenure track and their area of expertise. Below are the median salaries for professors based on rank, according to PayScale.:

• Instructor : $54,325
• Lecturer: $59,676
• Assistant professor : $75,696
• Associate professor : $86,123
• Professor : $92,393

Salaries range further depending on the professor’s focus. According to the U.S. Bureau of Labor Statistics , the top 10 highest-paying subjects—and what those subjects offer in terms of median annual wage—are:

• Law : $127,360
• Economics : $115,300
• Engineering : $106,910
• Architecture : $105,770
• Health specialties : $105,650
• Forestry and conservation science : $101,650
• Atmospheric, earth, marine, and space science : $100,690
• Physics : $98,020
• Business : $97,130
• Computer science : $96,430

8. Executive director of education

Median annual salary: $100,350

Executive directors are often the senior leaders of a nonprofit organization or business. They work closely with a board of directors but are the ones who make the daily operational decisions. Executive directors hire and manage staff, handle external relations, engage volunteers, oversee the budget—including all fundraising initiatives—and develop policies, programs, and strategies that guide the organization’s mission and purpose. 

What can you do with an EdD from Northeastern?

When you earn your EdD from Northeastern , you’re not only advancing your own work, you’re joining a top-tier university and pursuing a rigorous education with an entrepreneurial orientation toward making our world a better place. You’re joining a vast network of students and alumni of the EdD program, which spans more than 2,000 professionals across many domains of education. You’re gaining access to engaging faculty who understand the importance of professional experiences in a growing leadership capacity, and who are prepared to offer you personal attention to support your professional development.

With your EdD, you can make a difference in the lives of children, communities, and organizations as you transform your problem of practice into a plan for change and action.

Editor’s Note: This article was originally published in September 2017. It has since been updated for accuracy and relevance. 

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About shayna joubert, related articles.

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The median annual salary for professional degree holders is $97,000. (BLS, 2020)

Doctor of Education

The degree that connects advanced research to real-world problem solving.

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Doctor of Philosophy in Education : Admission Details

Application details, prerequisites to apply.

A bachelor’s (four years) and master’s degree from a regionally accredited college/university or an equivalent credential earned from a qualifying international institution. Previous degrees must document outstanding academic achievement in a relevant area of educational research. This program requires in-person residential study at the Johns Hopkins School of Education in Baltimore, Maryland.

Application Requirements and Deadlines

Tuition and Fees

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 health insurance and will cover tuition and fees.

We recognize that it can be financially burdensome to relocate to a new city to attend a PhD program. Students admitted to PhD programs at Johns Hopkins can apply to potentially receive a $1,500 need-based grant to offset the costs of relocating. These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to Baltimore for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need. More information can be found on the Office of the Provost website .

Admissions Webinar

More information, what to expect, program goals.

Upon successful program completion, graduates will have the capacity to:

• Translate disciplinary knowledge into multidisciplinary applications and solutions.
• Employing sophisticated statistical and /data science approaches
• Linking educational practices with student outcomes in complex databases,
• Employing open science strategies,
• Designing survey measures,
• Conducting innovative program evaluations, and
• Navigating research-practice partnerships.
• Conduct and use evidence-based research to inform and assess educational policies and practices that improve outcomes for historically underserved populations.

IMPORTANT QUESTIONS AND ANSWERS

What is the difference between a phd and an edd, how much is a phd in education, what can you do with a phd in education, how long does it take to get a phd in education, a doctor of philosophy (phd) in education centers on theory and academic research while a doctor of education (edd) emphasizes practice and applied research..

At the Johns Hopkins School of Education, the PhD in education is a well-respected academic degree that focuses on the conduct of research, creating new knowledge vital for educational policies and practice. The EdD is a sought-after professional degree that focuses on the application of existing research to drive innovation and address practical issues in diverse educational settings.

The cost of a PhD in education depends on a few factors.

At the Johns Hopkins School of Education, PhD students are eligible for a fellowship for up to four years. The fellowship includes a yearly stipend and health insurance, and will cover tuition and fees. Additionally, Johns Hopkins PhD students can apply to receive a $1,500 need-based grant to offset the costs of relocating.

You can pursue various career paths with a PhD in education.

With a PhD in education from Johns Hopkins, you can pursue career paths such as university faculty or professor, researcher, policy analyst, educational consultant, educational leader (e.g., school superintendent or principal), curriculum developer, program evaluator, or positions in administration and leadership at the district or state level

The duration of a PhD in education depends on a few factors.

The time required to complete a PhD program can vary depending on factors such as the program structure, research focus, and individual progress. On average, it takes around 4 to 6 years of full-time study beyond a master's degree to earn a PhD in education.

International Applicants

International students interested in applying to a program at the Johns Hopkins School of Education must follow the same application process and submit the same general application materials as their peers, along with some additional requirements.

International Student Admissions

Please visit the International Student Admissions webpage for additional application requirements or information.

Education, PhD

School of education.

The School of Education will pause admission to the Doctor of Philosophy in Education (PhD) program for the 2025-26 academic year while we add several programmatic improvements. The next intake for admission to the PhD program will be for students who want to matriculate in the Fall 2026 semester. The online application will open in August 2025 to begin accepting submissions, and the application completion deadline will be December 16, 2025.

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

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

For Program updates and more information, please visit the website .

Admission Requirements

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

Program Requirements

Program structure and requirements.

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

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

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

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

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

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

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

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

Dissertation

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

Note: Full tuition assistance and annual stipends are available to support selected outstanding candidates . For more information about the PhD program, please visit the website .    

Please see Academic Standards .

Learning Outcomes

Program goals.

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

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

Graduate Research

Doctor of Philosophy - Education

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• Arrow-right #13 in Education globally
• Course code: DR-PHILEDU

Course overview

The degree of Doctor of Philosophy signifies that the holder has undertaken a substantial piece of original research, which has been conducted and reported by the holder under proper academic supervision and in a research environment for a prescribed period.

The PhD thesis demonstrates authority in the candidate's field and shows evidence of command of knowledge in relevant fields. It shows that the candidate has a thorough grasp of the appropriate methodological techniques and an awareness of their limitations. The thesis also makes a distinct contribution to knowledge, which rests on its originality of approach and/or interpretation of the findings, and, in some cases, the discovery of new facts.

Additionally, the thesis demonstrates an ability to communicate research findings effectively in the professional arena and in an international context. It is a careful, rigorous, and sustained piece of work demonstrating that a research 'apprenticeship' is complete and that the holder is admitted to the community of scholars in the discipline.

In scope, the PhD thesis differs from a research masters thesis chiefly by its deeper and more comprehensive treatment of the chosen subject. It is written succinctly, in English, unless approval has been given for the thesis to be written in a language other than English. The normal length of a PhD thesis is 80,000 words, exclusive of words in tables, maps, bibliographies and appendices. Footnotes are included as part of the word limit.

Internationally recognised supervisors

We're home to a number of internationally recognised education experts, and at the cutting edge of teaching and research.

Related study areas

• General studies in education
• Global and international education

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EdD vs. PhD in Education: Why Choose an EdD?

EdD or PhD? This is one of the first decisions aspiring education leaders face when exploring options for advanced degrees. The need for leaders in the field has never been greater. Integrating new educational methods and technology, addressing diversity and other social issues, and managing growing requirements for remote learning—these are just a few of the issues currently challenging educators. Taking a step toward earning an EdD or a PhD requires that prospective students first explore the differences between them to determine which track best serves their interests and aspirations.

Both degrees prepare graduates for rewarding careers and leadership roles in the education field , but they vary significantly in terms of study focus and typical career paths. Future education leaders wondering why to get an EdD or a PhD should understand the differences between the two degrees before they choose to pursue one.

What Is a Doctor of Education (EdD) Degree?

An EdD is an advanced degree in the education field that prepares graduates to succeed in leadership roles in higher education. EdD curricula incorporate heavy coursework in education policy, research methods, current social and political issues impacting students and teachers, developing teams and procedures, collaborating with internal and external partners, and managing and planning budgets.

EdD programs provide a solid foundation in modern education system operations, as well as extensive tools to create strategies and implement solutions to help schools and educational organizations succeed. Someone who has an EdD can teach or serve as an educator, but the degree program is more focused on helping graduates become leaders of educational organizations.

What Is a Doctor of Philosophy (PhD) Degree?

A PhD is an advanced degree that individuals and professionals can typically earn after attaining a master’s degree. A PhD can be attained in several academic subjects, including education, and often prepares students for careers in more research-oriented positions, as well as university and college instructor roles. The curriculum for a PhD in education can vary by school, but it often includes coursework in educational research and evaluation, teaching methods, and a larger dissertation on topics or subjects in the education field.

Job Outlook

In broad terms, EdD programs help graduates gain a deep understanding of education as a field and profession, developing leadership expertise for various educational settings. The PhD track is more research oriented, helping graduates prepare for both the classroom and research aspects of teaching at a postsecondary institution. A closer look at career paths, salary projections, and growth outlooks can help differentiate the programs further.

EdD vs. PhD: Common Career Paths

When considering why to get an EdD or a PhD, it’s important to look at what happens after graduation. EdD and PhD programs’ different areas of focus mean each program best prepares graduates for different career options. The most common path for PhD recipients is to go right back into postsecondary education, with the hope of becoming tenured professors at a college or university. Gaining an EdD opens a variety of doors in the education sector.

Professional Options with an EdD

EdD graduates will have some research background, for example, in examining the implementation of a new curriculum and student response. EdD graduates also benefit from classes focused on leadership and strategic planning, which provide a more business-oriented viewpoint of education and illustrate how policies can impact education at all levels.

Educators who earn an EdD can choose to pursue any of a variety of paths throughout education. Most commonly, they go into elementary, secondary, or postsecondary administration, serving in such roles as college dean or school district superintendent. EdD graduates from a school such as American University can also become college professors or run education-based nonprofit organizations.

Professional Options with a PhD

PhD programs place greater emphasis on research, and graduates commonly work in academia or pursue academic research. Experts in their specific area of focus, they may choose to continue their research with students or other professors.

A person who holds a PhD in education can serve as a professor at a university, a consultant, or a researcher in a government education agency or organization, as well as in a larger leadership role in school or university administration.

EdD vs. PhD: Salary Comparison

Many education leadership roles can be filled by professionals who have earned either an EdD or a PhD, so their respective earning potential is difficult to define precisely. Salaries largely depend upon experience and geographic location. Salary ranges for postsecondary educators, for example, vary widely depending on whether an educator is working at the associate or assistant level or has attained a full professorship. 

According to Payscale, the median annual salary for professionals with a PhD in education is approximately $80,000. Payscale notes that assistant professors of postsecondary/higher education have a median annual salary of roughly $69,000. 

Doctoral degree holders who attain advanced roles in academia earn higher salaries:  Deans with the degree have a median salary of around $93,000 annually, according to Payscale. 

The median annual salary for EdD degree holders is around $80,000 in June 2022, according to Payscale. Salaries for EdD professionals can vary significantly by role. For example, Payscale reports the median annual salary of associate professors working in postsecondary/higher education is around $71,000, while EdD professionals serving in an executive director role have a median salary of around $104,000 per year.

Growth Outlook for EdD vs. PhD

The bright career outlook for degree holders is another reason to get an EdD or PhD. Advanced leadership roles for education professionals generally have a positive growth outlook. According to the US Bureau of Labor Statistics (BLS), the number of jobs for postsecondary teachers will grow by 12 percent between 2020 and 2030, which is much faster than the average 8 percent growth the BLS projects for all professions. The BLS estimates that over the same period, postsecondary education administrator positions will grow by 8 percent, which is on par with the national job growth average projected by the BLS.

Differences Between EdD and PhD 

EdDs and PhDs are valuable to professionals seeking to become leaders in education. Both require significant commitments—a doctoral-level degree can take three years or more to complete. While there’s overlap between the coursework and career options for EdD and PhD programs, a review of the differences can help determine a good fit for prospective students.

The curricula for the degrees themselves prepare students for different career paths after they graduate. There are generally more options and specialties for PhD programs than there are for EdD programs. An EdD primarily prepares graduates to become leaders and strategists in the education field—for example, as superintendents, deans, provosts, and school district officials—while a PhD is more tailored to preparing graduates for instructional and research roles in education and higher education, for example, as professors and researchers.

This doesn’t mean that an EdD degree holder can’t serve as a professor or an instructor in a university environment or that a PhD in education degree holder can’t succeed as a superintendent or a dean. EdD programs just focus on the larger scope and strategy of an educational organization or institution, while PhD programs are more tightly focused on academic research.

EdD candidates learn about different educational and leadership styles and how education fits into the larger world. They explore policy at the local, state, national, and international levels. Ultimately they discover how to spearhead change throughout the educational system. EdD graduates can learn how to make strategic partnerships and forge meaningful relationships in the professional world.

PhD students focus much more on research methods and data collection. They typically explore a more narrowly focused dissertation than that of EdD students. PhD students often choose their specific area of research and then spend much of their time collecting, analyzing, and interpreting data so that they can draw informed conclusions. While EdD work looks at systemic progress and trends, PhD work typically examines education theory and methods, with the end goal of having them applied directly in the classroom.

Ultimately both degrees are associated with professionals who’ve earned leadership roles in education, and both degrees enable degree holders to make a positive impact on students’ lives and on educational communities.

Why Get an EdD?

One of the main reasons to get an EdD is that it can prepare graduates to take on leadership roles in different aspects of education. These are more commonly operational roles in academia, such as a higher education administrator. However, an EdD education can also lead to roles in a classroom setting, such as a professor.

The process of earning an EdD degree helps individuals gain expertise in concepts such as leadership, academic policy, and resource management. While these skills are often useful in administration, policy development and implication, and leadership contexts, an EdD can also give degree holders the foundational knowledge to conduct academic research. 

Choosing an EdD Program

No two EdD programs are alike. Exploring their differences can help prospective students determine the program that’s the right fit for them. EdD programs may offer varying specializations, for example, education policy and leadership or school administration. Programs can also differ in delivery options, such as online versus in-person coursework. 

Benefits of an Online EdD

Individuals who opt to pursue their EdD through an online program can benefit in several ways. A significant advantage is the flexibility of an online program, as its structure makes it possible for students to build their studies and coursework around their existing schedule.

Another benefit of an online EdD program is that students who are concurrently working full-time can immediately apply what they’ve learned to their job. Additionally, the flexibility of an online program fosters discipline, such as good time management, which is essential for professional success.

Become an Education Leader  

As society continues to evolve, effective leadership will be needed to guide educational institutions toward a brighter future. Earning an EdD can prepare an individual to guide others confidently as an academic leader, either in the classroom or in an administrative role. Being fully able to lead this charge can make earning an EdD an immensely satisfying achievement.

American University’s online EdD in Education Policy and Leadership program offers students a flexible option to participate in an innovative EdD program from one of the nation’s leading universities. Because the program is online, professionals have the ability to pursue their educational leadership goals and connect with established thought leaders and decision makers, all while still being able to balance their other responsibilities. 

Explore American University’s innovative program to learn more about how the EdD in Education Policy and Leadership program can help educators advance in their field and change lives.

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Indeed, “FAQ: Should I Get a Doctorate in Education? (Plus Career Options)”

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

If you’re considering advancing your career in education, you’ve likely considered choosing between a Doctorate in Education (Ed.D.) vs. a Ph.D. in Education. Or, at the very least, you’ve probably wondered what the difference between a Doctorate in Education and a Ph.D. is.

While these are both advanced doctoral programs, choosing one of these degree paths over another can ultimately define the direction in which your career goes.

A Doctorate in Education is a professional degree program for those who want to become leaders. The Ph.D. in Education, on the other hand, is designed for those who wish to continue teaching or who desire to conduct research that will add to the breadth of knowledge surrounding the field of education. And as such, the content of these degree programs is different.

This article will explore these doctoral programs to help you decide which program is right for you and your career goals.

Ed.D. — An Introduction to a Doctorate of Education

What is a doctorate of education degree and its purpose.

A Doctorate in Education, or Ed.D., is a terminal degree that prepares students for academic and administrative roles in K-12 and higher education.

A Program for School Leaders

Students in this doctoral program gain the skills and experience they need to become influential leaders, policymakers, and researchers with a focus on education in an increasingly global world.

Graduates of this program use existing research to help improve practices in the field of education and develop new research.

Prerequisites and Qualifications

Every college and university will have different prerequisites and qualifications for students to earn acceptance into their Educational Leadership degree program.

At University of Bridgeport, our Educational Leadership (Ed.D.) degree requirements include the following:

• Master’s degree from an accredited institution with a cumulative graduate GPA of 3.0 or higher
• Certificate of advanced studies, education specialist (Ed.S.), or a sixth-year degree

Additionally, Ed.D. candidates will need the following required materials:

• Application
• Official transcripts for the last degree earned
• One letter from a colleague and one letter from a supervisor
• The reasons for wanting to undertake doctoral studies
• The most significant personal and professional accomplishments
• The extent to which your personal and professional responsibilities will allow you to devote the necessary time and effort to the program
• A detailed description of your potential research topic
• Writing sample (ex: Master’s thesis, published or submitted journal article, scholarly paper)
• Official TOEFL scores for non-native English speakers

Doctorate in Education (Ed.D.) Curriculum

A Doctorate in Education prepares students to take active leadership careers upon graduation.

Thus, the Doctorate in Education (Ed.D.) program curriculum comprises courses in educational leadership, research and analysis, international education, and dissertation.

Students can expect to take hybrid Ed.D. courses such as:

• Public School Finance Workshop in Curriculum Development
• Constitutional Law
• Intro to Research
• Action Research
• Literature Review
• Organization Management
• Education Leadership
• Urban Leadership
• Postsecondary Teaching or Leadership Experience
• Comparative Education
• Dissertation Proposals

Expected Length of Program

An Ed.D. generally takes between three and four years to be completed. However, with a focus on career advancement and leadership, this degree can be completed more quickly than a Ph.D.

At University of Bridgeport, our students enroll in a hybrid (primarily online) program and earn their degree in as few as three years. Students will complete all their classes online except for two one-week doctoral residences in person during the first two summers of the program.

Throughout these three years, candidates collaborate and communicate with peers worldwide and our expert faculty through online discussion boards and collaborative assignments. In the third year of the Ed.D. program, students dedicate their time to writing and defending their dissertations.

Ed.D. Career Goals and Outcomes

The primary goal for many Doctorate of Education graduates is to become a leader in their school or school district. However, an Ed.D. prepares candidates for various Ed.D. career opportunities , including school leadership. Here are just a few of the jobs that an Ed.D. can prepare you for after graduation:

• Higher Education Administrator
• Academic Dean
• College Professor
• Curriculum Specialist
• Education Consultant
• Leadership in K-12 educational settings
• Policymaker
• A leader of independent/private schools worldwide

Advantages of Earning a Doctorate in Education

Pursuing a Doctorate in Education comes with many benefits. Not only can you serve as a leader in education, but you can also rest assured knowing that these programs are designed with the working teacher in mind.

Many Ed.D. programs offer asynchronous learning options or the ability to take a lower course load while still being considered a “full-time” student. Additionally, some programs require fewer years of study to be completed, allowing working educators to begin their careers as school leaders all the more quickly.

Plus, there are even online Ed.D. programs available for students who require even more flexibility in their doctorate program.

Ready to become a more experienced leader in your organization?

Take the next step in your career and learn more about university of bridgeport’s online ed.d. program, ph.d. — introduction to ph.d. in education, what is a ph.d. in education.

A Ph.D. in Education is typically research-oriented and prepares students for intellectual leadership roles.

An Academic Degree for Researchers and Professors

Graduates with a Ph.D. in Education often pursue careers conducting research, curriculum analysis and development, or educating future teachers.

If interested in leadership roles, Ph.D. graduates are more likely to find positions as college or university administrators than as K-12 administrators.

Admission requirements, prerequisites, and qualifications for Ph.D. in Education programs will vary depending on the institution. For example, while many programs require a master’s degree in a related field, others might only require a bachelor’s degree.

That said, typical requirements for Ph.D. in Education programs include the following:

• Qualifying GRE or GMAT scores
• Postsecondary transcripts
• Statement of purpose
• Writing sample
• Personal statement
• Letters of recommendation

Students should be aware that nearly all Ph.D. candidates have prior experience in research. Therefore, coming to the table with previous research experience from their undergraduate and graduate studies can help set students apart from other applicants.

Ultimately, research the Ph.D. programs you are interested in to ensure you meet all the admission prerequisites and requirements.

Ph.D. in Education Curriculum

Ph.D. programs focus on the development of strong foundational knowledge in theory. And like a Doctorate in Education program, a Ph.D. in Education will focus on research and analysis topics.

Coursework involves qualitative and quantitative research and is marked by close collaboration with faculty. Students might also learn how to publish their research in academic journals, present research findings at educational conferences, and secure grant funding as future faculty.

A Ph.D. in Education typically consists of ninety credits. Some courses that students in Ph.D. programs may take include:

• Introduction to Quantitative Methods in Educational Research
• Design Research in Education
• Educational Policy Analysis
• Foundations of Teaching and Learning
• Professional Seminar in Administration
• Dissertation Proposal Seminar

Additionally, students must pass a cumulative exam and submit a dissertation before earning their Ph.D. in Education.

Both Ph.D. and Ed.D. programs have similar curriculums. They both cover various research topics to provide students with the skills in research and analysis needed for upper-level careers in education.

However, Ed.D. courses go beyond these research topics by covering educational leadership, international education, and dissertation preparation. This prepares students for a variety of career outcomes.

Length of Program

Unlike an Ed.D., the Ph.D. can last between four and six years. And a student may sometimes take even longer to complete their research and dissertation.

As such, a Ph.D. is not typically the best program for professionals who wish to continue working while pursuing their doctorate.

Ph.D. in Education Career Goals and Outcomes

While a Ph.D. certainly offers graduates exciting job opportunities, it is heavily geared towards preparing graduates for a career in academia.

Some career opportunities that Ph.D. graduates can look forward to include:

• University professor
• College President
• Sociologists
• Clinical, counseling, and school psychologists
• Training and development specialists

Reasons to Pursue a Ph.D. in Education

For students who are highly motivated to add knowledge to the field of education, the Ph.D. is an excellent choice. It is primarily earned based on intensive, individual research that will eventually be used to create their dissertation.

For example, a Ph.D. fellow might make their dissertation about a specific approach to studying education by focusing on educational policy and how it impacts children.

Additionally, students in Ph.D. in Education programs are often passionate about teaching, learning, and improving education as a whole through research. If you enjoy reading, writing, researching, and communicating, a Ph.D. is the right choice.

Ed.D vs. Ph.D. — What’s the Difference?

Ed.d. vs. ph.d. in education key differences.

Despite the Doctorate in Education and Ph.D. in Education being advanced doctoral degrees and having some curriculum overlap, their outcomes and career goals differ.

Let’s review the key differences between these two programs:

• Average credits: sixty
• Time to complete: three to four years
• Focus: practical application of research
• Ph.D. in Education
• Average credits: ninety
• Time to complete: five to seven years
• Focus: Original research and academic scholarship
• Career outcomes: professor, academic researcher, educational consultant

Career Path Direction

Deciding which degree is right for you will largely depend on the above factors and what you hope to achieve during and after the degree.

If you want a career in administration, policymaking, leadership, and higher education, you should enroll in a Doctorate in Education (Ed.D.) program. Graduates have careers as school superintendents, curriculum directors, and educational policymakers.

On the other hand, students interested in teaching at the collegiate level or careers in research, consulting, and government should enroll in a Ph.D. in Education program. They will then be qualified to pursue jobs as professors, academic researchers, and educational consultants.

Skill Set Emphasis

Candidates in Doctorate in Education programs have proven leadership experience and the ability to recognize the problems facing districts or business organizations. They then use their education and training to create and manage education curriculums, help implement effective learning strategies, and measure the effectiveness of what’s being taught and how.

Conversely, Ph.D. in Education candidates prefer to use theoretical and study-based approaches to learning to add their unique findings to the existing field of education. Candidates should be proficient writers and speakers as they focus on being published in well-respected journals and presenting at national conferences.

Program Format and Completion Length

Most colleges and universities offer Ed.D. programs in flexible part-time and online options so that students can continue to work and pursue this advanced degree. However, these programs typically take between three to four years to complete.

Ph.D. in Education programs are primarily in-person, and it is challenging for candidates to work and attend class full-time. They typically take between five to seven years to complete.

Ready to Take the Next Step?

No matter which advanced doctoral degree you choose, both will further your education career and expand your abilities to influence how students learn.

If you want to impact what students learn directly, consider a Ph.D. in Education. However, a Doctorate in Education is the right choice if you want to pursue leadership roles in PreK-12 or higher education and have even more career opportunities.

Take the next step in your career as an education leader by applying to University of Bridgeport’s Ed.D. program today!

Education MPhil/PhD

Distance learning programme

IOE, UCL’s Faculty of Education and Society offers world-leading doctoral programmes in education and related social science. Our Education (Online) MPhil/PhD distance learning students undertake their research project, working closely with their supervisor(s) online (e.g. using Teams/Zoom and email) to develop each stage of their research, whilst engaging in a tailored programme of online research training courses and activities available from the UCL Doctoral Skills Development Programme, IOE faculty’s Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

• Entry requirements

The normal minimum requirement is a Master’s degree from a UK university in a subject appropriate to the programme to be followed, or a qualification of equivalent standard appropriate to the programme to be followed awarded by a university (or educational institution of university rank) outside the UK. The majority of our successful applicants hold a Merit at Master’s level, and may have additional relevant experience. Students without a Master’s degree who have completed the UCL PGDip in Social Science Research Methods, obtaining a grade B or above in any two or more modules, may also be considered for admission to this programme.

The English language level for this programme is: Level 4

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

IOE has specialised, research-active staff who are able to supervise students in education and related social sciences, including leadership, management, and teaching and learning in all phases of education, from early years through schooling and post-compulsory education to professional and lifelong learning. Other areas include health, the life course and economics.

Who this course is for

The MPhil/PhD is for applicants with a strong interest in an aspect of educational and social research, which may be understood broadly across the life course, in relation to other subject areas and wider social, economic, political and cultural changes. You should normally have completed an MA to merit level and want to develop a specific area of research. You may have a background in education or a cognate area of study. It is suitable for both recent graduates and those progressed in a career.

What this course will give you

IOE is a world-leading centre for research in education and related social science. We host the UK's largest doctoral cohort in these areas. In the QS World University Rankings by Subject (2023), the Institute was ranked first for education for the tenth year running, ahead of Harvard, Stanford, Oxford and Cambridge. In the UK's recent Research Excellence Framework (2021), we were ranked first for research strength and research power in Education, according to the Elsevier REF 2021 Results Analysis Tool. We attract extensive research funding each year and host many prestigious research centres and projects.

There are no residency requirements and the programme has been designed to engage students in distance learning so it is not necessary to attend.

Students undertake their research project, working closely with their supervisor(s) online (e.g. , using Teams/Zoom and email) to develop each stage of their research, whilst engaging in online research training courses modules and activities.

The viva examination takes place in-person at UCL or online. Students are welcome to visit and use campus facilities including the library, attend seminars etc.

The foundation of your career

Students gain experience of planning and implementing research methodologies, academic writing and presentation, management of their own research projects, and engagement with a wide range of researchers, practitioners, policymakers and other groups relevant to their chosen topic.

Employability

IOE doctoral graduates progress to a diverse range of careers in research, policy, management and practice, within education, cultural sectors and related areas of social science.

IOE is a leading centre for education and social science research. Students will have the opportunity to network with other doctoral students from around the world, as well as with world-leading academics within their field of study. The institute hosts several online seminar series as well as both national and international conferences. In addition, students are encouraged to take part in conferences elsewhere, expanding networking opportunities.

Teaching and learning

Distance learning students engage in independent learning supported through: (i) individualized online supervision (e.g., via Teams/Zoom and email) and (ii) peer group (cohort) learning through asynchronous and synchronous learning activities following a robust Online Research Training Programme (Online RTP). However, students are welcome to visit and use campus facilities to engage in in-person research training, access the library, attend seminars etc.

Education (Online) MPhil/PhD engages distance learning students in a robust Online Research Training Programme (Online RTP) to complement their individualized online supervision.

The Online RTP comprises of six `core' modules with asynchronous and synchronous learning activities introducing social science research in education.  Modules build students' critical perspective in: approaches to educational research, research and the theoretical field, research methods, qualitative and quantitative analytic procedures and academic writing and presentation.  Learning activities engage students in developing their doctoral research through independent study, peer group study and module tutor feedback.

Students with prior learning have flexibility in opting to engage in advanced online courses from the UCL Doctoral Skills Development Programme, IOE Research Training Programme, Bloomsbury Postgraduate Skills Network and other sources, as agreed with supervisors.

Full-time students typically study 2 modules per term over one year while part-time students study 1 module per term over two years.  Modules run for 4-9 weeks and are awarded 6-10 `training points'.  

Students also undertake two `core skills' courses to: (i) introduce UCL and IOE academic regulations, prepare for upgrade and ethics application and, (ii) enhance students' use of digital information and resources.  

Assessment is undertaken through completion of a thesis and viva examination. The maximum word length for a PhD degree thesis is 100,000 words. This includes footnotes, tables and figures but excludes bibliography, appendices and supporting data. In some instances, supervisors may wish to recommend a shorter length. Students should therefore consult with their supervisors on the length of theses in their subject area or topic, including the minimum length. The viva examination takes place in-person at UCL or online.

Education MPhil/PhD students engage in self-directed learning. Duration of full-time study is 3 years and part-time study is 5 years. Typically, full-time students engage in their doctoral studies for at least 35 hours a week, whilst part-time students engage in at least 15 hours a week.

Research areas and structure

Applicants to the IOE Education MPhil/PhD programme must apply to one of the six departments within the IOE: Culture, Communication and Media; Curriculum, Pedagogy and Assessment; Education, Practice and Society; Learning and Leadership; Psychology and Human Development; or the UCL Social Research Institute.

Applicants should look at the departmental websites to find out more information about the work of each department, and to identify one or more potential supervisors for their work. Even though applicants apply directly to the MPhil/PhD programmes in the department of their principal supervisor, the programme they follow once enrolled will be identical.

Research environment

You will have the opportunity to access to the wider UCL community. The Institute’s programme has been designed to provide comprehensive and broadly based research training and to meet the requirements of the Economic and Social Research Council (ESRC), the Arts and Humanities Research Council (AHRC) and the UK Researcher Development Framework.

As a research student at IOE, UCL’s Faculty of Education and Society you have the opportunity to participant in online seminar groups when engaging in distance learning as well as in-person seminar groups when visiting campus, along with seminars organised by research centres or according to interest groups.  This promotes collegiality and enriches learning.

The length of registration for the research degree programmes is 3 years for full-time.

You are required to register initially for the MPhil degree with the expectation of transfer to PhD after successful completion of an upgrade viva 9-18 months after initial registration.

Students undertake their research project, working closely with their supervisor(s) online (e.g., using Teams/Zoom and email) to develop each stage of their research, whilst engaging in online research training courses and activities.

IOE Centre for Doctoral Education provides an extensive Research Training Programme. Courses are available from the UCL Doctoral Skills Development Programme, IOE faculty’s Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources. The training offers a wide range of introductory, advanced methods, advanced theoretical, and generic non-credit bearing academic skills courses, as well as student led workshops and reading groups which you can attend.

A mandatory core course is provided online and in-person that aims to meet the needs of early-stage doctoral students. In addition, distance learning students are required to take six tailored online research training core modules (Approaches to Educational Research; Research and the Theoretical Field; Research Methods; Qualitative Data Analysis; Quantitative Data Analysis; Writing and Presenting Educational Research) in their first year of full-time study or first two years of part-time study, and are then able to choose from a selection of advanced online courses.

Full-time MPhil/PhD students are required to fulfil minimum 20 ‘points’ of training activity in their first year, and are encouraged to fulfil the same in their subsequent years of study. Each point is worth approximately a half-day of face-to-face training, or an online equivalent.

Other activities such as attending and presenting at conferences also count towards research training. Students may undertake additional training beyond these minima, as relevant to their research and/or as agreed with their supervisors.

You are expected to upgrade from MPhil to PhD status towards the end of your first year of study if full-time. Students whose performance is satisfactory will transfer from MPhil to PhD status.

Processes aimed at assisting you during your course of study include the Research Student Log (an online project management tool), and periodic reviews of students’ progress.

Upon successful completion of your approved period of registration you may, if necessary, register as a completing research status (CRS) student while you finish writing your thesis.

The length of registration for the research degree programmes is 5 years for part-time.

Students   undertake their research project, working closely with their supervisor(s) online (e.g. , using Teams/Zoom and email) to develop each stage of their research, whilst engaging in online research training courses and activities.

IOE Centre for Doctoral Education provides an extensive Research Training Programme. Courses are available from the UCL Doctoral Skills Development Programme, IOE faculty's Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources.

The training offers a wide range of introductory, advanced methods, advanced theoretical, and generic non-credit bearing academic skills courses, as well as student led workshops and reading groups which you can attend.

A mandatory core course is provided online and in-person that aims to meet the needs of early-stage doctoral students. In addition, distance learning students are required to take six tailored online research training core modules (Approaches to Educational Research; Research and the Theoretical Field; Research Methods; Qualitative Data Analysis; Quantitative Data Analysis; Writing and Presenting Educational Research) in their first year of full-time study or first two years of part-time study, and are then able to choose from a selection of advanced online courses .

Part-time students are required to fulfil minimum 12 ‘points’ of training activity in each year of study. Each point is worth approximately a half-day of face-to-face training, or an online equivalent.

You are expected to upgrade from MPhil to PhD status at around 18 months if part-time. Students whose performance is satisfactory will transfer from MPhil to PhD status.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Fees and funding

Fees for this course.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

Students should take into account any travel, accommodation and expenses involved in their thesis.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding webpage: https://www.ucl.ac.uk/scholarships/funding-students-postgraduate-research-courses

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

After choosing a programme to apply for, you should develop a research proposal and identify a potential supervisor. For more information, visit our website to find a supervisor and get in touch with departmental graduate tutors.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

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PhD in Education

One Program, Multiple Tracks

The Doctor of Philosophy in Education (PhD in Education) degree is awarded for distinguished academic preparation in the field of education, and prepares students to be both educational researchers and leaders in professional practice. The PhD in Education is one program, made up of multiple track options. Students select a track within the program and adhere to the requirements of that track. Review our track options below.

PhD in Education students are expected to successfully complete a variety of experiences, which include the COE PhD in Education core courses, specific courses for required by each track, field project or internship, a set of comprehensive and/or final examinations, and a dissertation. The dissertation is based on a selected research problem and is a significant part of the PhD candidate’s experience.

PhD in Education: Track Options

Curriculum & instruction (opens in a new window), educational administration, higher education (opens in a new window), educational administration - k-12 (opens in a new window), educational foundations (opens in a new window), global & international (opens in a new window), exceptionalities (opens in a new window), kinesiology (opens in a new window).

NOTE: In addition to the PhD in Education, the COE also offers three other doctoral programs: EdD in Professional Education Practice , PhD in Learning Design & Technology & PhD in Educational Psychology . Refer to our program directory to view all doctoral options.

PhD in Education Student Profiles

Joakim M. Peter PhD in Special Education Alumnus (opens in a new window)

"… I am always interested in how well special education programs are serving and improving lives of children with disabilities and their parents."

Manca Sustarsic PhD Student in Educational Foundations (Global & International Education) (opens in a new window)

As much as I have been challenged and motivated academically, I have also felt the warmth and support of the faculty and staff, which has made my PhD journey enjoyable.

Paul Tauiliili COE Doctoral Candidate (opens in a new window)

"I view lessons as memory makers, and I want to make memories that will last them a lifetime."

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Doctoral (Ph.D.) Programs

If you have a passion for research and innovation, then pursuing your PhD is your gateway to becoming an expert in your chosen field! At McGill Education, you will be mentored by world-class researchers and collabourate with in international scholars. The Faculty's doctoral students have the opportunity to play a role in driving societal innovation in the areas of education studies, educational or counselling psychology, or kinesiology and sport science. Make lifelong connections along your academic journey and take advantage of the many funding prospects available.

Gain insight into our array of PhD programs and get to know the world-class experts in the Faculty of Education to connect with potential supervisors.

Departmental Grad Studies Overview Videos:

Resource Links for Prospective Grad Students

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Phd admissions.

• About PhD Programmes
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Location: Mumbai

School: School of Education

Centre: Centre of Excellence in Teacher Education

Applicants will be shortlisted for the Research Aptitude Test (RAT) on the basis of them meeting the following considerations with regard to educational qualifications and research proposal:

1. Educational Qualifications: The minimum academic qualification for admission to the Ph.D programmes is a Second Class Master’s or equivalent degree in the relevant subject awarded by a recognised university in India or abroad, with at least an average of 55 per cent of aggregate marks, or a grade point average of 3.5 under the seven-point scale of the University Grants Commission (UGC). In the case of SC/ST/OBC (non-creamy layer)/differently-abled candidates, the minimum eligibility is an average of 45 per cent of aggregate marks, or a grade point average of 2.5 under the seven-point scale of the University Grants Commission (UGC).

2. Candidates who have an M.Phil or equivalent degree awarded by a recognized university in India or abroad are also eligible to apply for the Ph.D Programme.

3. Submission of a research proposal is a compulsory requirement for admission for the Ph.D. Programme. A research proposal consisting of approximately 1,000 words should accompany the proposal and indicate the Specification of the broad field of study, Statement of the research problem and scope and objectives of the study, rationale for and the significance of the study, methodology to be followed, references, and the candidate’s research/work experience in that area, if any.

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Candidates are requested to check the eligibility criteria before filling the application form. Candidates found ineligible will be rejected at any stage in the admission process and no grievances will be entertained in this regard.

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Olympic Breakdancer Raygun Has PhD in Breakdancing?

Rachael gunn earned a zero in breakdancing at the paris 2024 olympic games., aleksandra wrona, published aug. 13, 2024.

About this rating

Gunn's Ph.D. thesis, titled "Deterritorializing Gender in Sydney's Breakdancing Scene: a B-girl's Experience of B-boying," did cover the topic of breakdancing. However ...

... Gunn earned her Ph.D. in cultural studies. Moreover, a "PhD in breakdancing" does not exist as an academic discipline.

On Aug. 10, 2024, a rumor spread on social media that Rachael Gunn (also known as "Raygun"), an Australian breakdancer who competed in the 2024 Paris Olympics, had a Ph.D. in breakdancing. "This australian breakdancer has a PhD in breakdancing and dance culture and was a ballroom dancer before taking up breaking. I don't even know what to say," one X post on the topic read .

"Australian Olympic breakdancer Rachael Gunn has a PhD in breakdancing and dance culture," one X user wrote , while another asked, "Who did we send? Raygun, a 36-year-old full-time lecturer at Sydney's Macquarie University, completed a PhD in breaking culture and is a lecturer in media, creative arts, literature and language," another X user wrote .

The claim also spread on other social media platforms, such as Reddit and Instagram . 

"Is she the best break dancer? No. But I have so much respect for going on an international stage to do something you love even if you're not very skilled at it," one Instagram user commented , adding that, "And, I'm pretty sure she's using this as a research endeavor and will be writing about all our reactions to her performance. Can't wait to read it!"

In short, Gunn's Ph.D. thesis, titled "Deterritorializing Gender in Sydney's Breakdancing Scene: A B-girl's Experience of B-boying," indeed focused on the topic of breakdancing. However, Gunn earned her Ph.D. in cultural studies, not in breakdancing. Furthermore, it's important to note that a "PhD in breakdancing" does not exist as an academic discipline. 

Since Gunn's research focused on the breakdancing community, but her degree is actually in the broader field of cultural studies, we have rated this claim as a "Mixture" of truths.

Gunn "secured Australia's first ever Olympic spot in the B-Girl competition at Paris 2024 by winning the QMS Oceania Championships in Sydney, NSW, Australia," the Olympics official website informed . 

Gunn earned a zero in breakdancing at the Paris 2024 Olympic Games and clips of her routine went viral on social media, with numerous users creating memes or mocking dancer's moves. "As well as criticising her attire, social media users mocked the Australian's routine as she bounced around on stage like a kangaroo and stood on her head at times," BBC article on the topic read . 

The website of the Macquarie University informed Gunn "is an interdisciplinary and practice-based researcher interested in the cultural politics of breaking" and holds a Ph.D. in cultural studies, as well as a bachelor of arts degree (Hons) in contemporary music: 

Rachael Gunn is an interdisciplinary and practice-based researcher interested in the cultural politics of breaking. She holds a PhD in Cultural Studies (2017) and a BA (Hons) in Contemporary Music (2009) from Macquarie University. Her work draws on cultural theory, dance studies, popular music studies, media, and ethnography. Rachael is a practising breaker and goes by the name of 'Raygun'. She was the Australian Breaking Association top ranked bgirl in 2020 and 2021, and represented Australia at the World Breaking Championships in Paris in 2021, in Seoul in 2022, and in Leuven (Belgium) in 2023. She won the Oceania Breaking Championships in 2023.

Gunn's biography further revealed that she is a member of the Macquarie University Performance and Expertise Reasearch Centre, and has a range of teaching experience at undergraduate and postgraduate levels "across the areas of media, creative industries, music, dance, cultural studies, and work-integrated learning." 

Moreover, it informed her research interests included, "Breaking, street dance, and hip-hop culture; youth cultures/scenes; constructions of the dancing body; politics of gender and gender performance; ethnography; the methodological dynamics between theory and practice."

Gunn earned her Ph.D. from the Department of Media, Music, Communications, and Cultural Studies within the Faculty of Arts at Macquarie University. Below, you can find the abstract of her paper, shared by the official website of Macquarie University:

This thesis critically interrogates how masculinist practices of breakdancing offers a site for the transgression of gendered norms. Drawing on my own experiences as a female within the male-dominated breakdancing scene in Sydney, first as a spectator, then as an active crew member, this thesis questions why so few female participants engage in this creative space, and how breakdancing might be the space to displace and deterritorialise gender. I use analytic autoetthnography and interviews with scene members in collaboration with theoretical frameworks offered by Deleuze and Guttari, Butler, Bourdieu and other feminist and post-structuralist philosophers, to critically examine how the capacities of bodies are constituted and shaped in Sydney's breakdancing scene, and to also locate the potentiality for moments of transgression. In other words, I conceptualize the breaking body as not a 'body' constituted through regulations and assumptions, but as an assemblage open to new rhizomatic connections. Breaking is a space that embraces difference, whereby the rituals of the dance not only augment its capacity to deterritorialize the body, but also facilitate new possibilities for performativities beyond the confines of dominant modes of thought and normative gender construction. Consequently, this thesis attempts to contribute to what I perceive as a significant gap in scholarship on hip-hop, breakdancing, and autoethnographic explorations of Deleuze-Guattarian theory.

In a response to online criticism of her Olympics performance, Gunn wrote on her Instagram profile: "Don't be afraid to be different, go out there and represent yourself, you never know where that's gonna take you":

We have recently investigated other 2024 Paris Olympics' -related rumors, such as:

• Lifeguards Are Present at Olympic Swimming Competitions?
• Hobby Lobby Pulled $50M in Ads from 2024 Paris Olympics?
• 2024 Paris Olympics Are 'Lowest-Rated' Games in Modern History?

Gunn, Rachael Louise. Deterritorializing Gender in Sydney's Breakdancing Scene: A B-Girl's Experience of B-Boying. 2022. Macquarie University, thesis. figshare.mq.edu.au, https://doi.org/10.25949/19433291.v1.

---. Deterritorializing Gender in Sydney's Breakdancing Scene: A B-Girl's Experience of B-Boying. 2022. Macquarie University, thesis. figshare.mq.edu.au, https://doi.org/10.25949/19433291.v1.

Ibrahim, Nur. "Lifeguards Are Present at Olympic Swimming Competitions?" Snopes, 8 Aug. 2024, https://www.snopes.com//fact-check/lifeguards-paris-olympics-swimming/.

"Olympic Breaking: Criticism of Viral Breakdancer Rachael Gunn - Raygun - Condemned by Australia Team." BBC Sport, 10 Aug. 2024, https://www.bbc.com/sport/olympics/articles/c2dgxp5n3rlo.

ORCID. https://orcid.org/0000-0002-1069-4021. Accessed 12 Aug. 2024.

Paris 2024. https://olympics.com/en/paris-2024/athlete/-raygun_1940107. Accessed 12 Aug. 2024.

Saunders, Grant Leigh, and Rachael Gunn. "Australia." Global Hip Hop Studies, vol. 3, no. 1–2, Dec. 2023, pp. 23–32. Macquarie University, https://doi.org/10.1386/ghhs_00060_1.

Wazer, Caroline. "2024 Paris Olympics Are 'Lowest-Rated' Games in Modern History?" Snopes, 1 Aug. 2024, https://www.snopes.com//fact-check/paris-olympics-lowest-rated-games/.

---. "Hobby Lobby Pulled $50M in Ads from 2024 Paris Olympics?" Snopes, 8 Aug. 2024, https://www.snopes.com//fact-check/olympics-hobby-lobby-ads/.

By Aleksandra Wrona

Aleksandra Wrona is a reporting fellow for Snopes, based in the Warsaw, Poland, area.

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Special Education - Moderate Disabilities Online Graduate Certificate

Earn a Special Education - Moderate Disabilities certificate online with this four-course, 12-credit program. For those teaching in Massachusetts this certificate will satisfy the academic requirements for the moderate disabilities license.

Students will gain practical experience in teaching within inclusive classrooms, as well as self-contained classrooms, through a 150-hour, semester-long practicum/internship experience.

The program can be completed in as little as one year. 

Special Education - Moderate Disabilities curriculum

Program curriculum includes:

• Special Education Law and foundations
• Individualized Education Programs (IEP’s)
• Response to Intervention (RTI)
• Differentiated Instruction (DI)
• Universal Design for Learning (UDL) Assessment techniques
• Behavioral Interventions
• Classroom Management
• Report Writing
• English Language Learners (ELLs)
• Research and theories related to Special Education and Inclusive Practices

Required courses (12 credits)

• SPE 547 Introduction to Special Education or *EDU 611 Developmental Reading
• SPE 548 Classroom Management for Mildly and Moderately Disabled Students in Inclusive Settings (pre-req/Co-Requisite SPE 547 or equivalent)
• SPE 549 Diagnostic and Remedial Assessment for Students with Moderate Disabilities (pre-req SPE 547 or equivalent)
• SPE 550 Differentiated Instruction and Evidence Based Practice (pre-req SPE 547 or equivalent)

*Students will complete EDU 611 Developmental Reading in lieu of SPE 547 Introduction to Special Education if they have previously completed an Introductory Special Education course as part of their teacher preparation program.

Program sequence

*course schedules are subject to change

Course descriptions, schedules and requirements

For massachusetts teachers.

Candidates should have evidence of passing the following MTEL tests:

Elementary MTL test

• Communication and Literacy Skills
• Foundations of Reading or Reading Specialist Subject Matter Test
• General Curriculum

Middle/Secondary MTEL test

• Foundations of Reading or Reading Specialist subject matter test
• Subject matter test in one of the core academic subjects taught in 5-8 or 8-12 for which the Massachusetts Department of Elementary and Secondary Education issues licenses or the General Curriculum.

Initial license

You will qualify for an initial license in Moderate Disabilities upon completion of this program if you are an educator who currently holds a Massachusetts initial license in a core academic area. 

Provisional license

You will qualify for a Massachusetts Provisional license in Moderate Disabilities after completing the Special Education Certificate program if you are a pre-service educator or an educator who does not currently hold a teaching license, and have also passed the relevant MTELs for the license. 

For out-of-state teachers

Student success, admissions requirements, application requirements.

• Submit graduate application (select online modality to see program)
• Bachelor’s degree from an accredited University with a minimum of a 3.0 GPA.
• Personal statement describing your beliefs about teaching and learning and why you have chosen teaching as a profession.
• $60 application fee
• Submit either a copy of teaching license or proof of one year teaching experience outlined in your essay if you do not have a MA teaching license.
• Submit teachers license of initial licensure or higher in your state.

University requirements for graduate admissions

• Submit an application via the online portal. Be sure to provide your full legal name and to capitalize the first letter of all proper nouns.
• Pay non-refundable $60 application fee (American Express, Discover, MasterCard or Visa) via the online portal. For Nursing applicants, the non-refundable application fee is $75.
• Statement of Purpose, minimum 300 words. Unless otherwise indicated in the program requirement details, indicate your graduate study objectives, research interests and experience, and business or industry experience if applicable. If you are applying for a teaching or research assistantship, include any special skills or experience that would assist us in making assistantship decisions.
• Transcripts for all post-secondary institutions attended (regardless of whether a credential is earned or not). Unofficial transcripts are accepted for admissions application review, once enrolled a final official transcript is required. International students applying with an transcript evaluation, please submit that document with your unofficial transcripts. International applicants for Data Science must submit semester-by-semester transcripts as well as consolidated transcripts. 
• Many programs have specific recommendations/requirements, please see the additional program-specific requirements for more information.
• International students : official TOEFL iBT, IELTS, Pearson PTE or Duolingo (if accepted by program) score. Unofficial scores are accepted for admissions application review, once enrolled official scores are required and must be sent by the testing agency (copies/scans not accepted). This is required of any applicant who did not earn a bachelor’s degree or higher degree from an accredited academic institution in the U.S. or accepted English-speaking country, see exemptions for more details . We require an overall/total minimum score of 72 on the TOEFL iBT or BAND 6.0 on the IELTS or a 52 on the Pearsons PTE Academic for entrance to any program and a minimum score of 79 on the TOEFL iBT or BAND 6.5 on the IELTS for consideration for a teaching assistantship. Some programs require higher minimum scores (see program-specific requirements). Most programs also accept the Duolingo with a minimum score of 95. The following programs do not accept the Duolingo: Art Education, Biology/Marine Biology, Nursing (MS, DNP, PhD), Psychology: Clinical, and Public Policy. 
• All official documents are required for enrollment, please have documents (ie. test scores) sent prior to the expiration. 

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Ph.D. in Mechanical Engineering

The Doctor of Philosophy in Mechanical Engineering prepares students for careers in research and academia. Our collaborative faculty are investigating a diverse range of research areas like additive manufacturing, air quality, cellular biomechanics, computational design, DNA origami, energy conversion and storage, nanoscale manufacturing, soft robotics, transdermal drug delivery, transport phenomena, machine learning, and artificial intelligence.

Interested? Visit our research pages for more information, including faculty areas of expertise and research videos.

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Doctor of Philosophy in Mechanical Engineering

Students typically complete the Ph.D. degree requirements in three to five years. Early in the program, students focus on course-work that enhances their knowledge as they prepare to conduct research.

Within one year, students must pass the departmental qualifying exam, an oral exam that tests research skills and knowledge of a core mechanical engineering subject area.

Student research forms the core of the Ph.D. program. Research involves active student-directed inquiry into an engineering problem, culminating in a written thesis and oral defense.

Ph.D. Financial Support

The majority of full-time Ph.D. students accepted through the standard application process receive fellowships that cover full tuition, the technology fee, and a stipend for living expenses for up to five years, as long as sufficient progress is made toward degree completion. These awards are sufficient to cover all expenses for the year (including summers). Students are required to pay for health insurance, the transportation fee, the activity fee, books, and course supplies. Off-campus housing is available within walking distance of campus. At least one year of residency is required for the Ph.D. We offer two ways to enter the Ph.D. program.

Advanced entry Ph.D.

The advanced entry Ph.D. is for students with an M.S. in an engineering discipline or equivalent field.

Direct Ph.D.

The direct Ph.D. is for students entering the program with a B.S. in an engineering discipline or equivalent field.

For a comprehensive overview of the programs, including degree requirements, please consult the most recent handbook

Ph.D. candidate Remesh Shrestha, co-advised by Professors Sheng Shen and Maarten de Boer, explains his research to create polymer nanowires that have high thermal conductivity:

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Choosing the Right Path in Advanced Healthcare Education: Master’s or Doctorate?

If you already have a master’s degree in your healthcare profession, should you continue on for a terminal degree? Understanding the distinctions between a Doctor of Health Science (DHSc) degree, a Master's degree, and a PhD is crucial for making an informed decision. As a graduate school focused exclusively in the health professions, we have the expertise to help you decide what degree might be best for your career and life goals.

Understanding the DHSc Degree

A Doctor of Health Science (DHSc) degree is designed for healthcare practitioners and leaders who aim to enhance their knowledge, assume leadership roles, and drive innovation in the healthcare industry. You also may want to obtain a doctoral degree before your professional organization (e.g., PA) mandates an entry-level doctorate, to compete with peers or peer professions in similar roles, or to prepare for entry into academia. The DHSc degree focuses on the practical application of theoretical knowledge, preparing graduates to address real-world challenges in healthcare settings.

Masters or Doctorate: Key Differences

Master's Degree in Healthcare

A Master's degree in healthcare, such as a Master of Public Health (MPH) or a Master of Health Administration (MHA), is typically pursued by those looking to gain specialized knowledge and skills in specific areas of healthcare. These programs usually take two years to complete and are designed to provide a deep dive into particular fields.

• Shorter Duration : Typically completed in 1-2 years.
• Specialized Knowledge: Focuses on specific areas like public health, administration, or clinical practice.
• Immediate Applicability : Often provides skills that can be directly applied to current job roles.
• Limited Scope : May not cover the broad range of topics necessary for high-level leadership roles.
• Career Advancement : While valuable, may not open as many doors for advancement as a doctorate.
• Professional Requirements : Your professional healthcare organization may require a doctoral level degree to practice in your field.

Doctorate in Health Science (DHSc)

A DHSc degree, on the other hand, is designed to prepare healthcare professionals for advanced leadership roles, research, and teaching positions. This program is ideal for those who wish to combine clinical expertise with leadership and research capabilities. The program is not a research doctorate program and does not involve a dissertation.  

• Comprehensive Curriculum : Covers a wide range of topics, including leadership, research, and clinical practice.
• Career Advancement : Opens up higher-level positions in clinical practice, administration, academia, and research.
• Leadership Focus : Emphasizes skills necessary for managing healthcare organizations and leading multidisciplinary teams.
• Higher Cost: More expensive than a master's degree.

DHSc Degree or PhD: Which is Right for You?

PhD in Health Sciences

A PhD in Health Sciences is a research-intensive degree aimed at those who wish to pursue a career in academia or advanced research. This degree focuses on creating new knowledge and contributing to the academic field through original research.

• Research Focus : Ideal for those interested in conducting original research and contributing to academic knowledge.
• Academic Careers: Prepares graduates for tenure-track positions and advanced research roles.
• Funding Opportunities : Often includes opportunities for research grants and fellowships.
• Lengthy Commitment : Typically takes 4-7 years to complete and often require in-person training or time away from one’s professional career to complete
• Narrow Focus : May not provide the practical skills needed for leadership roles in clinical or administrative settings.
• Limited Immediate Applicability : The research focus might not translate directly to practical applications in the healthcare industry.

DHSc Degree

In contrast, the DHSc degree is tailored for healthcare professionals who wish to integrate clinical practice with leadership and research. It balances theoretical knowledge with practical application, making it a versatile choice for those looking to advance their careers in various healthcare settings.

• Balanced Curriculum : Combines leadership, clinical practice, and research.
• Practical Application : Designed to address real-world healthcare challenges.
• Versatility : Prepares graduates for roles in advanced clinical practice, administration, clinical leadership, and education.
• Less Research-Intensive: While it includes research and quality improvement components, it is not as focused on original research as a PhD.

Deciding between a Master's, a DHSc degree, and a PhD in healthcare depends on your career goals, interests, and the type of impact you wish to make. The DHSc degree stands out for its balanced approach, combining leadership, clinical practice, and research, making it a versatile and practical choice for advancing your career.

The question of "masters vs. doctorate" and "is a PhD/doctorate worth it" ultimately comes down to your professional aspirations. If you are looking to enhance your clinical expertise while gaining leadership and research skills, the DHSc degree offers unique advantages. And with MGH Institute of Health Professions offering a top-tier DHSc program , you can be assured of receiving a high-quality education  founded on principles of interprofessional collaboration and practice in the delivery of healthcare and health professions education.

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N.J. is adding a new requirement to graduate high school, but a huge number of kids didn’t do it last year

• Updated: Aug. 15, 2024, 7:37 a.m.
• | Published: Aug. 14, 2024, 7:29 a.m.
• Tina Kelley | NJ Advance Media for NJ.com

The number of New Jersey students who filed federal financial aid forms dropped this year, just as the state is implementing a new law that will require public high school seniors to fill out the forms in order to graduate.

The law, signed in January, requires the classes of 2025, 2026 and 2027 to fill out the federal Free Application for Federal Student Aid, known as the FAFSA , as a requirement for getting a public high school diploma.

The form is used to determine how much federal student aid a graduate can get to attend college, and New Jersey officials want more seniors to fill it out to save money and increase the number of people getting a higher education.

But, only a little more than half of New Jersey high school seniors filled out their FAFSA forms this year.

After federal delays in producing and processing a new version of the FAFSA form caused chaos in college admissions this spring, 54.7% of New Jersey high school seniors finished the form — down 6 percentage points from last year, according to the National College Attainment Network, citing August 2 figures.

That meant 6,204 fewer New Jersey students filled out the form compared to the previous year.

The U.S. Department of Education announced last week that for most students, the forms will again be available three months later than usual.

Kim Cook, head of the nonprofit National College Attainment Network, said students would be further harmed if the problems with the forms continue this academic year.

“The unprecedented numbers we are observing in this class’s data make it clear that we can’t afford to have another delayed FAFSA,” she said. “We know that FAFSA opens the door to college; we need that door ready to walk through on-time and without complication.”

According to the network, students who did not fill out the form left about $103 million in federal Pell Grants on the table.

That number is expected to shrink significantly in New Jersey with the new graduation requirement, as schools are expected to focus on getting all students to fill out the FAFSA.

Under the pilot program, which can be renewed after three years, students can submit a waiver or speak to a school counselor to get an exemption from the graduation requirement. Undocumented students who are not eligible for federal aid but do qualify as NJ Dreamers can fill out the New Jersey Alternative Financial Aid Application instead.

Nationally, the percentage of students finishing the forms fell to 46% from about 53% this year. For the past two years New Jersey has ranked ninth in the nation in the percentage of seniors completing the forms, said Bill DeBaun, a senior director at the National College Attainment Network.

Filling out the forms is particularly important for low-income and first generation college students with fewer resources.

“When we look at New Jersey high schools by school income level and percentage of students of color enrolled, we do see big FAFSA completion gaps,” DeBaun said.

There’s still time before the Sept. 15 deadline for this year’s high school graduates to apply for state funds for college, state officials said. New Jersey received $100,000 in federal assistance to get the word out about the FAFSA.

The Higher Education Student Assistance Authority is offering free, online one-on-one sessions with financial aid experts throughout August to answer students’ questions. Appointments are available through the authority’s website, and are also open to students who already submitted their FAFSA forms but need assistance correcting errors or providing additional information requested by the U.S. Department of Education.

Evening webinars about the forms are also available in Spanish and English.

Students must fill out the forms to see if they are eligible for federal aid as well as Tuition Aid Grants from the state. The forms are also required to see if students are eligible for the New Jersey College Promise program, which provides tuition money for students under certain income levels. Most universities and colleges require the forms to determine who receives scholarships, as well.

Under the traditional timeline, the FAFSA forms are available Oct. 1, and students and families fill them out and send them to the U.S. Department of Education, which determines how much federal aid they should receive, said Alejandro Guiral, president of the New Jersey Association of Student Financial Aid Administrators.

After three to five days of processing, the department usually determines what amount of federal assistance applicants will receive, and sends the forms to the state Higher Education Student Assistance Authority, known as HESAA, and the students’ chosen schools.

HESAA then determines how much state aid the student is eligible for, and notifies the school, which decides which scholarships or grants it can offer the student.

The final package — with state, federal and campus aid — was traditionally ready for students to review by January. This year, the form was not available until January for most families, and students learned what federal aid they received in mid-March. The amount of state aid they were eligible to receive wasn’t available until the beginning of May.

“They had a long time to wait,” Guiral said. “There’s been a certain percentage maybe that didn’t choose the school they wanted, maybe they went to another college that was not their first or second choice, because of the delay in accurate information about the financial aid package.”

On the new FAFSA form used this year, information from parents’ 2022 tax returns was fed into their children’s applications, although the process was poorly executed, according to a report by the U.S. Inspector General last week.

When parents do not want their income considered in a student’s application, it severely limits how much need-based aid the student would be eligible for, Guiral said. Students in such circumstances may be able to apply independently from their parents, after discussing the matter with financial aid officers.

The wait this year was far longer for students with a parent who did not have a social security number, he said. Their forms were not even ready until mid-March, shutting them out of campus-based aid that was distributed on a first-come-first-served basis.

“Keep trying,” Guiral said to students still hoping to get financial aid for the fall college semester. “The actual application really has become much more simple.” And some colleges will admit students well past the official deadlines.

Guiral’s group is advocating for the department to roll out next year’s application correctly. They are also training administrators for the 2025-2026 school year and are encouraging seniors and their families to set up their accounts with the U.S. Department of Education, so they are ready when the forms become available.

Stories by Tina Kelley

• N.J. university building $2M apartment for president — in a dorm
• N.J. school district abandons cuts to free courtesy busing after uproar
• Bruce Springsteen stops at Jersey Shore hot dog spot to grab 60 ‘to go’

NJ Advance Media staff writer Brent Johnson contributed to this post.

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• August 2024: UB scholar secures prestigious grant to study workplace experiences of first-generation BIPOC LIS professionals

Africa Hands, assistant professor in the Department of Information Science

Published August 15, 2024

BY DANIELLE LEGARE

Ub scholar secures prestigious grant to study workplace experiences of first-generation bipoc lis professionals.

In an effort to bridge the gap in workplace equity and representation, a University at Buffalo Graduate School of Education researcher has secured a $493,910 grant from the Laura Bush 21st Century Librarian Program. The program funds projects that tackle essential challenges in the library and archives fields, aiming to enhance professional practices and improve library and archival services for the American public.

Africa Hands , assistant professor in the Department of Information Science, will study the unique challenges and cultural strengths of first-generation Black, Indigenous and People of Color (BIPOC) professionals in the library and information science (LIS) field.

Collaborating with not-for-profit research and consulting service Ithaka S+R, Hands will lead the three-year project, “LIS First-Generation Professionals: Workplace Barriers and Cultural Assets.” This study aims to uncover the often overlooked hurdles these professionals face and highlight the strategies they use to thrive in their careers.

Addressing key workplace challenges

“We know from research that the general workplace experiences of first-generation students can be a little challenging… There’s a hidden curriculum of the job and the workplace. They may meet barriers in terms of navigating that. Sometimes, they have less cultivated career capital. They struggle to find their first position. Some of them didn’t have an opportunity to have internships that give them [professional] experience,” said Hands. “So, we know these things about first-generation students as a whole. But there has not been much concentrated research done on first-generation graduate students, or first-gen graduate students in library and information science.”

The project will employ a multi-method approach to address two key research questions: What are the workplace challenges of LIS first-generation professionals? What strategies and cultural assets do these professionals employ to navigate and succeed in LIS workplaces?

Importance of inclusivity in libraries

“Public libraries serve diverse communities, but the makeup of librarians who work in libraries is around 80% white women. There are initiatives to address this so that the workforce is more reflective of the communities they’re serving,” Hands said.

“I think it’s really important to focus on first-generation professionals—who encompass a lot of different marginalized identities,” she continued. “We need to know their experiences to hopefully retain them in the workplace so that we can have more inclusive workplaces that are more reflective of the community.”

Through focus groups and written narratives, the research will amplify this under-examined population and provide actionable insights for graduate programs, professional associations, managers and current LIS professionals.

Impactful information and library science research

“Dr. Hands’ project is significant because it addresses the unique challenges faced by BIPOC first-generation professionals in library and information science workplaces. By investigating their experiences and strategies for success, the findings will not only inform graduate programs and professional associations but also drive cultural and environmental changes within LIS workplaces to better support these professionals,” said X. Christine Wang , professor and associate dean for interdisciplinary research. “This project further demonstrates the GSE’s breadth and depth of expertise in promoting equity and inclusivity in education and LIS spaces.”

The findings from this research will be widely disseminated through the project’s website, Ithaka S+R’s website and various library worker organizations. An innovative open-access eBook will also share participants’ lived experiences.

This project builds on Hands’ already robust research activities. She recently won the ALISE Research Grant Program Competition, which funded her project, “Positioning LIS Students for Career Success.”

“I’m really looking forward to extending my interests in career services and going into this next study on first-generation professionals,” said Hands. “I’ve been interested in career services for a number of years, so I’m excited to really be diving into it with these two projects.”