The School of Education University of North Carolina at Chapel Hill George W. Noblit Robert J. Helfenbein

Innovations in the Program Distinguished the EdD as the professional degree; the PhD as the research degree Distinguished the EdD as the professional degree; the PhD as the research degree Consolidation into one program across whole school Consolidation into one program across whole school Faculty vote to stand for focus on social justice and equity Faculty vote to stand for focus on social justice and equity

School of Education Three Emphases Culture, Curriculum and Change (CCC); Culture, Curriculum and Change (CCC); Early Childhood, Families and Literacy (ECFL); Early Childhood, Families and Literacy (ECFL); Educational Psychology, Measurement and Evaluation (EPME) Educational Psychology, Measurement and Evaluation (EPME)

First Steps The School of Education has committed to a seminar consisting of faculty and students in Fall 2004 to explore possibilities for the PhD at Carolina. The School of Education has committed to a seminar consisting of faculty and students in Fall 2004 to explore possibilities for the PhD at Carolina. Key Question: How do we get this right? Key Question: How do we get this right?

Key Ideas What is Education Research?- not an answer but a set of arguments What is Education Research?- not an answer but a set of arguments What are the quality indicators of an effective program? What are the quality indicators of an effective program? Where do we fit in ethics? Where do we fit in ethics? How do we continue the work of fostering community across the emphases? How do we continue the work of fostering community across the emphases?

Key Ideas Graduate students tend to find groups that study and write together. In many cases, this has led to presentations and publications of good quality. Why not organize the faculty to sponsor the research the students wish to do together? Graduate students tend to find groups that study and write together. In many cases, this has led to presentations and publications of good quality. Why not organize the faculty to sponsor the research the students wish to do together?

First year: Introduction to discipline and department The first year—heavily core courses— emphasizes developing ability to critique as well as using knowledge and research methods and balancing the history of ideas with understanding of significant new research problems The first year—heavily core courses— emphasizes developing ability to critique as well as using knowledge and research methods and balancing the history of ideas with understanding of significant new research problems Advisors are selected at admission. Graduate student mentors, the Graduate Student Association and emphasis areas all work towards developing community Advisors are selected at admission. Graduate student mentors, the Graduate Student Association and emphasis areas all work towards developing community

First year: Introduction to discipline and department Fall: Educ 300: Proseminar (history and critique of education and education research), 3 hours Educ 300: Proseminar (history and critique of education and education research), 3 hours Educ 301: Fundamentals of Educational Research (philosophies of science, multiple research approaches, ethics), 3 hours Educ 301: Fundamentals of Educational Research (philosophies of science, multiple research approaches, ethics), 3 hours

First Year Coursework (cont’d) Educ 304, 305 or 306: Specialty seminars for each PhD emphasis, 3 hours Educ 304, 305 or 306: Specialty seminars for each PhD emphasis, 3 hours Educ 307: Supervised Research (whole cohort introductions to the nature of academic life with a focus on research and writing), 1 hour Educ 307: Supervised Research (whole cohort introductions to the nature of academic life with a focus on research and writing), 1 hour Educ 184: Statistics (if not taken in Masters program), 4 hours Educ 184: Statistics (if not taken in Masters program), 4 hours

First Year Coursework (cont’d) Spring: Educ 302: Theoretical Foundations of Educational Research (modern Western thought and how it applies to ed.res.), 4 hours Educ 302: Theoretical Foundations of Educational Research (modern Western thought and how it applies to ed.res.), 4 hours Educ 307: Supervised research and writing with a faculty mentor, 1 hour Educ 307: Supervised research and writing with a faculty mentor, 1 hour Electives of 3 to 6 hours Electives of 3 to 6 hours

Introduction to the research enterprise Core Courses plus at least two more research methods classes; all emphasize critique of methods as well as application Core Courses plus at least two more research methods classes; all emphasize critique of methods as well as application Educ 300, 302, and specialty seminars develop ideas about significant scholarship Educ 300, 302, and specialty seminars develop ideas about significant scholarship Educ 301 focuses on good research questions and their assessment Educ 301 focuses on good research questions and their assessment Educ 307’s to begin research and writing Educ 307’s to begin research and writing Whenever possible, research assistantships Whenever possible, research assistantships

Intro. to Research (cont’d) Clear emphasis that the PhD is about research and scholarship Clear emphasis that the PhD is about research and scholarship Early and continued encouragement to write for presentation at professional meetings (often fall of 2 nd year) Early and continued encouragement to write for presentation at professional meetings (often fall of 2 nd year)