The mission of the Teacher Education and School Improvement (TESI) doctoral concentration is to prepare reflective, informed, and research-oriented scholars and practitioners in the fields of teacher education, teacher development, and school improvement. The TESI concentration is committed to supporting research and practice that advance the aims of educational equity and social justice. We believe teachers’ work is intellectual work: academically rigorous, highly complex, and deeply relational. As such, teacher educators have a responsibility to develop teachers who are reflective practitioners with deep knowledge of their content area as well as the social, political, and cultural dynamics of teaching and learning in their full sociopolitical context. The TESI concentration supports engaged scholarship that advances these goals by enhancing our understanding of effective teaching and teacher-education practices, increasing our society’s capacity to implement such practices on a broad scale, and preparing doctoral students to become leaders in the field.
We seek doctoral applicants who are experienced educators and wish to develop their expertise in issues related to teacher education, teacher development, and school improvement. Some examples of research topics that TESI doctoral students might pursue include (but are not limited to):
Doctoral students in TESI will have access to a variety of research, teaching, and apprenticeship experiences. TESI faculty members are engaged scholars and reflective practitioners who integrate scholarship with teaching in a variety of ways. We are committed to the university’s public service mission, and aim to advance the public good through engaged research and reflective practice in and with school/community partners. TESI is proud to be an “intellectual home” for teacher education-related research and practice in the College of Education.
TESI graduates have been highly successful. The majority (55%) of our graduates hold tenure track position at various college and universities in the United States. Other graduates chose careers as lecturers in higher education, K-12 teacher leaders or school administrators.
The Program of Study for theTeacher Education and School Improvement Doctoral Concentration is as follows:
Five (5) required core courses totaling 15 credits consisting of:
Four (4) Research Methods courses totaling 12 credits
With the required eighteen (18) dissertation credits, the total number of required credits is 54.
The required and elective courses that are eligible to fulfill the doctoral requirements can be found at the following link: Teacher Education and School Improvement Graduate Program Curriculum Outline:
These requirements are only the minimum; many students will complete more coursework. All decisions about coursework will be made in consultation with your advisor, based on your specific scholarly interests and professional goals.
For more information about the Teacher Education and School Improvement program, please contact:
Concentration Coordinators: Elizabeth McEneaney (Associate Professor)
Meg Gebhard (Associate Professor), Darryl Essensa (Lecturer), Keisha L. Green (Assistant Professor), Linda Griffin (Professor and Associate Dean for Academic Affairs), Robert Maloy (Senior Lecturer), Elizabeth McEneaney (Associate Professor), Kysa Nygreen (Assistant Professor), Ruth-Ellen Verock-O’Laughlin (Senior Lecturer)