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 strongly encourage applicants to the TESI program to describe reasons for wishing to pursue our research-oriented doctorate in their personal statement, as well as some tentative research interests or intellectual questions they would like to pursue. Applicants are also strongly encouraged to review recent research of TESI faculty and to contact individual faculty members whose research is of particular interest.
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):
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, including at least 2 courses in quantitative methods, for a toal of 12 credits
With the required eighteen (18) dissertation credits, the total number of required credits is 54.
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: Meg Gebhard (Professor)
Meg Gebhard (Professor), Darryl Essensa (Lecturer), Keisha L. Green (Assistant Professor), Linda Griffin (Professor), Robert Maloy (Senior Lecturer), Elizabeth McEneaney (Associate Professor), Kysa Nygreen (Assistant Professor), Ruth-Ellen Verock (Senior Lecturer)