Children, family, and schools doctoral students build a firm grounding in the philosophical, historical, and cultural foundations of learning and development. Their dissertation research topics reflect a wide-range of scholarly interests, including family development, the child as learner, the human interactions involved in the teaching process, the implications of the new technologies for learning, character development, the family of the special needs child, and early intervention. In addition to the coursework, Ph.D. students have the opportunity to build practical experience through field supervision and teaching assistantships with early childhood and elementary teacher preparation programs.
Applicants to the program must have a masters in a related area (education, psychology, communication disorders) and teaching experience in a school setting. Many go on to faculty positions as in colleges and universities or leadership positions in preschool education.
Note: The education specialist degree (Ed.S.) is an option for students who would like to pursue an advanced degree beyond a masters, without the dissertation component of the doctorate.
The Program of Study for the Children, Families and Schools Doctoral Concentration consists of nine required courses totaling 27 credits. Students work with their advisory committee to plan their courses of study.
|Content Area||Course Requirement||Credits|
|Child Development||Two (2)||6|
|Family and Community||One (1)||3|
|Teaching and Learning||Five (5)||15|
Doctoral students in the Children, Families and Schools concentration are required to take a minimum of 7 courses taught by CFS faculty and are encouraged to take at least one course outside of the department of Teacher Education and Curriculum Studies, preferably outside of the College of Education. Students work with their advisory committee to identify courses that align with the College of Education competencies, the National Association for the Education of Young Children’s Professional Standards, as well as their own scholarly interests.Doctoral course requirements are aligned with the National Association for the Education of Young Children’s Professional Standards for Advanced Programs.
1. Promoting Child Development and Learning
Candidates' demonstrations of competence may include using effective methodologies to generate new knowledge about development and the conditions that promote it, as well as using effective teaching strategies to make current child development knowledge meaningful and powerful for future teachers or other community practitioners.
2. Building Family and Community Relationships
Candidates show skill in using sound methodologies to generate new knowledge about families of young children, or they may devise more effective ways to help future teachers and community practitioners understand, engage, and support families.
3. Observing, Documenting and Assessing
Candidates work to develop and validate assessment tools and are able to analyze the effects of various assessment approaches in improving child and program outcomes. Candidates show evidence of knowledge, skills, and professional dispositions related to the study and promotion of sound assessment practices.
4. Teaching and Learning
Candidates should identify significant research questions, critique current research, and design worthwhile studies utilizing in-depth knowledge of qualitative and quantitative methodologies. Those candidates who will be preparing future teachers in higher education or community programs will learn and demonstrate research-based approaches to building others’ skills in curriculum development and teaching strategies.
At least two qualitative methods and two quantitative methods courses at the 600 level or higher are required for all doctoral candidates.
Depending on the research methods to be used in the dissertation, doctoral students are recommended to take additional courses in related methodologies and research competencies. Some example courses:
Educational Planning and Evaluation (EDUC 862)
Writing Ethnography (ANTHRO 697CC)
5. Growing as a Professional
Candidates should know and use effective, sound methodology to develop and conduct studies of the profession. To be effective, their work requires them to engage collaboratively with others both within and outside academia. And researcher candidates require special competence in understanding and using ethical guidelines for the protection of human subjects, especially when those research subjects are vulnerable young children.
This requirement is experiential. The specifics may be negotiated with the guidance committee members and will be explicitly documented in detail as part of the candidate's degree plan and qualification and as a pre-requisite for beginning preparation for comprehensive examinations. Competencies may be met by some or all of the following:
Attending and presenting at local, national or international conferences in the field
Writing a research or theoretical paper for a practitioner audience, or as part of comprehensive examinations
Being a mentored research or teaching assistant in the concentration
Completing the CITI training for human research subject use through the UMass research office (required)
Applications to the Children, Families, and Schools doctoral program can be submitted through the Graduate School.
The application deadline for fall admission is January 2. Applicants typically receive admissions decisions in early March.
Applicants need at least a master's degree in a related area (education, psychology, communication disorders, etc.) and previous experience in a school setting. A focused area of interest is also a good indication of readiness for doctoral study, but we fully expect students to continue to develop their ideas and research identities as they progress through the program. We encourage applicants to get in contact with faculty before they apply to discuss their potential research interests.
- 2 letters of reference
- Personal statement
- Online application
- GRE is not required
Coordinator: Denise Ives.