A dmissions All candidates are required to complete and return the following items to the Office of Admissions: • TAMU graduate application and processing fee ($50 for US citizens or permanent residents; $75 for international applicants) • Official transcripts from universities indicating previous degrees awarded • Official TOEFL scores taken within the last two years (international students only) In addition, the Department of Educational Administration and Human Resource Development requires the following to be retur ned to the academic advisor’s office. These forms can be accessed and submitted online at http://eahr. tamu.edu/ar ticles/graduate. The deadline for applications is December 1. Interviews are conducted in the spring for fall admission. • Departmental application • Official GRE score less than 5 years old • Three evaluation forms • Career objective • Résumé All candidates are required to come to the College Station campus for an interview and writing exercise. Doctoral candidates are required to make a short presentation. Interviews are held in the spring semester only.
College of Education & Human Development
P ublic School A dministration Specialization Department of Educational Administration & Human Resource Development
P h.D.
in
Educational A dministration
Contact & Resources Department of Educational Administration & Human Resource Development Graduate Advising Office 511 Harrington Tower Texas A&M University College Station, TX 77843-4226 Avery Pavliska 979.458.1758 | apavliska@tamu.edu
Anthony Rolle, Ph.D. 979.862.3519 | arolle@tamu.edu Office of Admission and Records applicant@tamu.edu Office of Financial Aid 979.845.3236 Office of Graduate Studies 979.845.3631
http://eahr.tamu.edu
P ublic School A dministration Specialization The Ph.D. in educational administration with an area specialization in educational leadership, policy and administration is designed for those individuals who intend to build an academic career focused on conducting research in the multidisciplinary field of education. This academic program will prepare individuals for careers in research universities, teaching colleges, and private, non-profit, state or federal educational agencies. Individual students will work alongside a collection of highly-regarded educatioinal administration faculty with expertise in areas including school accountability, educational law, educational leadership, organization theory, politics of education, school finance and economics, social foundations of schooling, and education reform.
P rogram Curriculum
( total 72
hours )
The courses in the foundational core are designed to provide students with a knowledge of the basic foundations of education in the United States. EDAD 639: Foundations of Educational Administration EDAD 651: Education Finance and Economics EDAD 652: Politics of Education
program goal The purpose of the Ph.D. in public school administration specialization is to induct students into a research tradition that values rigor, mentoring and a commitment to education and social justice. The program’s goal is to provide a set of experiences that
will mentor students as they learn how to do high quality research of a type that will guide educators and policy makers in their efforts to improve schools and schooling in ways that also promise to make them more than just learning environments.
additional requirements In addition to coursework, Ph.D. students will be expected to coteach with their faculty advisor for at least two semesters. The Ph.D. dissertation may be qualitative or quantitative or of a mixed methodology. No matter what the form, the dissertation will have a strong conceptual foundation and will
EDAD 653: Organizational Theory in Educational Leadership
address at some point the relevance of the research to the problem of social justice. Students pursuing the Ph.D. with an emphasis in public school administration are expected to be enrolled fulltime during their first year of study. In addition, the student is also expected to take two workshops on external funding.
EDAD 687: Proseminar: Culturally Responsive Leadership Electives (9 credit hours) Nine credits of elective courses are to be taken from available “non-core” course offerings in the Educational Administration & Human Resource Development Department. Research Methods Core (Minimum 24 credit hours) Students are required to develop familiarity with epistemological and analytical underpinnings of qualitative and quantitative research approaches and applications. Students are required to take the following:
1 doctoral-level course in epistemology
2 doctoral-level courses in quantitative methods
2 doctoral-level courses in qualitative methods
3 additional research methods courses
With advisor approval, educational administration students are allowed to take research methods courses outside of the department that are appropriate to their academic interests from throughout university departments.
F aculty Bryan Cole
Continuous Quality Improvement in Education
Kathryn McKenzie
Mario Torres
> b-cole@tamu.edu
Democratic Schooling; Equity and Social Justice; Feminist Studies
Education Policy and Politics; Education Law
Virginia Collier
Anthony Rolle
Terah Venzant Chambers
> arolle@tamu.edu
> tvenzant@tamu.edu
Public School Superintendency; Personnel and Facilities;
> vcollier@tamu.edu Roger Goddard
Public School Administration;
> rgoddard@tamu.edu
Doctoral Cognate (Minimum 12 credit hours)
Jean Madsen
The doctoral cognate allows students to acquire mastery knowledge from additional disciplines that supplement their doctoral studies. The cognate must consist of a coherent combination of 12 credits from a field or fields outside the department.
> jmadsen@tamu.edu
Public School Administration; Urban Schools
> kmckenzie@tamu.edu
Education Finance and Policy
> mstorres@tamu.edu
Education Policy
Jim Scheurich
Gwen Webb-Johnson
> jscheurich@tamu.edu
> gwebbj@tamu.edu
Schools and Districts that are Successful with All Children; Qualitative Research
Linda Skrla
Public School Administration
> lskrla@tamu.edu
Multicultural Education; Parental/Family Involvement; Special Education