Education PhD

Major: Education
Degree Awarded: Doctor of Philosophy (PhD)
Calendar Type: Quarter
Total Credit Hours: 74.0
Co-op Option: None
Classification of Instructional Programs (CIP) code: 13.0101
Standard Occupational Classification (SOC) code: 25-1081

About the Program


The PhD program in Education is designed for those who aspire to be education researchers, university faculty or research analysts. The program is designed so that students will have the skills, knowledge, and experience to be leaders and stewards of the field. Graduates from this program develop research and critical thinking abilities directed toward the creation of new knowledge, integration and original application and/or teaching of existing knowledge and scholarly inquiry in their field of study.

Applicants to this program are expected to have a high aptitude for research and inquiry in the field of education. They will express career interest in topics in which the faculty of the school is actively inquiring and researching. The assumption is that the most effective training for the PhD stems from collaborative research and inquiry into topics of mutual interest by an able student and faculty scholars and researchers. The major emphasis of the program consists of the individual students and faculty members(s) jointly researching and inquiring into an area of study to conduct scholarly research.

In addition, two areas of concentration are available: 

Educational Leadership and Policy
Designed to introduce a student to leadership characteristics, styles, and profiles along with the dynamics of the process of change in educational organizations. Students also systematically learn techniques to promote creative thinking, innovation, and change for educational leaders, as well as how to design effective program evaluations. Students have the option to complete coursework in the areas of Global and International Education, Creativity and Innovation, Higher Education, Education Policy, Human Resource Development, Educational Administration, and Special Education. 

Science, Technology, Engineering, and Mathematics (STEM) Education
Designed to prepare students to become members of the STEM education community, through both reading, discussing, analyzing and criticizing important research from the science, technology, education, and mathematics education literature, synthesizing this work around common themes, and drawing practical conclusions within the students area of interest as well within the broader area of STEM education.


The emphasis of the program is philosophical underpinning and theory-driven research. In addition to studying educational leadership, policy and the foundation of education, the program requires extensive preparation in quantitative and qualitative research methods. A small cohort of students will be admitted for full-time study. Students will be immersed in an internship to scholarly life, learning to teach and conducting research with faculty while completing coursework and other program requirements. These three areas will combine to: 

  • convey deep scholarly knowledge of education and related areas outside of education,
  • promote a broad understanding of various methods of inquiry in education and develop competency in several of those methods,
  • impart broad knowledge of theory and practice, and
  • promote excellence as a college teacher.

Cohort and Delivery Format

Students participate in a 20-hour per week assistantship, receive a generous stipend, and health insurance subsidy. The program is full-time delivered on-campus and will be situated in the framework of collaborative, transformational learning and knowledge generation. Small seminars, independent projects, and practicum opportunities are designed for an individualized program.

Additional Information

For more information about this program, contact the program manager:

Jemina Williams 

Or visit the School of Education's Graduate Program website.

Admission Requirements

The ideal candidate will have a research-oriented master’s degree in an area relevant to their desired specialization, a GPA of 3.25 (ideally 3.5 on a 4.0 scale) and competitive Graduate Record Exam (GRE) scores on each of the sub-tests: Verbal, Quantitative and Analytical.

All applicants are required to submit the following materials.

  • Graduate School Application
  • Official transcripts from all undergraduate and graduate study
  • Official copies of GRE score reports sent directly to the Office of Graduate Admissions. International applicants who have not studied in the US, and whose first language is not English, are required to take the TOEFL and score 100 or higher (highest score is 120). 
  • Resume or curriculum vitae
  • A statement of career goals, including specific research and scholarly interests. The applicant should be sure to indicate how their interests coincide with those of particular School of Education faculty members. (Visit our website for a list of current faculty research interests.)
  • Three letters of reference from people familiar with prior academic performance
  • Copies of students’ scholarly writing, including published papers and theses or term papers

The School of Education admissions committee will review each application and, prior to acceptance, an interview may be required.

Early application is recommended; please refer to the current information available from the Office of Graduate Admissions for the application deadline.

Additional information about how to apply is available on the Graduate Admissions at Drexel University site.

Degree Requirements 

Course of Study

The PhD program of study involves formal coursework and informal experiences. The total minimum credits for the PhD degree is 74.0 credits, distributed among the following areas:

  • Breadth and depth in education and educational research (12.0 credits)
  • Research core (26.0 credits)
  • Content concentration (27.0 credits)
  • Dissertation research (9.0 credits minimum)

Research preparation is the foundation of the PhD program. Students begin research activities during the first year of the program, and continue to develop their skills by conducting various research projects with School of Education faculty, presenting research findings at conferences and writing research papers, culminating with the dissertation work. Thus, the program is designed to immerse the student in educational content, inquiry and methodology, so as to ask critical questions and design procedures to conduct research.

Breadth and Depth in Education Courses
EDUC 750Critical Issues in Education Seminar (Repeated 3 times)9.0
Free Elective3.0
Research Core Courses
EDUC 815Writing for Research, Publication and Funding in Education3.0
EDUC 835Quantitative Research Methods and Data Analysis4.0
EDUC 838Doctoral Qualitative Research Methods and Data Analysis 4.0
EDUC 846Doctoral Advanced Qualitative Research and Data Analysis3.0
EDUC 847Doctoral Advanced Quantitative Methods: Applied Regression Analysis3.0
EDUC 850Foundations of Research in Education3.0
EDUC 851Research Designs and Methods in Education3.0
Methods Elective- Choice of Qualitative, Quantitative or Mixed Methods. Suggested methods electives include:3.0
Survey Research Methods
Mixed Method Research
Concentration Courses
Students select either a concentration in Education Leadership and Policy or in STEM Education. All courses in the chosen concentration area must be completed.
Educational Leadership and Policy Concentration27.0
Program Evaluation in Organizations
Foundations of Educational Theory: Contextualizing Leadership and Policy I
Foundations of Educational Theory: Contextualizing Leadership and Policy II
12.0 credits of electives within area of concentration*
6.0 credits from outside of the School of Education*
STEM Education Concentration
Creativity and Innovation in STEM Education
Learning & Cognition in Education
Design, Mind, Media and Learning
12.0 credits of electives within the concentration area*
6.0 credits from outside the School of Education*
Required Doctoral Seminar and Dissertation ***
EDUC 805Doctoral Seminar for Proposal Writing 3.0
EDUC 998PhD Dissertation6.0
Total Credits74.0

Sample Plan of Study

Term 1Credits
EDUC 750Critical Issues in Education Seminar3.0
EDUC 850Foundations of Research in Education3.0
 Term Credits9.0
Term 2
EDUC 750Critical Issues in Education Seminar3.0
EDUC 851Research Designs and Methods in Education3.0
 Term Credits9.0
Term 3
EDUC 750Critical Issues in Education Seminar3.0
 Term Credits9.0
Term 4
EDUC 804
or 848
Program Evaluation in Organizations
Learning & Cognition in Education
EDUC 838Doctoral Qualitative Research Methods and Data Analysis 4.0
 Term Credits10.0
Term 5
EDUC 805Doctoral Seminar for Proposal Writing 3.0
EDUC 835Quantitative Research Methods and Data Analysis4.0
EDUC 841
or 849
Foundations of Educational Theory: Contextualizing Leadership and Policy I
Design, Mind, Media and Learning
 Term Credits10.0
Term 6
EDUC 846Doctoral Advanced Qualitative Research and Data Analysis3.0
EDUC 843
or 844
Foundations of Educational Theory: Contextualizing Leadership and Policy II
Creativity and Innovation in STEM Education
Methods Elective3.0
 Term Credits9.0
Term 7
EDUC 815Writing for Research, Publication and Funding in Education3.0
EDUC 847Doctoral Advanced Quantitative Methods: Applied Regression Analysis3.0
 Term Credits6.0
Term 8
EDUC 998PhD Dissertation1.0
 Term Credits4.0
Term 9
EDUC 998PhD Dissertation1.0
 Term Credits4.0
Term 10
EDUC 998PhD Dissertation2.0
 Term Credits2.0
Term 11
EDUC 998PhD Dissertation1.0
 Term Credits1.0
Term 12
EDUC 998PhD Dissertation1.0
 Term Credits1.0
Total Credit: 74.0

Note: Program of study requires 12.0 graduate credits of electives in the concentration area, 6.0 graduate credits of electives outside the School of Education, and 3.0 credits free elective for a total of 21.0 credits.

Suggested electives include EDUC 855 Identity Exploration and Motivation to Learn and EDUC 856 Gender and Education in Global Contexts.

Students must successfully defend their dissertation proposal by the end of term 7 before enrolling in EDUC 998 Dissertation term 8. If a student does not defend his/her dissertation proposal by the end of term 7, the student will be enrolled in EDUC I799 Dissertation Proposal for the winter term and must successfully defend his/her dissertation proposal by the end of term 8 to be registered for EDUC 998 term 9.

Education Faculty

Jennifer Adams, EdD (Harvard University). Associate Professor. Comparative and international education; Poverty and education; Child welfare; Educational policy.
Ayana Allen, PhD (Texas A&M University ). Assistant Professor. Urban education; Identity construction in school contexts; Urban school transformation.
Kristen Betts, EdD (George Washington University). Clinical Professor. Higher education administration and governance, online blended education, instructional design and educational technology, program assessment and evaluation.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh). Associate Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James Connell, PhD (Louisiana State University) Clinical Director and Research Fellow, A.J. Drexel Autism Institute. Associate Professor. Identifying the variables that influence adult behavior change in community settings; autism intervention; widespread dissemination of evidence-based interventions in school and community settings.
Kareem Edouard, PhD (Stanford University). Assistant Professor. Educational technology; internet-based STEM learning; equity and inclusion in STEM education
Salvatore V. Falletta, EdD (North Carolina State University). Clinical Professor. Human Resource intelligence (i.e., HR research and analytics practices); HRD assessment, measurement, and evaluation models and taxonomies; organizational diagnostic models; web-based employee and organizational survey methods, and computational modeling.
Aroutis N. Foster, PhD (Michigan State University). Associate Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Kathy Geller, PhD (Fielding Graduate University). Associate Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky). Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
John M. Gould, PhD (University of Pittsburgh) Harrisburg EdD Educational Leadership & Change Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Mary Jo Grdina, PhD (Case Western Reserve University). Clinical Professor. Undergraduate studies, science education, curriculum design.
Dominic F. Gullo, PhD (Indiana University) Associate Dean of Research. Professor. Studying the relative and long-range effects of early schooling experiences in prekindergarten and kindergarten on children's achievement and social adaptation to school routine.
Penny Hammrich, PhD (University of Minnesota) Dean. Distinguished University Professor. Urban education; science education; genetics; gender equity; science knowledge for conceptual teaching; sport science.
Paul Harrington, PhD (University of Massachusetts, Boston) Director, Center for Labor Markets and Policy. Professor. Teen and young adult job access; economic outlook, college labor market; workforce development, planning, and development; vocational rehabilitation and job market transition.
Michael J. Haslip, PhD (Old Dominion University). Assistant Professor. Early childhood education, social and emotional learning, child guidance strategies, effects of public pre-school attendance.
Deanna Hill, JD, PhD (University of Pittsburgh). Assistant Clinical Professor. Higher education, international education, education law, education policy
Erin Horvat, PhD (University of California, Los Angeles) Senior Vice Provost for Faculty Affairs. Professor. Urban education, access and equity, high school dropout, parent involvement/family involvement, community engagement in research.
Jennifer Katz-Buonincontro, PhD (University of Oregon) Associate Dean of Research. Associate Professor. Educational administration, leadership development, survey & instrument design.
Kristine Kelly, PhD (University of Wisconsin, Madison). Assistant Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Cameron Kiosoglous, PhD (Virginia Tech University). Assistant Clinical Professor. Coaching development, measuring coaching quality, self-insight and reflective practices. Coaching leadership.
Valerie Klein, PhD (Amherst College). Assistant Clinical Professor. Mathematics learning and teaching; teacher's use of formative assessment in mathematics; creating opportunities for rich problem solving in the classroom; examining teachers growth and change; qualitative research methods.
Amanda Lannie, PhD (Syracuse University). Assistant Clinical Professor. Applied behavior analysis and special education; School-based consultation; system-wide interventions as a mechanism for delivery supports to all students; Designing effective and efficient interventions for students with emotional/behavioral disorders.
Vera Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Practitioner Research in online courses to explore inservice/preservice teachers’ emerging understandings about issues of diversity; the development of information/digital literacies of urban youth; English language learners.
Bruce Levine, JD (New York University). Assistant Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis-Grant, PhD (Temple University). Associate Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
William Lynch, PhD (University of Maryland). Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquesne University). Clinical Professor. Legal rights of gifted and talented children and children with disabilities; inclusive education of exceptional children; special education mediation; special education IEP/IFSP facilitation; resolution session facilitation
Joy Phillips, PhD (The University of Texas at Austin). Associate Clinical Professor. Visionary leadership in theory and practice, school reform as innovative problem-setting, thinking qualitatively about school reform. thinking about school reform by drawing, Educational Leadership Program Assessment.
Joyce Pittman, PhD (Iowa State University of Science and Technology). Associate Clinical Professor. Curriculum and instruction K-16; teaching English as a foreign language (TEFL); instructional design business education and administration; industrial and career technology; oral and written communication; research methodology; instructional and assistive technology assessment; online learning pedagogy
Kathleen Provinzano, PhD (Marywood University). Assistant Professor. Educational administration.
Lori Severino, EdD (Neumann University). Assistant Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). Professor. Teaching and learning of advanced mathematical ideas (algebra and calculus); improving teachers' ability to orchestrate and sustain inquiry-based and discussion-based instruction; technology in mathematics education.
Brian Smith, PhD (Northwestern University) Senior Associate Dean of Academic Affairs. Professor. Design of computer-based learning environments, computer science education, human-computer interaction, creativity and innovation; design sciences; informal/everyday learning.
Toni A. Sondergeld, PhD (University of Toledo). Associate Professor. Cognitive and affective assessment development; program/grant evaluation; high stakes testing measurement; STEM education; urban education
Nancy Butler Songer, PhD (University of California, Davis). Distinguished Professor. STEM education, urban education, educational assistance
Bridget Sweeney Blakely, PhD (Temple University). Assistant Clinical Professor. Consultation; Positive Behavior Interventions and Supports (PBIS); Response to Intervention (Rtl); Systems-level change; performance feedback
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Associate Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University) Associate Dean of Teacher Education and Undergraduate Affairs. Associate Clinical Professor. Cross-cultural, language and academic development, school reform, teacher preparation, teacher retention, teacher residencies in urban contexts.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University) Program Director, Applied Behavior Analysis and Special Education. Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis
Christopher G. Wright, PhD (Tufts University). Assistant Professor. Engineering and science education, Urban education, elementary teacher education.

Emeritus Faculty

Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor Emeritus. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
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