1406
School of Teaching, Learning and Educational Sciences
methodological rigor in the delivery of school psychological services and in conducting research. Training in the scientist/practitioner model is for the purpose of developing a Science-Based Child/Learner Success orientation in students. Doctoral-level school psychologists function in diverse and important roles including consultation, assessment, intervention therapy, supervision, program evaluation and research to facilitate success for all learners. They add to the understanding of children and their families by contributing to the scientific knowledge base related to all aspects of child development. They are employed in many different settings including elementary and secondary schools, private practice, university, hospitals and mental health centers. School psychologists work with diverse populations and provide psychological services to children, youth, families, caregivers, school personnel, adult learners and individuals with special needs, as well as to the systems in which these individuals need to be successful. Applications for the PhD program in school psychology are due by January 1 for the following fall enrollment. Doctor of Philosophy in Education Students in the Doctor of Philosophy in Education program critically analyze teaching and learning in different contexts both inside and outside of school, explore how these processes are embedded in wider social, political and economic contexts, and envision the possibilities for improving teaching and learning. To this end, the program has an emphasis on the critical production of research with the intent that graduates from this program will contribute to their scholarly fields while addressing the needs of the state of Oklahoma, the country and the larger global community. The integration of seven degree options—Curriculum Studies; Educational Technology; Language, Literacy, and Culture; Mathematics and Science Education; Professional Education Studies; Social Foundations of Education; and Workforce and Adult Education— provides a conceptually coherent doctoral program in which students and faculty explore teaching and learning in new ways within various cultural milieus, such as the family, occupations, public schools and universities. The Ph.D. degree, with options housed in two Schools within the College of Education, Health and Aviation, prepares researchers and leaders to serve in professional positions in universities, P-12 schools, career and technical schools, research agencies, policy agencies and other educational settings (such as museums, educational publishing, and curriculum development). The Curriculum Studies option’s mission is to educate scholars with a deep understanding and ability to create and use knowledge of curriculum studies in the field of education and in other scholarly communities interested in the advancement of education at the state, national, and international levels. In articulating the field of curriculum studies, it is important to acknowledge the broadest views of curriculum, including content and organization of school, the social context in which school is situated, and the process of education both in and out of school. Curriculum studies is understood as both a disciplinary and an interdisciplinary field of study with its own distinctive history, conceptions, and modes of inquiry, always open to new scholarship. Curriculum theorizing, curriculum development and assessment, pedagogy, curriculum inquiry, curriculum history, leadership and advocacy, critical media literacy, teacher research, and intercultural and international dialogue are all part of the scholarship of curriculum studies in the program. Particular attention is also devoted to those absent from typical curriculum decision making; curriculum studies is concerned with issues of equity, access, and voice. This option is housed in the School of Teaching, Learning and Education Sciences.
The Educational Technology option focus is on the core areas of the field: design, development, utilization, production and evaluation of instructional systems, human computer interaction and technology applications to support learning and teaching. The doctoral program emphasizes research using educational technology in applied settings. The Ph.D. in Education/Educational Technology prepares future researchers for a variety of professional positions. Graduates are typically employed as university faculty, educational or instructional technology specialists in universities, community colleges and schools, or as training managers or instructional designer/developers in corporate settings. This option is housed in the School of Educational Foundations, Leadership and Aviation (SEFLA). The Mathematics Education option prepares students to conduct research on teaching and learning mathematics at the P-12 level. Research may focus on a variety of aspects of teaching and learning mathematics including the affective domain and employ a wide variety of quantitative, qualitative or mixed methods. Graduates are prepared to teach a broad range of mathematics education courses at both the undergraduate and graduate levels and are qualified for faculty positions in community colleges or secondary teacher education programs as well as other mathematics education leadership positions. This option is housed in the School of Teaching, Learning and Education Sciences. The Language, Literacy, and Culture option focuses on the intersection of theory, research, practice and policy in the examination of language, literacy and culture from early childhood through adulthood recognizing the centrality of literacy in promoting equitable opportunities in our global society. Students explore language and literacy demands across diverse contexts and across social movements to promote equity and honor linguistic and socio-cultural diversity as cultural capital. Specializations in this option include reading, writing and New Literacies; English education; children’s and adolescent literature; and world language education. This option is housed in the School of Teaching, Learning and Education Sciences. The Professional Education Studies option is intended to develop scholars of educational theory and research who advance knowledge fundamental to teaching and learning in a diverse and global society and fundamental to social justice and equity in education. Diverse perspectives include but are not limited to in-depth study of theories used to advance social justice and equity in education, teaching and learning; analyses of diverse teaching and learning contexts; application of inquiry-based teaching-learning theory; use of research methodologies (qualitative, quantitative, mixed methods and conceptual/theoretical methodologies) for studies in education; and conceptualization and reconceptualization of the meaning and value of social justice and equity in education, teaching, learning and teaching-learning contexts. This option is housed in the School of Teaching, Learning and Education Sciences. Maximum flexibility is provided for students to develop a specialization that meets their scholarly interests and career goals. Special Education is one specialization/emphasis area available in this option. The Science Education option prepares students to conduct research on teaching and learning science at the P-12 level, and beyond. Research may focus on a variety of aspects of teaching and learning science and employ a wide variety of quantitative, qualitative or mixed methods. Graduates are prepared to teach a broad range of science education courses at both the undergraduate and graduate levels and are qualified for faculty positions in community colleges or secondary teacher education programs as well as other science education leadership
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