Educational Leadership K-12 - Ph.D.
School of Foundations, Leadership and Administration
300 White Hall
The Ph.D. degree in Educational Leadership–K-12 prepares scholarly practitioners and practicing scholars to lead complex educational settings. Graduates are employed in public and private institutions at the pre-kindergarten to grade 12 and higher educational levels, as well as in non-school settings, both public and private.
Fully Offered At:
- Kent Campus
- Master's degree from an accredited college or university
- Minimum 3.500 GPA on a 4.000 point scale
- Official transcript(s) from each college or university in which 8 semester or 12 quarter credit hours were earned
- GRE scores in the 50th percentile or above (Effective fall 2019, GRE scores will no longer be required)
- Detailed résumé or curriculum vitae
- Goal statement
- Two letters of recommendation (minimum one academic reference is preferred)
- English language proficiency - all international students must provide proof of English language proficiency (unless they meet specific exceptions) by earning one of the following:
- Minimum 550 TOEFL PBT score (paper-based version)
- Minimum 79 TOEFL IBT score (Internet-based version)
- Minimum 77 MELAB score
- Minimum 6.5 IELTS score
- Minimum 58 PTE score
Program faculty attempt a holistic evaluation of applicants for the Ph.D. degree. In addition to the criteria above, admission is based on work experience, prior leadership, professionalism and ethics, interpersonal skills and performance during the interview. Students may submit materials they feel will more accurately reflect their potential to succeed within the program (e.g., master's thesis, publications). For more information about graduate admissions, please visit the Graduate Studies admission website. For more information on international admission, visit the Office of Global Education’s admission website.
Program Learning Outcomes
Graduates of the program will be able to:
- Facilitate collaboratively the development, articulation, implementation and stewardship of a shared school vision of learning through the collection and use of data to identify school goals.
- Sustain a school culture and instructional program conducive to student learning through collaboration, trust and a personalized learning environment with high expectations for students.
- Create and evaluate a comprehensive, rigorous and coherent curricular and instructional school program.
- Act in an ethical manner with integrity and fairness to ensure a school system of accountability for every student's academic and social success by modeling school principles of self-awareness, reflective practice, transparency and ethical behavior as related to their roles within the school.
- Safeguard the values of democracy, equity and diversity within the school.
- Evaluate the potential moral and legal consequences of decision-making in the school.
- Promote social justice within the school to ensure that individual student needs inform all aspects of schooling.
|EDLE 80199||DISSERTATION I 1||30|
|Educational Leadership K-12 Electives (EDLE 70000 or 80000 level)||39|
|Evaluation and Measurement Electives, choose from the following:||15|
|STATISTICS I FOR EDUCATIONAL SERVICES|
|MODERN TEST THEORY: ITEM RESPONSE THEORY|
|MULTIVARIATE ANALYSIS IN EDUCATIONAL RESEARCH|
|FACTOR ANALYSIS IN EDUCATIONAL RESEARCH|
|STATISTICS II: ANOVA AND NONPARAMETRIC TESTS|
|COMPARATIVE RESEARCH DESIGN|
|QUANTITATIVE RESEARCH DESIGN AND ANALYSIS|
|QUALITATIVE RESEARCH DESIGN|
|ADVANCED QUANTITATIVE RESEARCH IN EDUCATIONAL SERVICES|
|ADVANCED QUALITATIVE RESEARCH IN EDUCATIONAL SERVICES|
|Minimum Total Credit Hours:||84|
Upon admission to candidacy, each doctoral candidate must register for EDLE 80199. It is expected that a doctoral candidate will continuously register for Dissertation I for a total of 30 credit hours, and thereafter EDLE 80299, each semester (including summer) until all requirements for the degree have been met.