Office of Assessment, Accreditation, and Academic Program Planning

UNCG Student Learning Outcomes

Educational Studies (PhD)

Mission

We are a diverse community of scholar-researchers, leaders, and educators who have joined together in order to develop effective and principled leadership, to promote transformative learning, and to advance and disseminate cutting-edge knowledge that addresses problems of theory and practice in the fields of higher education and student affairs.

The mission of the CUI doctoral degree in Curriculum and Teaching with a concentration in Teacher Education and Development is to develop scholar-researchers, scholar-teachers and scholar-activists who generate, understand and apply usable new knowledge related to the education of novice and experienced teachers. Such scholarship connects research with practice, is informed by our mutual belief in constructivist theories of how people learn, promotes the advocacy of excellence and equity in education for all learners, and facilitates the development of teachers as leaders. Our mission statement is grounded in the following beliefs:

Scholar-researchers are professional educators who are committed to the generation of new knowledge related to the education of new and experienced teachers, and to the dissemination of such knowledge through scholarly publications. They conduct their research with (not on) other professionals, often in classrooms and schools.

Scholar-teachers are professional educators who understand and value theory and research as they inform and are informed by practice. They use research to inform their own practice and they share research with other professionals through their teaching and leadership by offering (or providing) professional development at the school and district level.

Scholar-activists are researchers who understand and value that they and their research serve as advocates for making K-12 environments conducive to effective teaching and high levels of student success. They use their research to proactively affect educational policy and practice. Usable knowledge is research that provides knowledge to help educators do their jobs. Its role is to discover, test, and certify the knowledge, skills, and tools educators can use to facilitate learning and instructional practice (Lagermann, 2006 ).

Constructivist theories of learning emphasize the role of learners in constructing their own knowledge through the use of learner-centered, integrated curricula and through learning opportunities that are collaborative, dialogic, reflective, and that promote metacognitive thinking. The role of teachers in a constructivist classroom is to design and facilitate learning opportunities that are connected to their students' needs and interests. Constructivism includes a range of perspectives such as (1) knowledge is constructed by individuals based on their interactions with their environment; (2) language and social interaction are essential to knowledge construction of individuals and groups; and (3) knowledge is subjective in that it depends on one's own experience (Marlowe and Page, 1998; Richardson, 1997; von Glaserfeld, 1995)

Equity and excellence acknowledges cultural, linguistic, social class, and other forms of knowledge based on diversity; insists on student voice as a primary element in curriculum and classroom pedagogy; and promotes analyses of schooling inequities based on class, gender, or racial/ethnic inequities (Cochran-Smith, 2004; Enns and Sinacore, 2005; Ladson-Billings, 2005; Nieto, 2000)

References Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education . New York Teachers College Press.

Enns, C.Z. & Sinacore, A.L. (Eds.) (2005). Teaching and social justice: Integrating multicultural and feminist theories in the classroom . Washington, D.C. American Psychological Association.

Ladson-Billings, G. (2005). Beyond the big house: African American educators on teacher education . New York :Teachers College Press.

Lagermann, E.C. (2006). Defining usuable knowledge. Retrieved January 24, 2006 from http://www.gse.harvard.edu/scalingup/definition.htm.

Marlowe, B.A., & Page, M.L. (1998). Creating and sustaining the constructivist classroom. Thousand Oaks,CA : Sage.

Nieto,S. (2000). The light in their eyes:Creating multicultural learning communities . New York : Teachers College Press.

Richardson, V. (Ed.). (1997). Constructivist teacher education: Building a world of new understandings. London : Falmer.

von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. London : Falmer. Retrieved October 17, 2005 from http://www.oikos.org/radcon.htm.

Learning Outcomes

Research Completion
Students will successfully defend their dissertations within four years.

Content Completion
Students will complete their comprehensive exams within 3 years.

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