Jun 15, 2024  
Graduate Record 2018-2019 
Graduate Record 2018-2019 [ARCHIVED RECORD]

English Education (PhD)

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Doctor of Philosophy in Education - English Education

This program of study is designed to prepare graduates for college or university positions in English education or for positions within research organizations with specific areas of curricular expertise. The program includes coursework, a research apprenticeship, and practical experiences to prepare graduates to: (1) produce original research that contributes to the knowledge base in science education or to teacher education in general; 2) educate teachers in the area of English and Literacy Education and evidence-based practice; and 3) provide effective leadership in the field of English education.

The primary purpose of the Ph.D. program is to prepare highly qualified scholar-researchers who will be able to take a variety of positions in higher education settings (both public and private). Graduates will be well prepared for employment as research scholars, policy analysts, and faculty members in higher education programs where the emphasis is on the production of scholarship, rather than application to practice.

Core Requirements

The Ph.D. program in English Education requires a minimum of 72 credits including regular coursework, research mentorship credits, and credits related to the dissertation research study. Students must complete at least 54 credits of coursework which includes content courses and research methodology courses, and up to 3 credits of research apprenticeship per semester. Internship and dissertation credit does not count toward the 54. At least 36 course and apprenticeship credits must be completed after admission to the program. Students can apply up to 12 credits of dissertation work towards the total of 72.

Possible Core Courses

Research Requirements

A minimum of 24 semester hours of core coursework is required. Required research courses include:

Other Requirements

Education of Teachers Internship

Students are expected to participate in internships that enable them to understand the workings of university-level teacher preparation. These internships consist of, but are not limited to, the following: supervising student teachers, serving as a graduate teaching assistant, serving as the instructor of a preservice or master’s-level course, assisting the Director of Teacher Education, working with the novice teachers network, designing and evaluating curriculum for P-12 programs, working with clinical instructors and cooperating teachers, supervising early field experiences, and/or serving as a connection between the schools and university in developing early field experiences, serving as a graduate clinician at the McGuffey Reading Center, etc.

Internships will be determined in consultation with faculty advisors, the Department Chair and the Program Coordinator.


Assessment of student progress through the program is multifaceted and includes components of assessment conducted both by faculty and by students themselves.

Student Annual Report

Each student will complete an annual report describing his or her growth and accomplishments.

Preliminary Exam

At the end of the first semester of the first year of study, all English Education students will complete a preliminary exam, which is designed to determine the likelihood of the student’s continued success in Ph.D. studies. This exam consists of two parts. The first is a paper on a topic of significance in the field. The second is an oral exam in which students present the paper and a critique of a research article they have been given one week prior to the exam.

Pre-dissertation Research Manuscript

Prior to their third year of study, students complete a pre-dissertation research project that results in a manuscript submitted for publication in a peer-reviewed journal. There is no requirement that the paper be accepted for publication, but students are strongly encouraged to revise manuscripts where resubmission is likely to result in publication. Research mentors will work with students to shape these papers toward eventual publication; co-authored papers are acceptable.

Qualifying Comprehensive Examination

Students will complete a written comprehensive examination to demonstrate (1) understanding of the knowledge base and methodology in English Education and (2) readiness to undertake doctoral dissertation research. The examination will be graded independently by at least two faculty members. With approval of the Teacher Education graduate program, a research manuscript accepted for publication may be used to satisfy part of the qualifying examination.


Students will complete a dissertation proposal and a dissertation following either the traditional model or the three-paper option described in the Curry Dissertation Manual; either option must meet the expectations set forth in the Manual’s dissertation guidelines.