The Department of Teaching, Learning and Educational Leadership at Binghamton University
offers an EdD program that integrates theory, research and practice to increase understanding
of and improve teaching and learning within the broader institutional, social, organizational
and political context of early childhood, elementary, secondary and postsecondary
educational settings and related fields.
The program emphasizes a broadening experience, where students gain breadth and depth
through the required core and research courses, careful planning of electives and
learning alongside a cohort of students with diverse backgrounds and experiences.
The intent is to foster constructive and insightful discourse across professional
areas and research interests.
The doctoral program is designed with both collective and individualized elements.
All students will take core courses that emphasize theories and research methods used
in addressing meaningful educational and social issues. These courses have both applied
and theoretical contributions for addressing complex and multilayered problems. In
these classes, students will be encouraged to refine their own research questions
through the integration of theories and methods across disciplines and professional
fields.
The doctoral program has three core learning areas:
- Educational Theory and Practice
- Ethics, Diversity, and Social Justice in Education
- Research and Scholarship in Education
Detailed information about the doctoral program can be found in the EdD Doctoral Student Handbook.
Program requirements
The requirements for the EdD in Educational Theory, Research and Practice include:
Coursework
Students will work closely with their program advisors to develop an individualized
plan of
study that includes required core courses in education, core research courses, and
elective
courses for a minimum of 36 post-masters credits. Students are required to maintain
a GPA of 3.0.
Comprehensive Examination
The comprehensive examination is a major milestone in doctoral education; it marks
the
shift from doctoral student to doctoral candidate, demonstrating that students have
acquired specialized knowledge in educational theory, research and practice, and
have developed the expertise necessary to undertake advanced-level dissertation work.
The comprehensive examination will take place only after students complete all of
their
coursework. Upon successfully passing the comprehensive examination, students are
officially advanced to doctoral candidacy.
Dissertation
Once advanced to candidacy, students demonstrate their skill and ability as scholars
through successfully completing the requirements for the dissertation. In consultation
with the dissertation chair and committee, doctoral candidates will determine the
dissertation format (i.e., Traditional or Multiple Article) that best aligns with
their
research and career goals.
Required courses
In addition to the following required courses, students are required to complete a
minimum
of five elective courses. One of the elective courses must be an advanced research
course. Students work with their advisors to determine their elective courses and
develop programs of study.
Education Core Courses
-
EDUC 600 - Intro Seminar in Doc Studies
This course is a required core course for new students in the doctoral program.
It is designed to provide students with a foundation for their future studies through
exposure to theoretical and empirical literature, familiarity with academia, as well
as the research interests and expertise of the faculty. The course also serves as
an opportunity to build and participate in an intellectual community with others in
the Department of Teaching, Learning and Educational Leadership. Offered: fall. 3
credits.
Levels: Graduate
-
EDUC 601 - Educ Theory & Phil
Examination of various philosophical perspectives that inform educational practice
and policy. Exploration of important relations and tensions among educational theory,
research, policy, and practice. Students will analyze current educational issues through
the writings of educational philosophers and theorists and apply their own developing
perspectives/frameworks.
Offered: fall. 3 credits.
Levels: Graduate
-
EDUC 603 - Theories Learning/Instr Design
In this course, students explore theory and research central to understanding and
studying teaching and learning. The course is framed around three guiding questions:
(a) What is teaching, (b) What is learning, and (c) What is the relationship between
teaching and learning in the context in which it occurs (e.g., schooling)? Through
course readings, discussions, and independent exploration, students will examine a
wide range of both classic and contemporary learning theories, explore the various
ways in which the practice of teaching is conceptualized, synthesize research and
scholarship on teaching and learning in their area of interest, and integrate information
through the juxtaposition of learning theory, pedagogical practices, and the social
context of schooling. Offered: spring. 3 credits.
Levels: Graduate
-
EDUC 605 - Race, Class and SJ in EDUC
Students will investigate the historical origins and the institutional, political,
social, and cultural forces that shape the social contexts . The course will examine
the changing nature of family and community, as well as the dynamics of race, class,
and gender in contributing to or alleviating inequality in education. Offered: fall.
3 credits.
Levels: Graduate
Research Courses
-
EDUC 620 - Research Process In Educ
This course is intended to enhance students’ abilities to become both consumers
and producers of educational research. In this course, students will examine the philosophical
underpinnings of educational research, differentiate the methodological foundations
of quantitative, qualitative, and mixed research approaches, and identify the ethical
and legal considerations involved in conducting and reporting educational research.
Based on a topic of interest, students will locate, read, and synthesize a corpus
of research across a broad range of methodological approaches. Students will produce
a written review of the literature to advance their understanding of how their topics
are situated in a broader field of study and to begin developing a rationale for their
future research.
Offered: fall. 3 credits.
Levels: Graduate
-
EDUC 621 - Seminar Quantitative Resch
This course is intended to develop students' understanding of quantitative
research. Students will examine diverse methods and designs used in quantitative research.
Students will develop the skills necessary to design quantitative studies, develop
research questions, and apply the techniques used in statistical analysis. Other topics
include the application of techniques to current educational issues; understanding
the role of research and policy-making, and an emphasis on real-world data and student
projects. Offered: fall. 3 credits. Pre-requisite: EDUC 620
Levels: Graduate
-
EDUC 622 - Seminar In Qualitative Resch
This course is intended to develop students’ understanding of qualitative
research. Students will explore a range of theoretical frameworks, the important assumptions
embedded within them, and the implications of these assumptions for conducting and
evaluating qualitative research. Students will learn about the variety of approaches/methodologies,
methods for data collection, and techniques for data analysis used in qualitative
research. Students will design and carry out qualitative research and communicate
the results of their research. Offered: spring. 3 credits. Pre-requisite: EDUC 620
Levels: Graduate
Inquiries
For questions about Binghamton University's Doctorate in Education - Educational Theory,
Research and Practice, email tlel@binghamton.edu.
Apply
To apply to this program, visit our Admissions page.