Students admitted to doctoral programs must complete the program's research requirements.

Required Ph.D. Core Courses

All Ph.D. students in the Department of Teaching and Learning must complete one or both of the following Ph.D. core courses, depending upon program requirements.

EDTL:7004Schooling in the United States3
EDTL:7033Seminar on Teacher Education3

Required Ph.D. Cognates

All Ph.D. students in the Department of Teaching and Learning must complete two approved cognate areas as part of their doctoral study plan. Most comprehensive exams in the department are designed to cover the student's core area plus two cognate areas, so selection of cognate areas is important. Cognates also may enhance students' employment possibilities, since they represent a minor area of study.

The following list of cognates offered by program areas in the department is not exhaustive; students may select cognates from this list, or they may customize their own cognate areas in consultation with their advisors.

Curriculum Theory and Development

Three of these:
EDTL:4876Advanced Methods for Teaching and Learning in a Culturally Responsive Classroom3
EDTL:6570Foundation of School Mathematics Curriculum3
EDTL:7004Schooling in the United States3
EDTL:7075Educational Ethnography3
EPLS:6265Standards-Based Education and Accountability3
EPLS:6381Analysis and Appraisal of Curriculum3
PSQF:6255Construction and Use of Evaluation Instruments3

Foreign Language and ESL Education

Both of these:
EDTL:6400Fundamentals of Second Language Assessment3
EDTL:6483Second Language Classroom Learning3
One of these, chosen in consultation with faculty:
EDTL:6403Language Policy and Planning3
EDTL:6480Issues in Foreign Language Education3
EDTL:6484Reading in a Second Language3
EDTL:6497Principles of Course Design for Second Language Instruction3

Gifted Education

Administrative Strand
Two of these, chosen in consultation with faculty:
EPLS:4110Administration and Policy in Gifted Education2
EPLS:4111Evaluation of Gifted Programs1
EPLS:4113Staff Development for Gifted Programs1
Programming Strand
Both of these:
EDTL:4066Curriculum Concepts in Gifted Education3
EDTL:4199Program Models in Gifted Education3
Psychology Strand
Two of these, chosen in consultation with faculty:
RCE:4120Psychology of Giftedness3
RCE:4121Identification of Students for Gifted Programs3
RCE:4137Introduction to Educating Gifted Students3
RCE:5226Assessment of Giftedness3
RCE:5237Seminar in Gifted Education3

Global Education

All of these:
EDTL:6840Theories and Perspectives in Global Education3
EDTL:6841Infusing a Global Perspective into the Curriculum3
EDTL:6842Examining Power, Resistance, and Change Through Global Education3

Language, Literacy, and Culture

Both of these:
EDTL:7015Ph.D. Seminar in Language, Literacy, and Culture (when topic is introduction to language, literary, and culture)arr.
EDTL:7015Ph.D. Seminar in Language, Literacy, and Culture (topic chosen in consultation with advisor)arr.
General Emphasis
This course:
EDTL:7008Seminar: Research and Current Issues (topic chosen in consultation with advisor)arr.
Elementary Emphasis
One of these:
EDTL:6104Literature for Children II3
EDTL:6164Early Literacy Development and Instruction2-3
EDTL:6165Reading and Writing Across Intermediate Grades3
Secondary Emphasis
One of these:
EDTL:3393Reading and Teaching Adolescent Literature3
EDTL:6315M.A. Seminar: English Educationarr.

Mathematics Education

Both of these:
EDTL:5535Current Issues in Mathematics Education1-3
EDTL:7535Seminar: Research in Mathematics Educationarr.
Two of these:
EDTL:6530Workshop in School Mathematics1-3
EDTL:6531Technology in School Mathematics2-3
EDTL:6534Foundations of Mathematics Education2-3
EDTL:6536Teaching of Geometry2-3
EDTL:6539Teaching of Algebra2-3

Science Education

All of these:
EDTL:6755Practices of Inquiry in Science Learning Environments3
EDTL:6757Learning in the Science Classroom2-3
EDTL:6759Advanced Pedagogy3

Special Education

Three or four of these, depending on requirements of the major program:
EDTL:7040Advanced Topics in Teaching and Learningarr.
EDTL:7945Current Issues and Trends in Learning Disabilities3
EDTL:7948Contemporary Research in Behavioral Disorders3
EDTL:7953Seminar: Single Subject Design Research3

The Doctor of Philosophy in teaching and learning (foreign language and English as a Second Language (ESL) education) requires a minimum of 80 s.h. of graduate credit. The program provides students with the necessary content-area knowledge and research skills for independent research, program administration, and varied leadership positions in foreign language and ESL education. It is designed for individuals who have demonstrated success in foreign language and ESL teaching and who wish to prepare for positions in academia, government, or the private sector where in-depth knowledge of foreign language educational issues is required.

Most courses for the Ph.D. should be numbered 5000 or above. At least 30 s.h. must be taken in the core area of foreign language education. Students and their advisor discuss core area course work and cognate area specializations. Their progress toward the degree and their scholarship development is reviewed by the program's faculty and discussed by students and their advisor each year.

The Ph.D. in teaching and learning (foreign language and ESL education) requires the following course work. Students may be able to count some courses completed for the master's degree toward the 80 s.h. required for the Ph.D.

Required Courses

Foreign Language Education Core

Students must complete the following (21 s.h.).

EDTL:6400Fundamentals of Second Language Assessment3
EDTL:6403Language Policy and Planning3
EDTL:6409Cultural Curriculum3
EDTL:6483Second Language Classroom Learning3
EDTL:6484Reading in a Second Language3
EDTL:6497Principles of Course Design for Second Language Instruction3
EDTL:7406Proposal Writing for Second Language Research3

Students must complete both of the following Ph.D. core courses.

EDTL:7004Schooling in the United States3
EDTL:7033Seminar on Teacher Education3

Core Electives

Students may take the following courses in addition to, but not instead of, the courses listed under "Foreign Language Education Core" above. Students must have their advisor's consent to substitute other courses as electives.

EDTL:6402Second Language Program Management3
EDTL:6480Issues in Foreign Language Education3
EDTL:7015Ph.D. Seminar in Language, Literacy, and Culture (when topic is relevant)arr.
SLA:6920Multimedia and Second Language Acquisition3

In addition, students must complete an approved cognate area; see "Required Ph.D. Cognates" under Ph.D. Required Research Courses in this section of the Catalog.

The program requires 16 s.h. of course work in research methods. Three courses must be taken from the "First Tier Requirements" list, and two courses must be taken from the "Second Tier Requirements" list. Students who have little experience with social/behavioral sciences research methods when they enter the program may be advised to take remedial course work in research methods, which does not count toward the 16 s.h. requirement.

First Tier Requirements

These courses should be taken in the first two years of study (10 s.h.).

Both of these:
EDTL:7405Research Methods in Second Language Teaching and Learning3
PSQF:6243Intermediate Statistical Methods4
One of these:
EDTL:7070Introduction to Qualitative Methods in Literacy Research3
EPLS:7373Qualitative Research Design and Methods3
PSQF:7331Seminar: Educational Psychology I - Current Topics (when topic is qualitative educational research methods)3
RCE:7338Essentials of Qualitative Inquiry3

Second Tier Requirements

Two additional research methods courses should be chosen in consultation with a student's advisor. These courses should be taken after the first tier courses have been completed (6 s.h.).

Advanced Qualitative Courses

EDTL:7071Critical Discourse Analysis in Educational Research3
EDTL:7072Advanced Methods of Literacy Research: Qualitative Data Analysis and Reporting3
EDTL:7073Ethnographic Methods, Theories, and Texts3
EDTL:7075Educational Ethnography3
EDTL:7751Advanced Qualitative Data Analysis3

Advanced Research Design Courses

EDTL:7410Mixed Methods Research3
PSQF:6265Program Evaluation3
PSQF:7331Seminar: Educational Psychology I - Current Topics (when the topic is conducting research online)arr.

Advanced Quantitative Courses

EPLS:6206Research Process and Design3
EPLS:6209Survey Research and Design3
EPLS:6370Quantitative Methods for Policy Analysis3
PSQF:6244Correlation and Regression4
PSQF:6246Design of Experiments4
PSQF:6247Nonparametric Statistical Methods3
PSQF:6249Factor Analysis and Structural Equation Models3
PSQF:6252Introduction to Multivariate Statistical Methods3
PSQF:6255Construction and Use of Evaluation Instruments3
PSQF:6257Educational Measurement and Evaluation3

Remedial Course Work

These courses may be required if a student is not familiar with research methods in social/behavioral sciences.

EALL:5150Introduction to Educational Research3
PSQF:4143Introduction to Statistical Methods3

Comprehensive Examination

In order to qualify to take the comprehensive examination, students must successfully complete the required course work and an extended research activity. After successful completion of the required course work and the research activity, and upon recommendation of the program's faculty, a student is eligible to sit for the comprehensive examination. Completion of the required course work and research activities does not guarantee advancement to the examination.

After passing the comprehensive examination, students consult with their advisor to choose a Ph.D. dissertation committee of at least five faculty members, who approve the dissertation proposal. The student then conducts research under the primary guidance of the advisor.

Admission

Applicants to the Ph.D. program in teaching and learning (foreign language and ESL education) must meet the admission requirements of the Graduate College. They should have at least two years of experience teaching foreign language or ESL and should hold a master's degree or have completed a significant amount of graduate course work in a foreign language or foreign language education. Applicants must have a g.p.a. of at least 3.00 in graduate course work. International applicants whose first language is not English must score at least 100 (Internet-based) on the Test of English as a Foreign Language (TOEFL) with a speaking score of 26 and a writing score of 25.

Application materials should include a statement of purpose explaining the applicant's professional goals, transcripts of all undergraduate and graduate work, Graduate Record Exam (GRE) General Test scores, a sample of academic writing, and three letters of recommendation.

The Doctor of Philosophy in teaching and learning (language, literacy, and culture) requires a minimum of 88-90 s.h. of graduate credit. The program brings together scholarly traditions and contemporary theory in literacy and cultural studies. Course work provides a broad background in relevant theoretic and research literature and opportunities to conduct original studies that explore the nature of literacy practices both in and out of school. Graduates find employment in university and college teaching, research, curriculum development, and administration of literacy programs.

Required Courses

Students complete an introductory seminar in language, literacy, and culture; at least 9 s.h. of additional doctoral seminars in the program; approved cognate areas (see "Required Ph.D. Cognates" under Ph.D. Required Research Courses in this section of the Catalog); and 9-12 s.h. of graduate course work outside the Department of Teaching and Learning with 6 s.h. of those outside the College of Education. Students also earn 10-12 s.h. of dissertation credit.

Students are required to take 19 s.h. in research course work.

Both of these:
EDTL:7070Introduction to Qualitative Methods in Literacy Research3
PSQF:6243Intermediate Statistical Methods4
Additional credit hours as outlined below:12
A sequence of courses that meets the specific research interests of a student (selected in consultation with an advisor and the language, literacy, and culture faculty)
Semester hours may be taken in any combination of qualitative, quantitative or other relevant research paradigms
Courses may be taken either within or outside of the College of Education
It is recommended that students take EALL:5150 Introduction to Educational Research (3 s.h.) early in their programs of study
And, students complete one of these core courses:
EDTL:7004Schooling in the United States3
EDTL:7033Seminar on Teacher Education3

Comprehensive Examination and Dissertation

As students near the completion of their course work, they identify several key strands for review and synthesis. With guidance from their advisors, students prepare for three forms of written and oral exams: they answer take-home questions in two areas of literacy; they submit a substantive issues paper, typically a report of an exploratory study or a review of research literature on a topic of special interest; and they design a syllabus for a literacy course and write a reflective commentary that demonstrates understanding of the relationship between theory and practice.

Following successful completion of all components of the comprehensive exam, students work with a faculty member to develop a proposal for a study that will make an original contribution to the understanding of some aspect of literacy. After the proposal has been approved, students conduct research and report their findings under the primary guidance of a dissertation chair.

For detailed information, see Language, Literacy, and Culture on the Department of Teaching and Learning website.

Admission

Applicants to the Ph.D. in teaching and learning (language, literacy, and culture) must meet the admission requirements of the Graduate College. They should have at least three years of experience teaching or tutoring language or literacy (reading, writing, English, language arts) and should have earned a master's degree in a literacy-related field. Application materials should include a statement of purpose explaining the applicant's reasons for pursuing graduate study and describing future goals; transcripts of all undergraduate and graduate course work; Graduate Record Exam (GRE) General Test scores; a sample of academic writing; and three letters of recommendation.

Applications for admission and for financial aid are reviewed December 1 each year.

The Doctor of Philosophy in teaching and learning (mathematics education) requires a minimum of 80-90 s.h. of graduate credit. The program prepares supervisors, teacher education personnel, community college personnel, and researchers in mathematics education. It is administered by the College of Education.

Students must update graduate course work completed more than 10 years before admission to the program. The Ph.D. program in mathematics education requires the following course work.

Required Courses

Students must complete EALL:5150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Students select from courses listed under Ph.D. Research Requirements on the College of Education website.

Students must complete one of the following Ph.D. core courses.

EDTL:7004Schooling in the United States3
EDTL:7033Seminar on Teacher Education3

In addition, students must complete an approved cognate area; see "Additional Requirements" below.

Students must complete a minimum of 24 s.h. of graduate work in the Departments of Computer Science, Mathematics, and Statistics and Actuarial Science, as approved by their advisor. Electives are encouraged in the pure mathematics and applied mathematics sequences.

Students who completed their mathematics requirement at another institution must complete at least 6 s.h. of additional course work in mathematics at the University of Iowa, chosen with advisor approval. They also must complete at least six courses in mathematics education, including EDTL:5535 Current Issues in Mathematics Education and EDTL:7535 Seminar: Research in Mathematics Education.

Additional Requirements

Students concentrate in two additional comprehensive examination areas in either the mathematical sciences or education. A minimum of three courses usually are required for a comprehensive examination area, but candidates should consult with faculty members in the areas selected to determine which courses they should take in order to adequately prepare for the examinations.

Students must complete a total of at least 36 s.h. in College of Education courses; this includes the course work listed above. They must complete an approved cognate area; a partial list of potential cognate areas is available from the mathematics education program.

Upon completing the program, a student must have a cumulative g.p.a. of 3.00 or higher in all graduate work in mathematics, all University of Iowa graduate work in mathematics, all graduate work, and all University of Iowa graduate work.

Comprehensive Examination

Students take three written comprehensive examinations, one in mathematics education and two in other fields of education or mathematics; an oral examination follows the written examinations.

Dissertation

Students must earn 10 s.h. of dissertation credit in EDTL:7493 Ph.D. Thesis. Each candidate completes a dissertation on a research problem in mathematics education. A prospectus of the proposed research must be presented to the dissertation committee before the candidate undertakes the study. Upon completion of the dissertation, the candidate defends the dissertation in an oral examination.

Admission

Applicants to the Ph.D. in teaching and learning (mathematics education) must meet the admission requirements of the Graduate College. They must have an undergraduate major in mathematics or the equivalent, a current teaching license/certificate, and at least two years of teaching experience are strongly preferred. A faculty review committee makes admission decisions.

The Doctor of Philosophy in teaching and learning (science education) requires a minimum of 85 s.h. of graduate credit. The program is designed for individuals who aspire to positions as college and university science educators; major supervisors in national, state, and local systems; teachers in small liberal arts colleges; instructors of general education science courses at major universities; research directors in science education; and professionals in medical and/or allied health education.

The Ph.D. in teaching and learning (science education) requires the following course work.

Required Courses

All Ph.D. students in science education must complete EALL:5150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Students select from courses listed under Ph.D. Research Requirements on the College of Education website. Course selections must be consistent with other requirements for the degree.

All doctoral students in science education must complete one or both of the following Ph.D. core courses. Students may not substitute other courses for these.

EDTL:7004Schooling in the United States3
EDTL:7033Seminar on Teacher Education3

In addition, all doctoral students in the Department of Teaching and Learning must complete an approved cognate area; see "Required Ph.D. Cognates" under Ph.D. Required Research Courses in this section of the Catalog.

Science Education

All of these (15 s.h.):
EDTL:6757Learning in the Science Classroom3
EDTL:6759Advanced Pedagogy3
Graduate-level science education courses chosen in consultation with advisor9

Education

All of these (9 s.h.):
EALL:5150Introduction to Educational Research3
PSQF:6200Educational Psychology3
PSQF:6275Constructivism and Design of Instruction3

Research in Science Education

Both of these (21 s.h.):
EDTL:7750Seminar: Science Education (taken three times for 1 s.h. each)3
EDTL:7755Independent Study in Science Education Research (taken six times for 3 s.h. each)18

Science Area

Students complete a family of courses (total of 12 s.h.) in a major science area.

Dissertation

Ph.D. students earn 10 s.h. of thesis credit in EDTL:7493 Ph.D. Thesis.

Admission

Applicants to the Ph.D. in teaching and learning (science education) must meet the admission requirements of the Graduate College. They should have completed a bachelor's degree in a science area (or combination of science areas), in science education, or in elementary education with a science emphasis; have a cumulative g.p.a. of at least 3.00 on undergraduate and graduate work; and have a combined score of at least 300 on the verbal and quantitative portions of the Graduate Record Exam (GRE) General Test. Applicants must submit three letters of recommendation; a statement of purpose describing their reasons for pursuing graduate work and their goals for graduate study; and an example of their academic writing.

The Doctor of Philosophy in teaching and learning (social studies education) requires a minimum of 90 s.h. of graduate credit. The program prepares secondary department chairs, supervisors, curriculum directors, teacher education personnel, and college instructors in the social sciences and in social studies education.

The required 90 s.h. of credit includes course work and the dissertation (10 s.h.).

Required Courses

Students are required to complete 16 s.h. of course work focused on research methodology.

This course:
PSQF:6243Intermediate Statistical Methods4
One of these:
EDTL:7070Introduction to Qualitative Methods in Literacy Research3
EPLS:7373Qualitative Research Design and Methods3
PSQF:7331Seminar: Educational Psychology I - Current Topics (when topic is qualitative educational research requirements)arr.
RCE:7338Essentials of Qualitative Inquiry3
In consultation with advisor, 9 s.h. of research methodology course work appropriate to dissertation design from these:
Qualitative Methodology
EDTL:7071Critical Discourse Analysis in Educational Research3
EDTL:7073Ethnographic Methods, Theories, and Texts3
EDTL:7410Mixed Methods Research3
EDTL:7751Advanced Qualitative Data Analysis3
EDTL:7953Seminar: Single Subject Design Research3
EPLS:5195Research in Cross-Cultural Settings3
EPLS:5240Topics in Education (when topic is introduction to historical methodology)arr.
HIST:7197The Art and Craft of Historical Writingarr.
PSQF:6265Program Evaluation3
RCE:7444Qualitative Research in the Multicultural Context3
Quantitative Methodology
EPLS:6206Research Process and Design3
EPLS:6209Survey Research and Design3
PSQF:6220Quantitative Educational Research Methodologies3
PSQF:6244Correlation and Regression4
PSQF:6246Design of Experiments4
PSQF:6247Nonparametric Statistical Methods3
PSQF:6249Factor Analysis and Structural Equation Models3
PSQF:6252Introduction to Multivariate Statistical Methods3

Students that want to take a course that is not listed above to receive credit toward their program requirements must obtain prior approval from their advisor and from the social studies education program.

In addition, students must complete one or both of the following Ph.D. core courses.

EDTL:7004Schooling in the United States3
EDTL:7033Seminar on Teacher Education3

Seminars and courses numbered 5000 or above are required in each of the study areas that constitute the major.

Students must take the following courses in social studies and global education (12 s.h.).

EDTL:6833History and Foundations of Social Studies Education3
EDTL:6840Theories and Perspectives in Global Education3
EDTL:6841Infusing a Global Perspective into the Curriculum3
EDTL:6842Examining Power, Resistance, and Change Through Global Education3

The remaining course work must be distributed among approved cognate areas (see "Required Ph.D. Cognates" under Ph.D. Required Research Courses in this section of the Catalog), history, social sciences or related areas, and professional education, depending on a student's background and goals.

Comprehensive Examination

Students take three three-hour examinations, one in each of the study areas. Depending on the distribution of course work, the nine hours of written examinations may be rearranged. The Ph.D. examining committee consists of five members, who are selected according to the nature of the student's Ph.D. program and distribution of course work. An oral examination is conducted by the committee following the written exam.

Dissertation

Ph.D. candidates, in consultation with their committee, may choose to complete a dissertation organized by either chapters or publishable articles, depending on their career goals and the nature of their study. In either case, the scholarly pursuit must be on a philosophical or social science research problem in social studies education. The candidate must present a prospectus of the proposed scholarship to the committee before undertaking the dissertation. Upon completion, the candidate defends the dissertation in an oral exam.

Admission

Applicants to the Ph.D. program in teaching and learning (social studies education) must meet the admission requirements of the Graduate College. They must have a bachelor's degree in history, the social sciences, or education; a master's degree in history, the social sciences, or education; a cumulative g.p.a. of at least 3.00; and a combined verbal and quantitative score of at least 310 on the Graduate Record Exam (GRE) General Test. At least two years of teaching experience is strongly preferred. Applicants who did not write a thesis as part of their M.A. must submit seminar papers or field research as equivalents.

The Doctor of Philosophy in teaching and learning (special education) requires a minimum of 90 s.h. of graduate credit. The program prepares students for teaching and research positions in higher education, and for curriculum, supervisory, and research positions in state and local education agencies. The program permits students to study and practice extensively in their special education interest area and in an interest area outside of special education.

The Ph.D. curriculum includes an emphasis on research skills, all facets of special education, an approved cognate area (see "Required Ph.D. Cognates" under Ph.D. Required Research Courses in this section of the Catalog), and at least one specialization area.

Required Courses

This course:
EALL:5150Introduction to Educational Research3
Quantitative Research Requirements (13-15 s.h.)
Both of these:
PSQF:4143Introduction to Statistical Methods3
PSQF:6243Intermediate Statistical Methods4
Two of these:
EPLS:6206Research Process and Design3
PSQF:6220Quantitative Educational Research Methodologies3
PSQF:6244Correlation and Regression4
PSQF:6246Design of Experiments4
PSQF:6247Nonparametric Statistical Methods3
PSQF:6249Factor Analysis and Structural Equation Models3
PSQF:6252Introduction to Multivariate Statistical Methods3
Qualitative Research Requirements (6 s.h.)
This course:
EDTL:7953Seminar: Single Subject Design Research3
One of these:
EDTL:7410Mixed Methods Research3
EPLS:7373Qualitative Research Design and Methods3

Ph.D. Core Course

One of these:
EDTL:7004Schooling in the United States3
EDTL:7033Seminar on Teacher Education3

Proseminar Courses

Both of these:
EDTL:7943Proseminar: Issues, Trends, and Research in Special Education3
EDTL:7944Proseminar: Issues, Trends, and Research in Special Education II3

Minor

Students also must complete an interdisciplinary minor in a discipline outside of special education (minimum of 12 s.h.).

Comprehensive Examination and Dissertation

In addition, students are required to write the comprehensive examination and complete a doctoral dissertation, earning a minimum of 10 s.h. in the following course.

EDTL:7493Ph.D. Thesis10

Admission

Applicants to the Ph.D. program in teaching and learning (special education) must meet the admission requirements of the Graduate College. They must have master's degree or equivalent in special education; those without an M.A. thesis must have completed an equivalent project. Applicants should have a graduate g.p.a. of at least 3.50 and a combined verbal and quantitative score of at least 300 on the Graduate Record Exam (GRE) General Test. Applicants whose first language is not English must score at least 100 (Internet-based) on the Test of English as a Foreign Language (TOEFL). Applicants should have at least one year of full-time teaching experience with exceptional children; several years are preferred.

Application materials must include a completed Graduate College application form, copies of official transcripts for all college course work, an official report of Graduate Record Exam (GRE) General Test scores, three current letters of recommendation, and evidence of experience and/or teacher licensure/certification. An interview may be requested.

Final admission decisions are made by the special education graduate admissions committee.