School of Education

soe.unc.edu

G. WILLIAMSON McDIARMID, Dean

Professors

Patrick Akos, School Counseling, School Transitions

Kathleen Brown, Educational Leadership

Gregory J. Cizek (176) Educational Assessment and Evaluation

Sharon Derry Experiential Learning, Learning and Cognitive Science

Fenwick English (998) Educational Administration, Curriculum Inquiry and Leadership

Susan Friel (115) Mathematics Education

John P. Galassi Jr. (028) Strengths Based School Counseling

Madeleine R. Grumet (170) Culture, Curriculum, and Change

Jill Hamm Adolescent Development

Catherine Marshall (105) Politics, Qualitative Inquiry, Gender, Race, and Class Issues

Linda Mason Adolescent and Adult Literacy, Special Education

Judith L. Meece (055) Educational Psychology, Measurement and Evaluation, Elementary Education

George W. Noblit (057) Sociology of Education, Qualitative Research Methods, Critical Race Studies

Sam Odom, Early Childhood, Disability

Xue Lan Rong (146) Social Studies Education, Social Foundations of Education, Large Data Set Research

Keith Sawyer Creativity and Innovation, Entrepreneurship

Rune J. Simeonsson (073) Child Development and Disability, Psychological Assessment, Primary Prevention

Lynda Stone (147) Philosophy of Education, Social Theory, Feminism

Lynne Vernon-Feagans, Early Childhood Intervention, Literacy

William B. Ware (085) Educational Psychology, Measurement and Evaluation, Research Design Analysis

Barbara H. Wasik (086) Child Psychology, Social/Emotional and Cognitive Development, Literacy

Associate Professors

Harriet Able (149) Early Intervention, Family Support, Ethics

Cheryl Mason Bolick (029) Education Technology and Social Studies Education

Lora Cohen-Vogel, Educational Leadership and Policy

Jocelyn Glazier, Diversity and Multiculturalism, Literacy, Equity

Jeffrey Greene, Cognition and Learning

Dana Griffin, Diversity and Multiculturalism, Professional Development of School Counselors

Leigh Hall, Literacy Studies, Early Childhood, Families

Eric Houck, Educational Leadership, School Finance, Policy

Sherick Hughes Critical Race Studies, Qualitative Methodology

Steve Knotek (2001) School Psychology

Rebecca New, Early Childhood Intervention

Rita O'Sullivan (180) Educational Assessment and Evaluation

Eileen Parsons, African American Science Achievement, Racial Equity

James Trier, English Education–Secondary

Assistant Professors

Janice Anderson, Science Education, Gender and Science Education, Technology

Claire Baker School Readiness, Home Based Interventions with Young Children

Juan Carillo Latino/a Chicano/a Education Social and Cultural Foundations of Education

Claudia Cervantes-Soon, Bilingual and ESL Pedagogy, Gender and Minority Issues

Gemma Mojica Math Education, Teacher Education

Kelly Ryoo Technology in Teaching and Learning, Science Education

Dana Thompson Dorsey, Educational Leadership, School Law

Clinical Professors

Suzanne A. Gulledge (033) Social Studies Education

Clinical Associate Professors

Nick Cabot, Science Education, Professional Development in Science Teaching, Distance Learning

Jennifer Diliberto, Special Education

Daniel M. Huff, Choral Music Education, Teacher Preparation, Teacher Socialization

Sharon Palsha, Child Development and Family Studies

Stanley Schainker, Educational Leadership: Systems Functions, School Management, Group Dynamics

James Veitch, Educational Leadership, Budget, Staff Development, Technology, Instructional Supervision

Clinical Assistant Professors

Deborah Eaker-Rich, Social Foundations

Sandra Evarrs, School Psychology, Psychoeducational Assessment

Martinette Horner, Elementary Education

Cheryl Horton, Science Education

Molly Lloyd, Literacy Education

Cathy Scott, Secondary Mathematics, Teacher Prep, STEM Program Evaluation

Meghan Walter, School Counseling

Jennifer Wooten, Foreign Language Education, Spanish Education

Professors Emeriti

John Brantley

Richard A. Brice

Linda Brooks

Duane Brown

Frank Brown

William I. Burke

Richard H. Coop

James W. Cunningham

Barbara Day

Jill Fitzgerald

Julio George

Wally Hannum

R. Sterling Hennis Jr.

Audrey Heining-Boynton

Paul B. Hounshell

Richard C. Hunter

David L. Lillie

Bobbie B. Lubker

William Malloy

Howard Maniloff

James Morrison

William S. Palmer

Richard C. Phillips

Walter Pryzwansky

Dwight Rogers

Russ Rowlett

William C. Self

Pat Shane

Dixie Lee Spiegel

Donald J. Stedman

Gary B. Stuck

Linda Tillman

Alan Tom

Neal H. Tracy

Gerald Unks

Kinnard P. White

Ronald Wiegerink

Ralph E. Wileman Jr.

Rhonda Wilkerson

The School of Education, in keeping with the general goals of the University of North Carolina at Chapel Hill, embraces a threefold mission of teaching, research, and service. With these purposes in mind, the school's graduate programs are designed to meet the needs of professional educators who seek to further their knowledge, understanding, and skills relating to educational processes. These professionals vary in their career orientations. Some are employed in (or wish to become employed in) educational institutions and others in agencies and organizations performing non-instructional educational functions.

The research mission involves continuing inquiry into the development of knowledge of the teaching-learning process, human development, the organization of schools and educational

agencies, the historical, social, and philosophical bases for educational institutions, and the processes of program development and implementation.

The service mission provides public and private institutions and agencies with the benefits of research and consultation, thereby enhancing these institutions and agencies' ability to satisfy their educational objectives.

The teaching mission involves the faculty and graduate students in applying the knowledge base in field settings and translating it into coursework.

The School of Education has attempted to present correct information as of the printing date of this Record. However, this information does not establish a contractual relationship and the school reserves the right to alter any statement when review is complete. Therefore, applicants should contact the School of Education to obtain updated information on programs prior to final application procedures.

Degree Programs

Note: Additional information may be found on the School of Education's Web site at soe.unc.edu.

The School of Education offers two doctoral degrees, the Doctor of Philosophy and the Doctor of Education: 1) the doctor of philosophy (Ph.D.) in education with five research areas (applied developmental sciences and special education, cultural studies and literacies, learning sciences and psychological studies, policy, leadership and school improvement and teacher education and curriculum) and in school psychology; and 2) the doctor of education (Ed.D.) with two research areas, one in educational leadership and one in curriculum and instruction.

The master's programs include the following degrees: 1) the master of arts in teaching (M.A.T.) with a concentration in secondary education for English, social studies, math and science2) the master of education (M.Ed.) in school counseling and the master's for experienced teachers, 3) the master of school administration (M.S.A.), and 4) the master of arts in education. The Graduate School administers all but the master of school administration program and the master's for experienced teachers, which the School of Education administers.

Two off-campus, part-time programs are offered: the master of education (M.Ed.) for experienced teachers and the flexible master of school administration (M.S.A. Flex). The content specialty areas for the M.Ed. program are early childhood intervention and family support (birth through kindergarten); literacy, social studies, mathematics, science, technology, special education and English as a Second Language. Content specialty areas generally offer admission every other year although some areas are offered more or less often.

The part-time, off-campus M.S.A. Flex program is designed for working professionals and stretches the normal two-year program offered on campus over an extended period of two and a half academic years, beginning each January with a new cohort. While the program emphasizes preparation for the school principalship, individuals with other educational career aspirations (such as district-level leadership positions) will find it appropriate.

Education Degree Requirements

M.A. Degree Requirements

1. A bachelor's degree from an accredited four year university. 2. Completion of a minimum of 30 hours of graduate coursework and two consecutive

semesters in residence. 3. Completion of all required and elective courses within five years of admission. 4. A grade of Pass on a written comprehensive exam or approved equivalent. 5. The degree application to be filed no later than the date specified in the academic

calendar. 6. A grade of P or better is required in all EDUC courses. One grade of F in an EDUC

course makes a student academically ineligible to continue in the program.

M.Ed. Degree Requirements

1. A bachelor's degree from an accredited four-year college or university. 2. Completion of the minimum required number of semester hours of graduate course work.

(Check with individual programs to ascertain the minimum requirements.) 3. Completion of at least two consecutive semesters in residence. 4. Completion of all required and elective courses within five years of admission. 5. A grade of Pass on a written comprehensive examination or approved equivalent. 6. The degree application to be filed no later than the date specified in the academic

calendar. 7. A grade of P or better is required in all EDUC courses. One grade of F in an EDUC

course makes a student academically ineligible to continue in the program.

M.A.T. Degree Requirements

1. A bachelor's degree from an accredited four-year college or university. 2. The equivalent of an undergraduate major in the chosen subject area. 3. Completion of a minimum of 33 semester hours of advanced course work. 4. Completion of at least two consecutive semesters in residence. 5. Completion of all required and elective courses within five years of admission. 6. Satisfactory completion of a comprehensive teaching portfolio that synthesizes course

work and experiences as related to state and national standards. 7. Successful completion of the full time student teaching internship 8. The degree application to be filed no later than the date specified in the academic

calendar. 9. A grade of P or better is required in all EDUC courses. One grade of F in an EDUC

course makes a student academically ineligible to continue in the program.

Ed.D. (Doctor of Education) Degree Requirements

1. A bachelor's degree from an accredited four-year college or university and a master's degree in the field of educational leadership or administration, or another approved field.

Students without such a master's degree can still be admitted into the program as judged by faculty review. For the Ed.D. in Curriculum and Instruction a master's degree is required, but it is not discipline specific.

2. Completion of six hours of graduate work for two consecutive semesters in residence. Part time enrollment is allowed after this requirement has been satisfied.

3. Completion of all required course work on an approved individual program of study within six years.

4. Completion of written and oral exams within six years and completion of all degree requirements in eight years.

5. A grade of P or better is required in all EDUC courses. One grade of F in an EDUC course makes a student academically ineligible to continue in the program.

6. Completion of twelve semester hours of research courses or research experiences as specified in the individualized program of study.

7. Completion of a research seminar and a supervised field experience in the student's area of specialization.

8. A grade of Pass on a written comprehensive examination.9. A grade of Pass on an oral examination.10. Successful completion of a final oral examination, which is the defense of the

dissertation.11. Satisfactory completion of a research- or practice-based dissertation.12. A degree application to be filed no later than the date specified in the academic calendar.

Ph.D. Degree Requirements

In addition to the requirements of The Graduate School for the Ph.D., the School of Education also requires:

1. full-time enrollment until all formal course work is completed; and2. completion of all required coursework on an approved individual program of study

comprised of required and elective courses.3. A grade of P or better is required in all EDUC courses. One grade of F in an EDUC

course makes a student academically ineligible to continue in the program.

Programs of Study

Master of Arts (M.A.) in Education

The M.A. in education (International Education emphasis) is designed to introduce students to essentioal principles and practices of international education, and, in particular to international education systems, management, and administration. The curriculum includes the study of current research on international schools, educational agencies and organizations as well as effective leadership and management practices.

Master of Education (M.Ed.) for Experienced Teachers

The M.Ed. for experienced teachers is a part-time, field-based program for teachers currently employed in local schools, public and private. The program is designed to assist licensed teachers with at least three years of experience in reflecting upon their experiences and developing further skill and art as professional educators. It is a 31- to 36-hour program (depending on the content area) that begins in the summer, and extends through the next two years. Courses are offered in general at the Carolina Center for Educational Excellence at Smith Middle School in Chapel Hill, a facility supported by the university but housed away from main campus, for the convenience of practicing teachers. Courses during the traditional calendar school year are offered generally from 4–7 p.m. Specifics about content areas can be found at the School of Education website.

The School of Education offers and administers the M.Ed. for experienced teachers program. For program information or an application, please visit the school's Web site at soe.unc.edu or call 919-966-1346.

Master of Education (M.Ed.) in School Counseling

The M.Ed. program in School Counseling at the University of North Carolina is predicated on the Strengths-Based School Counseling (SBSC) model that asserts that the school counselor's primary role is to promote and advocate for positive youth development for all students and for the environments that enhance and sustain that development.

The SBSC approach characterizes positive youth development as nurturing and enhancing empirically identified student strengths or competencies rather than focusing on student weaknesses and problem areas.

SBSC provides a framework to guide the practice of school counseling in the 21st century that is both compatible with and operationalizes many of the features of the ASCA National Model for School Counseling Programs.

Strengths-based school counselors employ a variety of direct (e.g., counseling, classroom guidance) and systemic (e.g., consultation, advocacy) level interventions to promote culturally relevant student development in the academic, personal/social, and career domains. The strengths-based perspective identifies the counselor as a school leader who works with students, teachers, administrators, parents, and other members of the community and promotes strengths-enhancing environments for all students.

Requirements

The M.Ed. program in school counseling consists of four semesters of full-time study, 60 semester hours of course work, over a 14-month period. Students normally begin classes during the last week in May. Students finish the program by August of the year following their entrance into the program.

Because the 60 semester hours of course work are completed in a 14-month period rather than the more traditional two-year period for programs of this type, this is a very concentrated and

intense program. As a result, only full-time students are admitted and students may not enter the program at times other than the one specified above.

1. Thirty (30) hours of content courses.2. Twenty-four (24) hours of skill/clinical courses3. Six (6) hours of graduate level electives, approved by the advisor

Fall Practicum runs August through October. Fall Internship runs October through December. Students must spend a minimum of 100 (40 direct service) clock hours in practicum and 600 (240 direct service) in internship in their field experiences during the August to June K–12 public school year. The schedule for accumulating the required 700 hours is typically completed in three full-time days per week at the school site and/or arranged with both the field supervisor and the EDUC 705 instructors.

Master of Arts in Teaching (M.A.T.)

The Master of Arts in teaching (M.A.T.) program is designed for individuals wishing to teach in secondary school (grades 9–12) or in kindergarten–grade 12 special subjects. Secondary school subjects include English, Math, Science and Social Studies. This school-based, student-centered program relies on partnerships between public schools and the University and uses the realities of the classroom as the motivation for students to connect theory and practice. It provides opportunities for students to accomplish three general objectives:

1. Expand their understanding of methodology in their content specialization2. Gain an understanding of curriculum and instruction at the secondary level and3. Provide knowledge of the social and psychological foundations of education

This program is designed to prepare candidates for initial and advanced teaching licensure in North Carolina.

Several interrelated strands of knowledge run throughout the program:

The Teaching and Methods Strand focuses upon the structure of disciplines, tools of inquiry, and methodologies concerned with instructional strategies, planning and assessment in varied learning experiences and communities.

The Learner and Learning Strand helps teachers design and implement learning experiences for students based on subject matter knowledge, the nature of the learning process, and the nature of learners.

The Context Strand focuses on teacher-student-community relationships in schools and classrooms. Students will prepare case studies of each type of relationship; analyze them from cultural, historical, and pedagogical perspectives; and develop strategies to address these issues in practice.

The M.A.T. is a 12-month, full-time program that requires a minimum of 33 hours of course work.

The program of study can be found on the School of Education Web site at soe.unc.edu. Some clinical placements will include multiple settings and levels of instruction.

Seminars, methods, contexts, learner and learning courses are ongoing over the entire 12-month period and are both interdisciplinary and subject area oriented.

Master of School Administration (M.S.A.)

The M.S.A. on-campus and M.S.A. FLEX programs prepare individuals to lead schools and other educational organizations for the schools of North Carolina and the nation. These programs include three dimensions: 1) Awareness (i.e., acquiring concepts, information, definitions, and procedures), 2) Understanding (i.e., interpreting knowledge to school environments, integrating concepts with practice, and using knowledge and skills in context), and 3) Capability (i.e., applying knowledge and skills to specific problems of practice). While most of those who complete this program move into administrative positions at the school-site level, some assume roles within state, regional, or national organizations that focus on educational professional development, research, or policymaking. The completion of this program leads to eligibility for licensure from the North Carolina State Department of Public Instruction and qualifies one for administrative certification in most states. The M.S.A. programs are administered by the School of Education. Visit the Web site at soe.unc.edu.

Doctor of Education (Ed.D.) in Curriculum and Instruction

The Ed.D. program in curriculum and instruction is designed specifically for people who seek to become curriculum leaders for the 21st century. While the main target population for this program will be those who will work in central office and policy-level positions at district and state levels, the program will also enroll experienced teachers and other school personnel who have or seek leadership roles within school or other educational settings. Potential professional leadership roles for C&I doctoral program graduates include district or state level directors of curriculum and instruction or a specialty area, specialty area supervisors, or school-based leaders working with mentor teachers. A variety of specialty areas may be selected in which program graduates might play a leadership role, including such 21st-century demands as technology, cultural and linguistic diversity, special education, universal pre-kindergarten, and international education. Additionally, this program will accommodate individuals–both full- and part-time–who seek positions in Curriculum and Instruction within higher education, governmental or policy institutions.

Doctor of Education (Ed.D.) in Educational Leadership

The educational leadership doctoral program develops senior administrative leaders for K–12 school districts throughout the nation. The program prepares central level leaders to excel in an ever-changing national, state, and local educational environment. A director of student support

services option prepares leaders as central office level directors/assistant superintendents for student support services.

Courses are offered in the evenings during the fall and spring terms, and sometimes on weekends. Most students are enrolled part-time and typically take two courses per semester. Classes are scheduled so that many students take two classes in one evening (e.g., on Thursday night, a class from 4 to 6:50 p.m. and another class from 7 to 9:50 p.m.).

Students may transfer up to nine credit hours, subject to program faculty approval. Credits must have been taken at the graduate level, for a grade, and within the past five years.

Educational Specialist, Ed.S.

The Department of Public Instruction has provided approval to the School of Education to recommend the Educational Specialist license in the areas of Educational Leadership and in Curriculum and Instruction. More information on the required programs of study and specific licensing requirements can be found on the School of Education website at soe.unc.edu

Educational Leadership, Ed.D.

The program of study for the Ed.D. in Educational Leadership can be found on the School of Education Web site at soe.unc.edu.

For students without a master's degree in educational leadership or administration:

If an Ed.D. student has a master's degree in an education-related field, but not in educational leadership/school administration, he or she is required to take a minimum of nine additional M.S.A. credits for a total of 63 credits for the doctorate. He or she may take up to three of the following seven M.S.A. courses listed below, which are offered at UNC–Chapel Hill, and/or, with the chair's permission, transfer up to nine M.S.A./educational leadership credits from another accredited institution.

EDUC 724 (old# 631) Program Development for Special Pops (3 hrs)

EDUC 725 (old# 632) Problems of Supervisory Practice

(highly recommended–TPAI) (3 hrs)

EDUC 730 (old# 634) Curriculum Leadership (3 hrs)

EDUC 759 (old# 645) Problems in Educational Leadership I (3 hrs)

EDUC 741 (old# 636) School-Based Inquiry and Reform (3 hrs)

EDUC 750 (old# 638) Managing Schools within a District Context (3 hrs)

EDUC 731 Problems in Educational Leadership II (3 hrs)

Doctor of Philosophy (Ph.D.) in Education

The schools in North Carolina and in the nation face myriad complex issues and challenges. These challenges range from meeting the educational and social-emotional needs of diverse student populations to designing, implementing, and evaluating educational programs within cultural contexts. The Ph.D. in education prepares leaders in educational research who understand these issues and who can improve educational practice using state-of-the-art knowledge and research skills. The design of the program fosters collaboration among faculty and students from diverse disciplines. Such cooperation across levels and areas of interest provides the opportunity to develop relevant research agendas. Graduates of this program are prepared for leadership positions in research and teaching at major universities and institutes in the state and nation.

The Ph.D. in education is a single program with five research emphases: applied developmental sciences and special education, cultural studies and literacies, learning sciences and psychological studies, policy, leadership and school improvement and teacher education and curriculum. These five fields blend areas of inquiry that were formerly discrete.

The following courses are required for all School of Education Ph.D. students:

EDUC 710 Statistical Analysis of Educational Data I (4 hrs)

EDUC 825 Development and Learning

EDUC 830 Field Techniques (3 hrs)

One advanced research methods course (varies)

EDUC 867 Issues in Ed Policy and Research

EDUC 876 Histories of Schooling: Culture, Curriculum and Change

The mission of Applied Developmental Science and Special Education(ADSSE) program area is to train doctoral students in the interdisciplinary, theoretical foundations of Developmental Science. These foundations will provide young scholars with the tools to advance knowledge about human development from birth through adolescence, with a particular focus on studying children/students at risk for learning and behavioral challenges. This mission is accomplished by offering research perspectives in (a) the developmental trajectories of families and children/students from diverse socio-culturally backgrounds in the multiple contexts in which they live, including school, home, neighborhoods, and communities as well as a grounding in (b) evidence-based models of prevention that seek to provide equitable opportunities for learning and successful adjustment for all children by emphasizing education and instruction directed towards individual differences among learners.

We have a strong program dedicated to developing a new generation of interdisciplinary scholars that have acquired a rigorous research knowledge base with expertise in a quantitative, mixed method, and single case methodology. Graduates will work closely with their advisor and committee members to develop the skills and experiences necessary to work as leaders in a variety of research settings, including institutions of higher education as well as governmental entities at the state or federal level as well as private research firms. Throughout the doctoral experience, students will engage in research activities, grant writing, and the dissemination of their research and prevention efforts, such as presenting their research at local, state, and national conferences, and teaching college level classes.

The Cultural Studies and Literacies strand is designed for future scholars and researchers who will study the linguistic, social and cultural contexts of education and how culture, language and education are produced locally, nationally and globally. This strand prepares future scholars, researchers and faculty who work in the areas of multiple and critical literacies, social and cultural foundations of education, the intersectionality of race , gender, language, sexual orientation and class, qualitative research methods broadly conceived, and how all to these contribute to creating social and educational inequities. Our focus is both critical and constructive. Our efforts first describe, interpret and critique current practice and belief and then move to strategizing about how to create a more equitable society and world. We prepare scholars to be first rate educators, theorists, and qualitative research methodologists-- and advocates for change.

The Learning Sciences and Psychological Studies (LSPS) Ph.D. program draws upon the relatively new field of learning sciences that has emerged to address the increasingly inter- and multidisciplinary nature of work within and beyond the academy. Program faculty represent a diverse set of academic backgrounds and fields (e.g., critical theory, educational psychology, psychometrics, school psychology, socio-cultural studies, mathematics and science education, technology studies, statistics). LSPS focuses on learning, a cognitive, social, and cultural activity that is distributed among the participating actors as individuals and groups within a specific context. The strand examines formal and informal learning within and across multiple contexts (e.g., teaching and learning in classrooms, centers, communities, homes, museums, schools, virtual environments) from multiple perspectives (e.g., critical, disciplinary, design-based, post-positivist, post-structuralist, and structuralist). The rigorous study of formal and informal learning utilizes multiple paradigms and employs quantitative, qualitative, and mixed methods approaches most appropriate for the questions investigated. The examination of formal and informal learning seeks to understand how people learn and how this learning is influenced by knowledge, networks, social and societal structures, tools (e.g., technology), and an array of socio-cultural factors. The goals of this examination of learning is to produce theory, generate research, inform policy, and develop practice that lead to the construction and design of environments that facilitate optimal opportunity, and access for and development of all participants, within the contexts in which formal and informal learning occurs. LSPS is committed to the preparation of doctoral students who develop an interdisciplinary and multidisciplinary-based expertise within a concentration (e.g., mathematics and science education, education and technology, cognition and learning, quantitative methods and evaluation). LSPS intends to develop doctoral candidates who thoroughly understand theory, research, the paradigmatic underpinnings of each, and the plausible implications of each for

policy and practice; who are able to generate scholarship and design and conduct rigorous theory-driven research appropriate for the issues identified; and who are able to foster mutually informative, translational relationships among the diverse stakeholders in academic, policy, and practice communities.

Students interested in LSPS can elect to concentrate in a number of areas including Mathematics Education, Science Education, Educational Technology, Cognition, and Quantitative Methods and Evaluation. The design of the LSPS program requires committed engagement on the part of students, and faculty, in order to benefit from the dynamic interaction that occurs when multiple, interdisciplinary perspectives are used to inform learning and achievement.

The aim of the Ph.D. program in Policy, Leadership and School Improvement (PLS) is to prepare leaders who will influence the direction of educational organizations at home and around the world. The program produces scholars, administrators, and analysts for leadership roles in K-12 systems, universities, research organizations and policy-making bodies. It does so by developing students' understanding of the societal, political and economic conditions affecting schools; the capacity to analyze educational problems and their proposed solutions; and the ability to design innovations and implementation processes that work.

The Ph.D. program in PLS is among the few programs at elite public universities in the nation to offer opportunities to study with a faculty whose work in K-12 administration, education policy, and school improvement is internationally known. As leaders in these areas, our faculty works collaboratively with students to develop research questions and hypotheses, study them in state and national settings, and link findings to practice. Faculty and students in PLS are engaged in the examination and critique of today's important and contested issues in education, including:

Teacher quality Turn-around schools High school effectiveness Resource allocation Principal instructional leadership Issues of class, gender, immigration and race in education

In addition to disciplinary core and research courses, students pursue programs of study that include courses in policymaking, education program evaluation and policy analysis, school law, leadership, educational innovation, implementation, and taking reforms to scale. In combination with courses in quantitative, qualitative and mixed research methods, students develop their research skills through a professional seminar and assistantships with faculty. Committed to professional service, our faculty are also members of editorial boards and advisory forums at the national, state and local levels. They also work directly with school systems, consulting on issues of staffing, instructional delivery, and governance. PLS faculty are currently working with the federal Race to the Top initiative in North Carolina and a national education research center funded by the U.S. Department of Education.

In the Curriculum and Teacher Education (CTE) doctoral strand, we explore two domains deeply rooted in education for a democratic society. These domains, the education of teachers and the

selection of curriculum, are at the center of highly contested local, national, and international programs of school reform. We interpret and study curriculum as an index to a society's vision of what matters, tracing its links to culture, politics, economy, and conceptions of a just society. We study the education of teachers to understand the complexity and challenges of pedagogy in the vital work of improving schools and classrooms as teachers engage their academic disciplines as well as their students, schools, and communities. We welcome experienced educators to advanced interdisciplinary study in these fields which address teaching across multiple grade levels and academic disciplines.

Engaging the tensions of individual freedom and collective responsibility, addressing both local and national issues and their histories, as well as international perspectives, scholarship in teacher education and curriculum includes school based inquiry as well as theoretical studies of pedagogy, knowledge, and the construction of democratic communities. This inquiry flourishes when it employs a variety of research methods - qualitative and quantitative, as well as historical, literary and philosophical studies. Students will select research courses which will complement their own intellectual skills and prepare them to address the problems they wish to study.

Students in CTE will take courses in teacher education and curriculum as well as in self-identified areas of interest. There are three required courses for all CTE students followed by three or four additional courses specific to either curriculum or teacher education, depending on one's specialization. Additionally, each CTE student will be required to take three research courses. Graduates will be prepared to promote innovative, research based strategies for the education of teachers and for the analysis and development of curriculum, and to assume teacher education and/or curriculum positions in higher education.

Teacher Education Core:

Teacher and Professional Knowledge and Change Diversity in Teacher Education OR Comparative Perspectives of Teacher Education Research and Policy in Teacher Education Intellectual History Learning Theories

Curriculum Core:

Intellectual History Learning Theories Advanced Curriculum in the Disciplines OR Curriculum Theory Institutional Logics of Curriculum and Teaching One additional curriculum course (as approved by the student's POS committee)

Students in the Ph.D. program are required to maintain full-time enrollment through the completion of course work, with the expectation that they will graduate in three to four years. Programs of study are available on the School of Education Web site.

Doctor of Philosophy (Ph.D.) in School Psychology

The doctoral program in school psychology, fully accredited by the American Psychological Association and approved by the National Association of School Psychologists, prepares school psychologists as scientist-practitioners to assume leadership positions in academic, research, and applied settings.

Program graduates are eligible for psychological and educational licensing in North Carolina and national certification by the National Association of School Psychologists.

The doctoral program of studies is comprised of seven areas: assessment, intervention, consultation, research and evaluation, professional development, externship/internship, and foundations. Students are required to take courses from each of the psychological foundations.

Doctoral students in school psychology should enter the program with course work in personality theory, abnormal psychology, learning theories, and developmental psychology. Students must enter with at least three prerequisites. A missing prerequisite must be made up the first semester of enrollment.

The program of study for the Ph.D. in school psychology can be found on the School of Education Web site at soe.unc.edu.

Licensure

The School of Education recommends eligible graduates of its approved education programs to the North Carolina State Department of Public Instruction for licensure as teachers, administrators, school counselors, school psychologists, and curriculum and instruction specialists. In addition, the school recommends licensure candidates from the following University degree programs: the School of Information and Library Science (for school media coordinators), the School of Social Work (for school social workers), and graduates of the speech-language pathology program in the Division of Speech and Hearing Sciences.

The Master of Arts in Teaching and Master of Education in School Counseling prepare students for their initial professional license at the master's and advanced specialist level. The master's for experienced teachers provides the opportunity for practicing teachers to achieve the advanced competencies of master's level licensure in a variety of specialty areas. School administrators are eligible for licensure at the master's and doctoral levels. School psychologists are eligible for licensure at the advanced (educational) specialist (for master's students) or doctoral level. Curriculum and instruction specialists may earn the add-on license at the master's level or complete an Ed.D. for doctoral-level licensure.

Courses for Graduate and Advanced Undergraduate Students