Course Descriptions – Mixed Model

Foundational Courses
Core Courses
Core Research Courses
Advanced Research Courses
Dissertation
KAM General Description
KAM V and KAM VI: General Program
KAM V and KAM VI: Adult Education Leadership
KAM V and KAM VI: Community College Leadership
KAM V and KAM VI: Curriculum, Instruction, and Assessment 
KAM V and KAM VI: Early Childhood Education
KAM V and KAM VI: Global and Comparative Education 
KAM V and KAM VI: Higher Education
KAM V and KAM VI: K–12 Educational Leadership
KAM V and KAM VI: Self-Designed
KAM V and KAM VI: Special Education

Foundational Courses

EDUC 8110 Development of the Scholar-Practitioner (4 cr.)
Building on the Carnegie Foundation’s metaphor of “stewards of the discipline”, students explore the role of scholar-practitioner and the expectations and responsibilities inherent in obtaining a Ph.D. in Education. Based on this understanding, students develop a Professional Development Plan to guide their progress through the program. Strategies for success and orientations to the university and online learning are also provided.

EDUC 8111 Principles of Social Change (4 cr.)
Consistent with the mission of Walden University, this course “sets the stage” for the remainder of the program by providing students with a framework for their work as scholars and as agents of positive social change in education. Students examine foundational theories of education, while looking toward their future role in the discipline. Students also begin developing their skills as scholarly writers. (Taken concurrently with Development of the Scholar-Practitioner.)

EDUC 8112 Social Change in Education (4 cr.)
The choice to affect positive social change in education demands that scholar-practitioners have the requisite skills and abilities to take responsibility for generating new knowledge, conserving the values of education, and communicating that information to others. In this second course on social change, students examine these key principles of disciplinary stewardship, while building strategies to engage the scholarship in education. (Prerequisite: Foundational Courses 1 and 2. Taken concurrently with RSCH 8100.)

Core Courses

EDUC 8113 The Learner Across the Lifespan (4 cr.)
Educational scholars recognize the important role that human development plays in the educational process. Students will gain an understanding of the theories and frameworks relevant to the development and experiences of individuals from birth through old age, with an emphasis on applying this knowledge to educational settings. Students will explore different strands of development across the lifespan and how they relate to the individual as a learner.

EDUC 8114  Learning and Instruction (4 cr.)
Central to the educational enterprise are the processes of teaching and learning. In this course, students will examine learning from a variety of perspectives with a focus on supporting academic and co-curricular success in education. Students will also explore curriculum theory and design, with emphasis on the theoretical, practical, and political aspects of curricula.

EDUC 8115 Assessment and Accountability in Education (4 cr.)
Increasingly, educators at all levels are asked to account for the impact of the educational process on learners and to make research-based decisions. This course builds on the theories of development and learning in Core Course 1 and Core Course 2 by providing students with grounding in assessing and evaluating student learning, developmental outcomes, and educational programs. Students also examine the purposes for collecting student data, acquire key evaluation concepts, and examine the distinctions among various approaches to assessing learning.

EDUC 8116 Leadership in a Global Society (4 cr.)
Leadership in education can take many forms, from the teacher in the kindergarten classroom to the president of a university. Academic leaders recognize the interplay between local challenges and national and global influences and the unique societal pressures on the educational process. Students examine leadership theories and research and principles of leadership within educational communities, while analyzing their own leadership skills.

EDUC 8117 Educational Organizations and Contexts (4 cr.)
Research efforts to support the educational process and effective leadership demand an understanding of schools and academic institutions as complex systems and units of change. Students examine theories of organizational functioning and apply these insights to the behaviors of individuals and groups within educational systems. Topics include systems thinking and organizational effectiveness that supports teaching and learning.

EDUC 8118 Innovation and Change in Education (4 cr.)
Understanding the impact of new innovations and change has emerged as a field of theory and research in education. Building on the theories and research from Core Courses 4 and 5, along with the principles of social change, students examine the challenges inherent in initiating and managing change in educational organizations. The role of “change agent” is explored, as well as the influences of technological innovations on the academic process.

Core Research Sequence

RSCH 8100D Research Theory, Design, and Methods (4 cr.)
This research course provides students with core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. Quantitative, qualitative, and mixed-method research designs and methods are introduced. Ethical and social change implications of conducting research, producing knowledge, and engaging in scholarship are emphasized. Students will apply and synthesize their knowledge and skills by developing elements of simple research plans. (Prerequisites: A Foundations course or first course in a program.)

RSCH 8200D Quantitative Reasoning and Analysis (4 cr.)
This research course provides students with core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. This course approaches statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite: RSCH 8100.)

RSCH 8300D Qualitative Reasoning and Analysis (4 cr.)
This research course provides students with core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. Students use software to code data and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan. (Prerequisite: RSCH 8100.)

Advanced Research Sequence

After students have completed the Core Research Sequence and have filed an approved dissertation prospectus, they take one (1) Advanced Research Course that aligns with the methodology and supports their capstone research project. Like the core research sequence, these courses are conducted online and require weekly participation in discussions and assignments. Faculty instructors guide discussions, require specific readings, and evaluate assignments.

RSCH 8250 Advanced Quantitative Reasoning and Analysis (4 cr.)
This research course builds upon knowledge and skills acquired in RSCH 8200D: Quantitative Reasoning and Analysis and provides experience applying them. It provides students with more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and ethical considerations and social change implications of conducting quantitative research and producing knowledge. This course approaches statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite: RSCH 8200D.)

RSCH 8350 Advanced Qualitative Reasoning and Analysis (4 cr.)
This research course builds upon knowledge and skills acquired in RSCH 8300D: Qualitative Reasoning and Analysis and provides experience applying them. It provides students with more specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write-up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan. (Prerequisite: RSCH 8300D.)

RSCH 8450 Advanced Mixed Methods Reasoning and Analysis (4 cr.)
This research course builds upon knowledge and skills acquired in RSCH 8200D: Quantitative Reasoning and Analysis and 8300D: Qualitative Reasoning and Analysis. It provides students with more specialized knowledge and skills for designing mixed methods research at the doctoral level. Students gain an understanding of the types of mixed methods designs and how to select the most appropriate approach for the research question. The course emphasizes integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Reliability and validity in mixed methods approaches will be highlighted. Students will apply and synthesize their knowledge and skills by developing a truly mixed methods research plan that appropriately incorporates qualitative and quantitative elements. (Prerequisite: RSCH 8200D and RSCH 8300D.)

Knowledge Area Modules (KAM)

Most specializations in the Ph.D. in Education program require completion of Knowledge Area Modules (KAMs). The KAM allows you to focus directly on your area of interest, from initial inquiry to the final dissertation. KAMs set the framework for your faculty-guided study, each comprising three components:

• Breadth: You investigate a range of theories and concepts from available scholarly literature.
• Depth: You thoroughly research a specific concept or issue that is important to you.
• Application: You draw on theories and research emerging from the breadth and depth components and apply this knowledge to a real-world situation.

A KAM is complete when all three components are integrated into a final paper called a KAM demonstration, which exhibits academic mastery of the entire subject area. Through this exercise, you develop a comprehensive understanding of the range and complexity of the body of knowledge in your discipline. A rigorous but flexible curriculum encourages you to apply your knowledge to your professional field.

Dissertation

EDUC 9001 Dissertation (20 cr.)
This course offers doctoral students the opportunity to integrate their program of study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation with the guidance of a chair and committee member. Students work with a dissertation chair to write the prospectus, complete an approved proposal (the first three chapters of the dissertation), complete an application for Institutional Review Board approval, collect and analyze data, and complete the dissertation. During the final quarter, students prepare the dissertation for final review by the university and conclude with an oral defense of their dissertation.

General Program

Specialized KAM V: Theories of Intelligence, Learning, and Motivation (12 cr.)
This KAM examines theoretical foundations of the learning process with its associated phenomena, such as intelligence, cognition, motivation, and their implications for educators. Students demonstrate mastery of classical and contemporary theory and research knowledge as background for use in teaching, and learning facilitation of, students in a range of education settings.

Specialized KAM VI: Learning Institutions: Organization, Purpose, Goals, and Missions (12 cr.)
This KAM examines critical issues in the organization and planning of learning institutions. Students research and identify principles of effective practice, identify and sharpen skills in planning and implementing instructional programs, and develop abilities as education professionals.

Adult Education

Specialized KAM V: Principles of Adult Education (12 cr.)
This KAM examines the adult learner through historical, philosophical, and psychosocial principles, with a focus on the interdisciplinary nature of adult education. Students demonstrate mastery of theory and research knowledge for application in a range of community education settings, including those outside
the United States.

Specialized KAM VI: Critical Issues for Adult Education Leaders (12 cr.)
This KAM examines the role of the adult education professional within the economic, social, political, and organizational environments. Students research the integration of adult learning theory with program planning and management in a variety of contexts, including community development, education institutions, business, government, and nonprofit organizations.

Community College Leadership

Specialized KAM V: The Contemporary Community College  (12 cr.)
This KAM introduces you to the contemporary community college, allowing you to examine the environment in which community colleges have evolved and now exist in the United States and in other countries.   You will analyze the philosophical and historical forces that led to the development of community colleges; critically assess current trends, issues, and challenges and relate these factors to your own professional context; and apply theoretical and research findings on the contemporary community college to current issue or challenge in your professional experience.

Specialized KAM VI: Leadership and Strategic Planning in the Community College  (12 cr.)
This KAM focuses on the application of four critical aspects of community college leadership effectiveness: accountability, institutional effectiveness, assessment, and strategic planning. Leadership effectiveness is directly linked to the role and scope of the programs and services that provide the means of achieving the mission of the college.

Curriculum Instruction Assessment

Specialized KAM V: Principles of Curriculum, Instruction, and Assessment (12 cr.)
This KAM examines how curriculum, instruction, and assessment relate to human learning, intelligence, and motivation. Identification and development of best practices may be considered at multiple stages (from early childhood through higher education, adult, and lifelong learning) and from multiple disciplinary perspectives. Implications and alignment of these practices with desired educational outcomes are also analyzed.

Specialized KAM VI: Leadership in Curriculum, Instruction, and Assessment (12 cr.)
Critical issues surrounding leadership in curriculum, instruction, and assessment are analyzed in this KAM. Implications of new curriculum and instruction practices, as well as other implementation factors, are examined. Developing support for initiatives within the learning environment and the community are considered. Central to this discussion is the role of leadership in both the success and failure of change, instruction, and assessment. Perhaps most important is the role of the researcher-practitioner in creating positive social change in the field of education.

Early Childhood Education

Specialized KAM V: Theories of Intelligence, Learning, and Motivation in Early Childhood Education (12 cr.)
This KAM is an analysis of intelligence and motivation theories applicable to the child from birth through age 8. Implications for educators, political leaders, policy-makers, and early childhood advocates are examined. Fiscal policy and imperatives are explored in relation to programming for varied learning and motivational styles.

Specialized KAM VI: Critical Issues in the Organization and Planning of Early Childhood Education Programs (12 cr.)
Critical issues are explored in the organization and planning of early childhood programs, including theoretical perspectives on early childhood education organization, developmentally appropriate practices, and environmental and advocacy issues in early childhood organizational contexts. Depth and Application sections examine licensure and accreditation standards, role of federal and state governments, policy and resource allocation, cultural and linguistic diversity, family involvement, ramifications of current brain research for program development, and application of early childhood education programs with focus on theory, design, execution, and evaluation.

Global and Comparative Education 

KAM V: Global and Comparative Perspectives on Intelligence, Learning, and Motivation (12 quarter cr.)
What types of learning opportunities are provided in specific national and cultural contexts, for whom, and for what purposes? How does cultural diversity within a society impact learning opportunities? In this KAM, educators adopt a global and comparative educational perspective to compare, contrast, and synthesize theory and research on intelligence, learning, and motivation. Using this perspective, educators propose innovations to improve educational opportunities in specific national or local settings within a global context.

KAM VI: Global and Transcultural Learning Institutions: Organization, Purpose, Goals, and Missions (12 quarter cr.)
In this KAM, educators examine critical issues in the organization and planning of learning institutions through a framework of cross-cultural, multinational, and/or international contexts. Educators focus on comparative analysis of programs, purposes, and processes and the movement toward global standardization of school subjects, testing and assessment, and professional knowledge requirements. Candidates analyze the global interconnectedness and potential impact of economic, political, and social systems on local and societal educational practice and programs to promote positive social change. 

Higher Education

Specialized KAM V: Learning and Development in Higher Education (12 cr.)
This KAM addresses the theoretical foundations of higher education through a multidisciplinary approach. It focuses on the processes of learning and development, and the role of the education environments in which they occur. This analysis includes identification and evaluation of techniques and methods that support student success. This knowledge is then applied to a selected area of practice in the academic community.

Specialized KAM VI: Effectiveness of Higher Education Organizations (12 cr.)
This KAM concerns effectiveness in higher education from the perspectives of constituents, providers, and regulators or evaluators. It focuses on the major approaches to demonstrating and assuring quality, as called for by external constituents and initiated by internal participants. Strategies for organizational effectiveness and accountability are reviewed and evaluated within the current climate of change. Evidence for the efficacy of various approaches to improvement is emphasized in an application to professional practice in higher education.

K-12 Educational Leadership

Specialized KAM V: Educational Leadership for Student Success (12 cr.)
This KAM focuses on the education of K–12 students. The theoretical and research foundations of student learning and the methods that educational leaders use to assure student success are examined. The knowledge gained in this KAM is applied to selected areas of practice in the school and community.

Specialized KAM VI: Educational Leadership for Organizational Effectiveness (12 cr.)
This KAM focuses on strategies for organizational development, accountability and effectiveness in K–12 settings in the context of the students, faculty, administrators, governing boards and/or the communities which leaders serve. Evidence for the efficacy of various approaches to improvement in organizational functioning is stressed. Education renewal is emphasized in the application to K–12 leadership.

Declaring a Self-Designed Specialization

Students exercising this option design and declare the specialization in conjunction with the development of the Professional Development Plan (PDP) during their first quarter. Students are enrolled in the General Program for the first quarter and beyond until completion and approval of their PDP and Program of Study (POS). Students work with a member of the Academic Advising Team to change their specialization to Self-Designed and must receive final approval of the plan from the General & Self-Designed Specialization Coordinator. Failure to meet any of the criteria for the Self-Designed specialization will result in the student continuing in the General Education program and/or petitioning to change to another specialization. Changing specializations may result in extra time to complete requirements.

Special Education Mixed Model

KAM V:  Theories of Learning, Motivation, and Intelligence; and Implications for Persons With Special Needs (12 cr.)
This KAM covers traditional, current, and emerging theoretical underpinnings and principles of learning and exceptionality and related facets, as well as implications for educators within the context of inclusive or categorical settings.

KAM VI:  Institutional Contexts for Special Education: Leadership, Learning, and Accommodation (12 cr.)
This KAM reviews delivery models for special education services and their administration. Attention is focused on the dynamics of IEP team operation, eligibility criteria, assessment procedures, and community support systems with particular reference to compliance with law. Alternative and innovative models of leadership for special education programming are explored.