Course Descriptions – KAM-Based Format

Foundational Courses
Core Research Courses
Advanced Research Courses
Dissertation
KAM General Description
KAM II
KAM III
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: 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 Research Sequence

The three courses in the Core Research Sequence are conducted online, requiring weekly participation in discussions and assignments. Faculty instructors guide discussions, require specific readings, and evaluate assignments.

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.  (Prerequisite 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 810.0)

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 8200: 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 8200)
 
RSCH 8350  Advanced Qualitative Reasoning and Analysis  (4 cr.)
This research course builds upon knowledge and skills acquired in RSCH 8300: 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 8300)

RSCH 8450 Advanced Mixed Methods Reasoning and Analysis  (4 cr.)
This research course builds upon knowledge and skills acquired in RSCH 8200: Quantitative Reasoning and Analysis and 8300: 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.(Prerequisites RSCH 8200 and RSCH 8300)

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.

KAM II: Principles of Human Development (12 cr.)
In KAM II, students explore human development from a variety of perspectives, including those defined by biology, anthropology, and psychology. They examine how culture (e.g., race, nationality, ethnicity, social class, sex, sexual orientation, and disability) influences human development, and they come to know the individual as part of a larger context in a multicultural society.

KAM III: Principles of Organizational and Social Systems (12 cr.)
In KAM III, students apply social systems theory to examine how different parts of a system interact, in order to better analyze and understand education in the context of the larger society. The primary models of structured system theories are presented as a background and theoretical framework for other knowledge areas.

SPECIALIZED KAMs are also required for particular specializations. For a detailed list of requirements, see each specialization.

Dissertation

EDUC 9000: Dissertation (20 cr.)
During the first quarter in which they have active dissertation committees, doctoral students are automatically enrolled in this dissertation status course. It affords students the opportunity to integrate their program of study by conducting an in-depth exploration of a topic of interest and by completing an original research study, called a dissertation, on that topic. With the guidance of a chair and committee members, students develop an approved prospectus, an approved proposal (the first three dissertation chapters), and an application for Institutional Review Board approval. They then collect and analyze data and, afterward, finalize their approved dissertation. During the final quarter, students prepare their dissertations 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.

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 KAM 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.