Teaching and Learning Ph.D.
Choose one of our six concentrations.
The Ph.D. major in Teaching and Learning is designed to prepare professional educators for leadership positions by developing a substantial knowledge base in one of the following areas of concentration: Language and Literacy Education, Mathematics Education, Music Education, Science Education, Social Studies Education, and Teaching and Teacher Education. In addition, the program prepares professional educators as scholarly inquirers who ask thoughtful questions, who can conduct sound inquiry, and who can recommend informed policy.
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Language and Literacy Education Concentration
The Ph.D. in Teaching and Learning with a concentration in Language and Literacy Education is open to individuals with interests in literacy research, scholarship, and teacher preparation in the areas of early literacy, reading, multiliteracies, writing, English education, English as a second language education, and technology infusion in the literacy fields.
Individuals seeking admission to this program have a strong background in language and literacy education at the master’s level and a desire to be prepared to conduct original research in the field. Programs of study are planned individually with each candidate in light of specific goals and areas of interest.
Mathematics Education Concentration
The Ph.D. in Teaching and Learning with a concentration in Mathematics Education prepares professional mathematics educators to contribute to the scholarly knowledge base in mathematics and mathematics education in a broad range of educational settings.
Graduates of this program typically assume positions as college or university professors in schools or colleges of education or departments of mathematics. In these positions, their primary responsibilities are to conduct research on middle, secondary, or post-secondary mathematics teaching and learning, to teach content and pedagogy courses, and to direct theses and dissertations.
Graduates will also be qualified to assume positions as mathematics education leaders in school districts, educational research laboratories, or educational publishing companies. In this program, graduate students develop professional competencies through (a) the combination of coursework in mathematics education, mathematics, and a cognate area; (b) the acquisition of research skills; (c) the completion of a residency plan (which includes demonstration of competence in teaching preservice or in-service mathematics teachers and instructors); and (d) the completion and defense of a dissertation.
In general, the program is framed by the principles to guide doctoral programs adopted by the National Council of Teachers of Mathematics (NCTM) and the Association of Mathematics Teacher Educators (AMTE).
Music Education Concentration
The Ph.D. major in Teaching and Learning with a concentration in Music Education is designed to prepare professional educators for leadership positions by developing a substantial knowledge base in one of the following areas of concentration: Art Education, Language and Literacy Education, Mathematics Education, Music Education, Science Education, and Social Studies Education. In addition, the program prepares professional educators as scholarly inquirers who ask thoughtful questions, who can conduct sound inquiry, and who can recommend informed policy.
Science Education Concentration
The Science Education Unit at Georgia State University carefully chooses individuals whom they think have the capability, desire, commitment, and dedication to contribute to the solution of problems facing science education and to help lead the science education community into a better future. A large part of our vision for science education is a strong sense of community and collaborative scholarly work. It is very important that the advanced graduate students and the faculty have a shared vision of science education. In a very real sense we are all on the same journey and have the same aspirations for science education.
A variety of professional growth experiences are incorporated during the Doctoral program. Doctoral students are expected to take a proactive role in selecting and planning, in consultation with their adviser, a rich array of experiences that have personal and professional relevance. Residency and Internships are the two primary vehicles for accomplishing such goals.
The Doctoral Comprehensive Exam is intended to be a task of sufficient breadth, depth and rigor to challenge and inspire the best performance by a candidate. Such assessment should provide more of a reality check of readiness to proceed to the dissertation stage than demonstrating achievement of some arbitrary level of quality. The Dissertation is a scholarly work of research that contributes to the body of knowledge focusing on learning and teaching science. As the culminating experience of the doctoral program, the successful dissertation demonstrates the doctoral student's integration of theory, practice and research in one of the many facets of science teaching and learning.
Teacher and Teacher Education Concentration
This concentration prepares scholars for research, practice, and policy work in teaching and the preparation of teachers.
Working alongside faculty who have close connections to practice in urban schools and to the development, implementation, and evaluation of teacher education programs, graduate students will be prepared to contribute to the quality of professional practice and policy at the K- 12 level, as well as in the education and development of practicing professionals.