Educational Theory, Research and Practice, EdD

Location(s): University Downtown Center

The mission of the Department of Teaching, Learning and Educational Leadership (TLEL) is to prepare exceptional teachers, school leaders and scholars; to conduct innovative and relevant educational research to solve important problems in education; and to engage in collaborative, creative partnerships that contribute to improving educational practice in communities, schools, the nation and the world. Our program prepares high-quality teachers and school leaders across curricula, age spans and diverse learning environments. Faculty provide high-quality programming using a variety of research-based, innovative teaching tools and techniques, including clinically rich experiences for students at all levels.

Our faculty, staff and students create and sustain a collaborative environment where ideas are valued and respected, and where successes are celebrated. Faculty and staff have ongoing collaborative partnerships with other campus departments, as well as local, regional, national and international organizations, agencies and schools.

Admission Requirements

Admissions is on a rolling basis, but be aware that the EdD Educational Theory, Research and Practice program accepts applications for both fall and spring admissions. Students who are interested in applying for graduate assistantships and attending the EdD program full-time are encouraged to submit their applications by February 1. Applications received by February 1 will be given funding priority.

In addition to the requirements listed on the Graduate School website, TLEL applicants must provide the following credentials. For specific details, visit the TLEL Admissions website.

Personal Statement (2-3 pages) including:
- Professional background
- Research interests including specific fields of inquiry
- Two or three faculty members in the Department of Teaching, Learning and Educational Leadership who could be potential advisors and why
- Career goals related to pursuing a doctoral degree
Writing Sample
- A critical analysis (four to five pages) with reference citations of an educational issue of national importance.
Interview
- In some cases, applicants will be asked to come to campus for an interview with the program coordinators. All applicants can request such an interview.

Program Requirments

Course Requirements

Students pursuing the EhD in Educational Theory, Research, and Practice must complete the following coursework, which includes:

Education Core Courses: 12 Credits

Research Courses: 9 Credits

Elective Courses: 15 Credits

Students are required to complete a minimum of 15 credits of elective courses. In consultation with the student’s advisor, these requirements must include one advanced research course. The remainder of credits may be fulfilled by any combination of approved graduate courses in the Department of Teaching, Learning and Educational Leadership and/or graduate courses in other departments at the University.

Comprehensive Examination

The comprehensive examination is a major milestone in doctoral education; it marks the shift from doctoral student to doctoral candidate, demonstrating that students have acquired specialized knowledge in educational theory, research and practice, and have developed the expertise necessary to undertake advanced-level dissertation work. The comprehensive examination will take place only after students complete all of their coursework. The student will form a committee consisting of a chair/advisor and at least two faculty members. The committee will be involved in the co-creation of comprehensive examination questions. Upon successfully passing the comprehensive examination, students are officially advanced to doctoral candidacy. See the department website and the Doctoral Handbook for more information on the comprehensive examination.

Dissertation

Upon advancement to candidacy for a doctoral degree, the doctoral candidate may continue with the committee formed during the comprehensive examination process or make changes. The dissertation establishes the candidate as an independent scholar in the candidate’s area of expertise. In addition to the chair and committee members, the dissertation committee must also include an outside examiner.

On the approval of the dissertation by the committee, the candidate is required to defend it in an oral examination.

Additional Information About the Program

Students enrolled in the Department of Teaching, Learning and Educational Leadership’s teacher preparation programs must earn at least a B- in all courses to progress to subsequent semesters. Students are required to maintain at least a B (3.0) cumulative grade point average in all graduate credit coursework presented for the degree per Graduate School policy.

Binghamton University is accredited by the Middle States Commission on Higher Education. For programs leading to certification in New York state, the Department of Teaching, Learning and Educational Leadership received accreditation from the Association for Advancing Quality in Educator Preparation (AAQEP).

Professional Dispositions Policy

As a professional school, the Department of Teaching, Learning and Educational Leadership (TLEL) at Binghamton University is dedicated to preparing teachers and scholars who are well-grounded in their discipline and in pedagogical practice. Whether in coursework or while engaged in fieldwork in school and community settings, the TLEL faculty members expect all teacher candidates and program participants to demonstrate the professional dispositions expected of an educator.

Faculty members developed the TLEL Professional Dispositions, supplementing the Ethics and Integrity Policies and Procedures, which applies to all students taking courses within the College of Community and Public Affairs (CCPA). All candidates in initial and advanced programs must receive a rating of “Meets Expectations” in each area of professional disposition for admission and advancement.

For the full professional dispositions policy, visit the TLEL Resources webpage.

Clinical Education Requirement and Policy

Throughout their preparation, candidates from both the initial and advanced preparation programs must complete clinical experiences. These clinical experiences provide candidates with opportunities to apply instructional and leadership techniques learned in coursework in a classroom, school or community setting.

Candidates from initial preparation programs complete both early field experiences and a culminating internship experience.

Candidates, in coordination with their cooperating teacher, establish a field education schedule for each semester. In an emergency, if a candidate cannot attend, the missed day must be rescheduled with their cooperating teacher within three calendar days. Additionally, candidates should contact their University supervisor, advisor and Clinical education office to inform them of their absence(s).

Advancement in certification programs is contingent upon multiple factors including meeting required attendance expectations.

For further information and the full fieldwork policy, please visit the TLEL Field Education webpage.

Felony Statement

Candidates should be aware that some states, including New York, may restrict or deny professional licensure for people with felony convictions, misdemeanor convictions or actions taken against them by a professional organization. Binghamton University’s Department of Teaching, Learning and Educational Leadership cannot guarantee licensure upon completion of the program.

In addition, candidates in teacher and educational leader preparation programs must complete field experiences, including internships, in schools or other educational settings. For placement into field experiences, candidates must provide personal information, fingerprints and may be subject to a criminal background check. Candidates admitted into the program are not guaranteed a field placement or internship placement as schools, districts and other educational settings have the right to refuse placement based on information collected during any background check or from the candidate’s own disclosure.

Candidates with such situation(s) should consult the state’s certification board and the program coordinator before submitting an application for admission.

For more information on the Doctorate of Education program, please refer to the TLEL department website for more information. Please visit the University Admissions website to apply to the Doctorate of Education program.