Mathematics Education Leadership
PhD in Education - Specialization in Mathematics Education Leadership
The Mathematics Education Leadership Program offers a unique Ph.D. in Education specialization for educators interested in Mathematics Education Leadership. The program prepares individuals for leadership positions in mathematics education. Such positions might include roles as school or central office leaders, curriculum and instructional materials developers, state or national agency leaders, college or university faculty or researchers, or professional organizations leaders.
Mathematics Education Leadership (MEL) focuses on research, curriculum, technology, and professional development for mathematics teaching, learning, and leadership. Most students receive secondary concentrations in instructional technology or education policy with opportunities to collaborate with faculty and fellow cohort participants in ongoing research, grants development, and professional networking activities. To read more about the experiences provided for students in the MEL PhD Program, click here to view the MEL doctoral poster.
Currently the Mathematics Education Leadership specialization admits students into a cohort. The next cohort is scheduled to begin the mathematics education coursework sequence in Fall 2008. Students may apply to the cohort up to one year early and occasionally students may be admitted if space is available in a program that has just started. Students interested in the PhD specialization in MEL are encouraged to meet with the program coordinator during the admissions process. Cohort program of study.
Program Structure
The program requires a minimum of 85 credits of study beyond the baccalaureate degree or a minimum of 55 credits beyond the master's degree. However, an individual's program typically requires 10 more credits depending on the person's goals, program requirements, and previous preparation. Students have five years to complete all course work and the portfolio reviews. Five additional years are allowed to complete the dissertation. Most students complete the entire program in five or six years.
Course Work
General Culture (8 credits)
Completion of the general culture studies provides students with broad concepts to pursue the specifics of their professional specialization. To accomplish these goals, all students enroll in two required core courses. In addition, all students enroll in a 1-credit seminar, during each of the first two semesters for a total of 8 credits. The general culture classes are taken in a cohort. The first semester, all entering students take EDUC 800 and EDUC 805.
- EDUC 800: Ways of Knowing (3 credit hours) (1st semester)
- EDUC 802: Leadership Seminar (3 credit hours) (3rd semester)
- EDUC 805: Doctoral Seminar in Education (1 credit hours) (1st and 2nd semester: 1 credit hour each semester)
Research Methods (12 credits)
- EDRS 810 Problems and Methods in Education Research [3 credits]
- EDRS 811 Quantitative Methods in Education [3 credits]
- EDRS 812 Qualitative Methods in Education [3 credits]
- Research elective [3 credits]Choose one:
- EDRS 820 Evaluation Methods for Educational Programs and Curricula
- EDRS 821 Advanced Applications of Quantitative Methods
- EDRS 822 Advanced Applications of Qualitative Methods
- EDRS 823 Advanced Research Methods in Single Subject/Case Design
Professional Specialization (21 credits)
These courses differ according to a student's major specialization but always include three hours of internship credit.
- EDCI 855: Mathematics Education Research on Teaching and Learning (3 credit hours)
- EDCI 856: Mathematics Education Curriculum Design and Evaluation (3 credit hours)
- EDCI 857: Preparation and Professional Development of Mathematics Teachers (3 credit hours)
- EDCI 858: Mathematics Education Research Design and Evaluation (3 credit hours)
- EDCI 725: National and International Leadership Issues in Mathematics Education (3 credit hours)
- EDCI 726: State and Local Leadership Issues in Mathematics Education (3 credit hours)
- EDUC 994: Advanced Internship in Education (3 credit hours)
Secondary Concentration Area (12 credits)
Students have a number of options for secondary concentrations including concentrations within the Graduate School of Education, within other George Mason University departments and interdisciplinary concentrations. Most students in Mathematics Education Leadership choose Instructional Technology or Education Policy as their secondary concentration.
Dissertation (12 credits)
- EDUC 998 Doctoral Dissertation Proposal [3 credits]
- EDUC 999 Doctoral Dissertation Research [9 credits]
Portfolio
Students complete an electronic portfolio as part of the requirement of the Ph.D. program. The portfolio is an organized, selective collection of documents designed to facilitate a student's academic and professional development, and to provide a basis for evaluation degree progress. The portfolio represents the scope and depth of a student's goals, plans, and accomplishments in coursework, independent study, research, internships, and other advanced learning activities. The portfolio thus provides both a vehicle for self-reflection and a comprehensive record of a doctoral student's experiences and ongoing progress toward academic and professional goals.