Program Standards

Alignment with National Standards

This program reflects nationally accepted trends in the discipline.  The Ed.D. in C&I philosophy, program of study, student outcomes, and key assessments are designed in concert with the principles of the Carnegie Project on the Education Doctorate and the Carnegie Foundation.  A wealth of information about the development of this initiative, as well as affiliated research studies and detailed information on university members may be found via CPED Initiative.

The Carnegie Foundation for the Advancement of Teaching recently published two edited volumes which address these needs: The Formation of Scholars (Golde & Walker, 2006) and Envisioning the Future of Doctoral Education (Walker, Golde, Jones, Bueshel & Hutchings, 2008).

Working Principles for the Professional Practice Doctorate in Education

Developed by The Carnegie Project on the Education Doctorate

The members of CPED, believe, “The professional doctorate in education prepares educators for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession.”  With this understanding, we have identified the following statements that will focus a research and development agendas to test, refine, and validate principles for the professional doctorate in education.

The Professional Doctorate in Education:

  1. Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice.
  2. Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities.
  3. Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships.
  4. Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions.
  5. Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry.
  6. Emphasizes the generation, transformation, and use of professional knowledge and practice.

 

Georgia State University Frameworks

This degree program was developed under the following:

  1. Georgia State University Strategic Plan
  2. The College of Education and Human Development Strategic Plan
  3. International Society for Technology in Education / Administrative Standards
  4. Professional Education Faculty Conceptual Framework:

The Georgia State University Professional Education Faculty (PEF) represents a joint enterprise within an urban research university between the College of Arts and Sciences and the College of Education, working in collaboration with P-16 faculty from diverse metropolitan schools.  Grounded in these collaborations, our mission is to prepare educators (i.e., teachers and other professional school personnel) who are:  informed by research, knowledge, and reflective practice; empowered to serve as change agents; committed to and respectful of all learners; and engaged with learners, their families, schools, and local and global communities.

 Guiding Principles:

Educators are informed by research, knowledge, and practice. They critically examine theoretical and applied inquiry, their own practices, and the practices of others to make well-reasoned, data-based decisions about teaching, learning, and development (Bandura,  1977, 2001; Bowlby, 1969, 1980; Bruner 1996; Cochran-Smith & Lytle 2004; Darling-Hammond & Bransford, 2005; Darling-Hammond, Bullmaster & Cobb 1995; Erikson, 1950, 1968; Feiman-Nemser & Floden 1986; Feiman-Nemser, 2001; Freud, 1974; Gilligan, 1982; Kohlberg, 1976; Kohlberg, Levine, & Hewer 1983; Piaget, 1952; Shulman 1987; Vygotsky, 1978, 1987; Watson & Raynor, 1920;). 

In addition, educators are empowered to serve as change agents in the pursuit of social justice and equity (Cochran-Smith 2004; Cochran-Smith & Lytle 1992, 2004; Fairbanks, et al, 2010; Freire 1999; Nieto, Noffke, & Brennan 1997; Sleeter, 1992).  Along with being reflective and deliberate in their actions (King & Kitchener, 2004; Pultorak, 1996; Schon, 1983, 1987; Van Manen, 1977; Zeichner & Liston, 1996), they understand how educational policies and practices affect the lives of those they serve (Milner, 2010).  

 Outcomes

  • Our candidates use their knowledge of child, adolescent, and adult development and theories of learning to design meaningful educational opportunities for all learners.
  • Our candidates possess and use research-based, discipline-specific knowledge and pedagogy to facilitate learning for all.
  • Our candidates reflect critically upon data as part of a recursive process when planning, implementing and assessing teaching, learning, and development.
  • Our candidates critically analyze educational policies and/or practices that affect learners in metropolitan contexts.

Educators are respectful of all learners and committed to the belief that all people can learn (Delpit, 1995; Dewey, 1933; Gay, 2000, 2010; Hilliard, 1995; King & Castenell, 2001; Ladson-Billings, 1995a, 1995b; Neito, 1992; United States Department of Education, 2002).They are caring, ethical, and knowledgeable advocates for students and their families (Freire 1999; Noddings, 2002; Pianta, 1999; Pianta & Nimetz, 1991). Educators view education as the pathway to personal and societal success (Goodlad, 2008; Kozol, 1992, 2005). Educators maximize the potential of all learners in diverse educational environments so that everyone will be able to participate as a productive, respectful member of our global society (Darling-Hammond, 2005; Garcia, Beatriz Arias, Harris Murri, & Serna, 2010; Haberman & Post, 1998).

 Outcomes

  • Our candidates know and respect individual differences, establish productive and ethical relationships with students, and modify the learning environment to positively impact student learning.
  • Our candidates create engaging learning communities where the diverse perspectives, opinions, and beliefs of others are acknowledged and respected.
  • Our candidates commit to continuing personal and professional development.

Educators are engaged with learners, their families, schools, and local and global communities (Lieberman & Mace, 2010). They understand and intentionally consider the dynamic interactions between learners and educators within complex socio-cultural contexts (Bronfenbrenner, 1986; Habermann & Post, 1998; Vygotsky, 1978; Wenger, 2002). Educators recognize the potential and use of technology to enhance learning and communication (Gee, 2003; Landow, 2006 Laurillard, 1993; Sherin, 2004; Wysocki, 2004). They see technology as a vital cultural tool with socio-cultural implications.

 Outcomes

  • Our candidates use knowledge of students’ cultures, experiences, and communities to create and sustain culturally responsive classrooms and schools.
  • Our candidates coordinate time, space, activities, technology and other resources to provide active and equitable engagement of diverse learners in real world experiences. 
  • Our candidates implement appropriate communication techniques to provide for learner interaction within local and global communities.