This hybrid program combines classroom and online course work to prepare professional teachers to enhance their content and instructional expertise thereby strengthening their ability to improve student learning. Research and dissertation designed to address authentic, school-based problems.
Degree Highlights:
- Content-based in four areas: Chemistry, English, Mathematics, and Social Studies
- Combines best practices of face-2-face and online delivery.
- A total of 66-hour course of study (30 hr EDS followed by 36 hr EdD)
- All degrees are approved for certificate upgrades by the Georgia PSC
- Focus on learner-centered curriculum and instruction in the content areas.
- Small class size, small cohort, focus on individual.
- Ed.S. Degree embedded, certificate upgrade upon completion of 4 semesters of courses.
Need to Submit Your Dissertation? Submit Here!
Dissertations from 2024
The Influence of Misconceptions on Pedagogical Choices of Secondary Science Teachers: An Embedded Case Study, Tracey Beyer
Finding Focus: Authentic Inquiry and Composition in the Third Space, Noah Brewer
What are the Odds? Integrated STEM and Student Conceptual Understanding of Genetics Dihybrid Inheritance, Jessica Cooper
Inclusivity within the Digital Age, Jarvis Denmark
Empowering Female Voices in the ELA Classroom, Jacqueline Gurliaccio Vance
HUMANIZING HISTORY: EMPOWERING EDUCATORS TO NAVIGATE DIFFICULT HISTORY THROUGH MUSEUM-LED PROFESSIONAL DEVELOPMENT, Andrea Miskewicz
Student Perceptions of Integrated STEM Education in a High School Geometry Class, Alyssa Noland
Thoughts, Conflicts, and Feelings of ELA Teachers’ Experiences During the COVID-19 Pandemic, Matthew Osborn
Promoting Civic Engagement and Knowledge Amongst Middle School Adolescents Through Simulation Based Teaching Models, Karrie Palmer
Understanding chemistry concepts through analogies and the Frayer Model, Ashley A. Walls
Dissertations from 2023
Rural Voices: A Photographic Journey of the Intersection of Place and Reading Identity in Rural Adolescents, Gena Brown
Rhetoric vs. Reality: A Critical Analysis of Georgia’s Official Curriculum for United States History, Haley Dawkins
Understanding the Impact of Asset-Based Teaching on the Academic Motivations of High-Achieving Marginalized High School Students, NICHOLE L. GILLIAM
Navigating the Context: Implementing Inquiry in the Middle School Social Studies Classroom, Juliann Noble Healy
Creating Inclusive Classrooms with Culturally Sustaining Pedagogy, Melissa Kane
Tracking and mathematical identity for rural adolescent students of color, Joseph Melvin Kelly
Implementing global citizenship education: A case study of exemplary practices, opportunities, and challenges, Judson Kidd
Improving Students’ Confidence and Competence Using Critical Media Literacy Skills in a Secondary English Language Arts Class, Leeanne Kline
“I Forget to Enjoy the Book”: A Narrative Analysis of Adolescents’ Perceptions of Their Real Selves and Ideal Selves as Readers, Brittany McWhorter
Teachers Re-Imagining Parental Involvement: Using Parents' Funds of Knowledge in Math Lesson Designs, Enyinnaya Onyeukwu
How Participation in a Peer-Led Writing Center Impacts Struggling Students’ Self-Efficacy and Motivation, Laura Peterson
Effects of adaptive learning technologies on mathematics achievement in low SES settings, William Roberts
8th Grade Students’ Perceptions of 1:1 Laptops in Algebra 1, Richard Wilford
Growth Mindset Intervention and Its Impact on Productive Struggle in the Eighth-Grade Mathematics Classroom, Jordy Wilson
Dissertations from 2022
The Art of Sketchnoting in a High School Language Arts Classroom, Rachael Bourne
The Flipped Model Classroom Experience for 8th Grade Students Enrolled in Algebra 1: A Case Study, Mary Colclasure
Student Perceptions in Conferring: A Phenomenographic Exploration of Student Perceptions on Teacher-Student Writing Conferences, Jacqueline Johnson
Investigating the Pedagogical Content Knowledge of Georgia 6-12 Science Teachers in Relation to Conservation of Mass, Lyric Portwood
Dissertations from 2018
Self-Regulation & Student Achievement in Mathematics, DeAnne Young
Dissertations from 2017
Students’ Experience of Flow in a Critical Literacy Unit in a 6th Grade English/Language Arts Classroom, Barbara E. McClure