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.
- 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.
Dissertations from 2022
The Art of Sketchnoting in a High School Language Arts Classroom, Rachael Bourne
Dissertations from 2021
Dissertations from 2020
Dissertations from 2019
A Study of Secondary Teachers' Perception of the TKES Evaluation System, Kevin C. Trobaugh
Dissertations from 2018
Self-Regulation & Student Achievement in Mathematics, DeAnne Young
Dissertations from 2017
Zine Culture: Identity & Agency Trajectories in an ELA Classroom, William K. Jones
Dissertations from 2016
Culturally Relevant Pedagogy in the English Language Arts Classroom, Kimberly R. Foster
Theses/Dissertations from 2014
Understanding Student Mathematical Ways of Knowing: Relationships Among Mathematical Anxiety, Attitude Toward Learning Math, Gender, Ethnicity, and Separate and Connected Ways of Knowing, Andrea L. Burnes
Writing to the Edge: Motivating Reluctant Rural Adolescent Male Learners, Marcia Scott Wright