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.
For a separated list of dissertations:
Dissertations from 2018
Writing, Collaborating, and Cultivating: Building Writing Self-efficacy and Skills Through a Student-centric, Student-led Writing Center, Heather Barton
STEM Integration: Making Connections in Mathematics and Science by Teaching Logarithms Conceptually, Andrew Smith
Self-Regulation & Student Achievement in Mathematics, DeAnne Young
Dissertations from 2017
The Pop-Up Museum: How Students Exhibit Critical Literacy Practices Through Project-Based Learning, Deborah L. Aughey
Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices, Krista M. Bowen
The Effectiveness of Model-Based Instruction on Student Achievement and Student Metacognition in Advanced Chemistry Classes, Amanda Edwards
Zine Culture: Identity & Agency Trajectories in an ELA Classroom, William K. Jones
Students’ Experience of Flow in a Critical Literacy Unit in a 6th Grade English/Language Arts Classroom, Barbara E. McClure
Why Do English Teachers Stay in High-Needs High Schools?: An Exploratory Study of Factors Promoting Retention of Teachers in High-Needs Schools, Corrie A. Tuttle
Dissertations from 2016
Implementing Document-based Lessons in High School Classrooms: A Case Study of World History Teachers' Perspectives and Practices, Laura B. Astorian
Development and Validation of the Mathematical Problem-solving Dispositions and Beliefs Scale, Laura L. Barrett
Development of a School Network Accessibility for Parents (SNAP) Scale: An Exploratory Factor Analysis, Lea M. Campos
An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment, Monica J. Doriney
Culturally Relevant Pedagogy in the English Language Arts Classroom, Kimberly R. Foster
Personality, Interests, Self-Efficacy, and Anxiety of Female STEM Majors: A Description, Comparison, and Prediction of Female STEM Majors, Jennifer L. McKinney
Theses/Dissertations from 2014
Writing to the Edge: Motivating Reluctant Rural Adolescent Male Learners, Marcia Scott Wright