» Ph.D. in Education Emphases

The Attallah College Ph.D. in Education program offers a unique combination of five emphases:

  • Cultural and Curricular Studies
  • Disability Studies
  • Leadership Studies
  • School Psychology
  • Teacher Education

Cultural and Curricular Studies (CCS)

The Cultural and Curricular Studies (CCS) emphasis prepares students who are seeking careers in teaching and research-oriented institutions in ethically, culturally, and politically relevant ways. Our graduates have found positions as school principals, university professors, community organizers, and administrators in higher education.

CCS provides candidates with opportunities to develop deeper understandings of social inequities, equipping them with the skills and knowledge to advance reform in diverse local and international communities. This emphasis is committed to familiarizing students with leading trends in educational theory, curriculum design, policy analysis, and philosophy. Honoring the histories, values, and practices of different and overlapping social and cultural groups, the program prepares graduates to understand, critique, and transform cultural practices within a variety of educational settings.

The CCS emphasis is dedicated to racial, cultural, gender, religious, ability, and sexual diversity among students and faculty. Students will engage with recent developments in critical pedagogy, ethnic studies and bilingualism, critical race theory, feminist theories, ecopedagogy, decolonizing theories and practices, and policy formation. 

The Cultural and Curricular Studies emphasis requires 57 credits composed of (1) foundations and philosophy, (2) inquiry courses, (3) emphasis core courses and electives, (4) and the dissertation.

Disability Studies (DS)

This emphasis explores disability as a social construct and investigates new ways to think about, educate, and support people who learn differently. Consequently, this emphasis examines disability as a social, linguistic, physiological, cultural, economic, historical, and political phenomenon. Challenging past and even current paradigms requires a deep and rigorous understanding of the literature in disability, special education, general education, and related areas. Graduates will become faculty members in colleges or universities or take leadership positions in the field. They will think critically, act collaboratively, be effectual with various methods of inquiry, and be ethical and exemplary in their service of improving the lives of people with disabilities.
 
The Disability Studies emphasis requires 57 credits composed of (1) foundations and philosophy, (2) inquiry courses, (3) emphasis core courses and electives, (4) and the dissertation.

Leadership Studies (LS)

This emphasis prepares students to seek careers in pre-K through 12, higher education, other research-oriented leadership positions and positions of leadership applied to many different settings. The program focuses on new ways to think about leadership issues and how to find and solve problems locally, globally and virtually. Students will study ways to create, build and sustain responsible change within individuals, communities, networks and organizations. These students will see themselves as life-long learners, moral agents and engaged citizens who value self-awareness, inclusivity, and diverse communities and who build and sustain broad-based leadership capacity. These students will utilize an interdisciplinary perspective and multiple research methodologies when studying topics in leadership and sustainable change.
 
The Leadership Studies emphasis requires 57 units composed of (1) foundations and philosophy, (2) inquiry courses, (3) emphasis core courses and electives, (4) and the dissertation.

School Psychology (SP)

This emphasis prepares students to become teachers and researchers at college and universities and leaders in school psychology at state, national, and international levels. The program is accredited through the International School Psychology Association (ISPA). The program is an institutional member of the Council of Directors of School Psychology Programs, an organization of doctoral programs in school psychology. Following guidelines recommended by the National Association of School Psychologists (NASP), the emphasis extends and expands specialist’s or master's level education in school psychology through in-depth exploration of research, theories, and practices that lead to positive outcomes for all students.

Doctoral preparation will focus on using data effectively to make decisions and evaluate outcomes, developing systems that meet the needs of all students, enhancing cognitive and academic skills, and enhancing the development of wellness, mental health, and life competencies. The School Psychology emphasis requires 48 units composed of (1) foundations and philosophy, (2) inquiry courses, (3) emphasis core courses and electives, (4) and the dissertation.

Teacher Education (TE)

The Teacher Education emphasis prepares students to become teachers and researchers at colleges and universities where they will help prepare the next generation of pre K-12 teachers and administrators. This emphasis is committed to familiarizing students with major developments in theories of learning and research exploring the architecture of the human mind. These research foundations will inform educational policies across subject disciplines and in a variety of educational settings. For graduates that go on to become university faculty in Teacher Education programs, this emphasis prepares them to connect current research on learning to the instructional approaches that new teachers take into their future classrooms. This allows our graduates to expand their sphere of influence from impacting students in a single classroom to impacting the multitude of classrooms their students will instruct in as future teachers.  It also prepares them to conduct research that can improve the pedagogy used to instruct the next generation of K-12 students. This emphasis extends and expands master’s level education in teacher education through in-depth exploration of research, theories, and practices that lead to positive outcomes for all students.

The Teacher Education emphasis requires 57 units composed of (1) foundations and philosophy, (2) inquiry courses, (3) emphasis core courses and electives, (4) and the dissertation.


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Alumni Spotlights

Kim Dieu PhD Student with emphasis in School Psychology

My educational experience at Chapman University has had an incredible impact on the leader that I am today. I am grateful for the professors because they encouraged me to engage in critical thinking to further understand research and educational principles. I even had the wonderful opportunity to study abroad in Spain as part of my doctoral studies and have many cherished memories from that enlightening experience.” 

Ashley McAdams ‘16

 

Kim Dieu PhD Student with emphasis in School Psychology

Chapman has afforded me with many opportunities through obtaining my PhD in School Psychology. I truly appreciated the supportive staff and the coursework that helped guide my current career trajectory. I continue to adopt the steward of the discipline philosophy in all that I do.”

— Courtney Matz ‘14

 

Student Spotlight


Sherilyn Kile, Ph.D. student
“The flexibility and format of the Chapman Ph.D. in Education program allows working professionals to expand their educational pursuits. Because of the cohort model, students from various academic disciplines are offered a unique opportunity to engage in cross-disciplinary, multidisciplinary, and interdisciplinary scholarly activities. Most of all, my favorite parts of the program include easy access to distinguished faculty and staff. Everyone at Chapman not only challenges you academically but encourages you to turn those challenges into opportunities for growth and self-transformation.”

— Sherilyn Kile, Ph.D. student