DOCTOR OF EDUCATION
DOCTOR OF EDUCATION MAJOR IN EDUCATIONAL ADMINISTRATION PROGRAM (Ed.D)
Thrust of Doctor of Education Program
The doctoral program in education aims to develop the capacities of teachers and other education professionals for developing new knowledge and strategies in specific areas within the broad field of educational Science and practice. Such program shall focus on the development and validation of new theories, models, programs, and practices about the different aspects of educational process (CMO #53, s2007).
Program Specification
Degree Name: Doctor of Education (Ed.D)
Goals: Individuals completing the Ed.D. program will:
1. make an original contribution to the field of education;
2. influence public debates related to education;
3. challenge assumptions related to critical educational issues of the day;
4. conduct intellectual examinations of assumptions;
5. demonstrate passionate beliefs in ideas;
6. model lifelong learner characteristics; and
7. collaborate with professional colleagues and others
Objectives: The program aims to develop in students:
1. expert level of theoretical knowledge in an area of specialization in educational management;
2. competence and motivation to draw from expert level knowledge to understand and solve different problems to their area of specialization in education; and
3. competence to undertake advanced independent research in an area of specialization in education, including the ability to develop specific complex educational programs and systems, and communicate the results and implication of the research to diverse audiences.
Competency Standards
An individual who completes a doctoral degree in education is able to demonstrate:
1. a comprehensive and in-depth understanding of a complex and coherent body of knowledge (theories, principles, concepts) and skills ( problem-solving and communication skills) that are in the forefront of an academic discipline or professional area;
2. the ability to extend the latter or generate new knowledge through research; and
3. the ability to make informed judgments on complex issues in specific fields of specialization, and of approaching and solving problems in innovative ways.
In particular, the individual who completes a doctoral degree in education should be able to demonstrate the following specific indicators of competency:
1. understand, develop and sustain arguments about, and critically evaluate the established theories, principles, and concepts at the forefront of educational administration,
2. extend the forefront knowledge by conducting original research or other forms of advanced scholarship of a level of quality that meets the standards of peer review and eventually merit publication,
3. interpret and critically assess new contributions to knowledge by other individuals and communicate such interpretations and assessment to both specialist and non-specialist audiences,
4. conceptualize, design, and implement research projects for r the generation of knew knowledge and/ or of new educational programs and systems, and adjust the project design in consideration of external exigencies
5. make very judgments on complex issues in the field of educational administration and its application, even in the absence of complete data, in ways that are informed by the ethical and social dimensions of the field, and be able to communicate their ideas to both specialist and non-specialist audiences.
Curriculum
A. The course work of fifty-one (51) units shall be research-based as evidenced by the course reference materials, course requirements, and the assessment systems.
1. Reference materials should be specialized and research-based journal articles, book chapters, and monographs.
2. Course learning activities and requirements should develop specific aspects of research competencies.
3. Assessment systems should involve performance-based activities that require students to demonstrate higher order thinking skills.
B. Doctoral program shall require comprehensive examination to assess the students’ ability to analyze, integrate, evaluate, and apply the different knowledge and skills developed in the various courses.
C. The culminating project shall be a dissertation research that shows the students’ independent research work and significant contribution to the Science and profession of education that is consistent with the program thrusts and competencies.
Thrust of Doctor of Education Program
The doctoral program in education aims to develop the capacities of teachers and other education professionals for developing new knowledge and strategies in specific areas within the broad field of educational Science and practice. Such program shall focus on the development and validation of new theories, models, programs, and practices about the different aspects of educational process (CMO #53, s2007).
Program Specification
Degree Name: Doctor of Education (Ed.D)
Goals: Individuals completing the Ed.D. program will:
1. make an original contribution to the field of education;
2. influence public debates related to education;
3. challenge assumptions related to critical educational issues of the day;
4. conduct intellectual examinations of assumptions;
5. demonstrate passionate beliefs in ideas;
6. model lifelong learner characteristics; and
7. collaborate with professional colleagues and others
Objectives: The program aims to develop in students:
1. expert level of theoretical knowledge in an area of specialization in educational management;
2. competence and motivation to draw from expert level knowledge to understand and solve different problems to their area of specialization in education; and
3. competence to undertake advanced independent research in an area of specialization in education, including the ability to develop specific complex educational programs and systems, and communicate the results and implication of the research to diverse audiences.
Competency Standards
An individual who completes a doctoral degree in education is able to demonstrate:
1. a comprehensive and in-depth understanding of a complex and coherent body of knowledge (theories, principles, concepts) and skills ( problem-solving and communication skills) that are in the forefront of an academic discipline or professional area;
2. the ability to extend the latter or generate new knowledge through research; and
3. the ability to make informed judgments on complex issues in specific fields of specialization, and of approaching and solving problems in innovative ways.
In particular, the individual who completes a doctoral degree in education should be able to demonstrate the following specific indicators of competency:
1. understand, develop and sustain arguments about, and critically evaluate the established theories, principles, and concepts at the forefront of educational administration,
2. extend the forefront knowledge by conducting original research or other forms of advanced scholarship of a level of quality that meets the standards of peer review and eventually merit publication,
3. interpret and critically assess new contributions to knowledge by other individuals and communicate such interpretations and assessment to both specialist and non-specialist audiences,
4. conceptualize, design, and implement research projects for r the generation of knew knowledge and/ or of new educational programs and systems, and adjust the project design in consideration of external exigencies
5. make very judgments on complex issues in the field of educational administration and its application, even in the absence of complete data, in ways that are informed by the ethical and social dimensions of the field, and be able to communicate their ideas to both specialist and non-specialist audiences.
Curriculum
A. The course work of fifty-one (51) units shall be research-based as evidenced by the course reference materials, course requirements, and the assessment systems.
1. Reference materials should be specialized and research-based journal articles, book chapters, and monographs.
2. Course learning activities and requirements should develop specific aspects of research competencies.
3. Assessment systems should involve performance-based activities that require students to demonstrate higher order thinking skills.
B. Doctoral program shall require comprehensive examination to assess the students’ ability to analyze, integrate, evaluate, and apply the different knowledge and skills developed in the various courses.
C. The culminating project shall be a dissertation research that shows the students’ independent research work and significant contribution to the Science and profession of education that is consistent with the program thrusts and competencies.
Types of Courses
|
Units
|
| Enrichment Courses (No Maximum Requirements Needed) |
(9)
|
| Core Courses |
18
|
| Specialization Courses |
24
|
| Cognates |
9
|
| Comprehensive Examination |
Required
|
| Culminating Requirements: Dissertation Seminar Dissertation Writing |
(3)
|
12
|
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