Pedagogy and Philosophy (Ed.D) - Graduate - 2009 University Catalog
You are viewing the 2009 University Catalog. Please see the newest version of the University Catalog for the most current version of this program's requirements.
Montclair State's first doctoral program, an Ed.D. in Pedagogy, is housed in the Center of Pedagogy. It has been designed for those who aspire to be models of teaching excellence, leaders among their colleagues and spokespersons for education in the state. Although primarily designed for teachers who wish to remain in the classroom it can meet the needs of educators with other career goals. The Ed.D. provides the highest level of expertise in teaching, leadership, and educational reform. The program also recognizes the indisputable role of teachers at all levels in renewing our education system and the critical importance of P-16 education.
This program is designed for those who have a strong background in philosophy. The program will add both depth and breadth to both their subject matter and pedagogical knowledge. In addition, this specialization builds on and extends the understandings developed in the core courses, thereby carrying forward the major themes of the Ed.D. It includes the role of philosophy in reasoning, concept formation, and sound judgment. Philosophy-based children's literature is used to develop critical thinking, and develops skills in research methods in philosophy for children.
Goals of the Ed.D. Program
The Ed.D. Program is designed to teach educators how best to implement new theories and practice understandings about teaching, learning, and the role of schools in our society. We expect to prepare educational leaders who will:
- understand the epistemology of the specific disciplines and the relationships among school subjects;
- be fully knowledgeable about the public purposes of schooling in a democratic society;
- be effective researchers, capable of conducting significant, original, theoretically based research in order to explore solutions to difficult problems and pressing needs confronting American education;
- be master's of pedagogy, both general and subject-specific, that is discipline-appropriate and nurturing;
- demonstrate advanced competence in the disciplines that are the bases for their teaching specialization;
- be master's of change theory, enabling students to become effective stewards of best practice in their school settings and the agents for change;
- understand both policy issues and the politics of policy in order to transcend local concerns and become effective spokespersons for systemic change;
- understand the concept of access to knowledge, including its moral implications;
- build sophisticated curriculum plans that lead to critical thinking and high levels of learning; and
- be able to plan effective educational experiences designed to promote good citizenship and democratic practice.
Vision
The Ed.D. is characterized by a strong theoretical base and a comprehensive perspective on the nature of schools, education in a democracy, and effective teaching and learning for social change. Four major themes give coherence to the program, and support both the purposes of schools and the professional needs of teachers. These themes closely correspond to the research agenda of the twenty university-school partnerships that form the national Network for Educational Renewal. They represent MSU's vision of teachers' responsibilities:
- to provide access to knowledge for all students;
- to enculturate students into our multicultural political and social democracy;
- to create and sustain appropriate and nurturing pedagogy;
- to commit themselves to educational leadership based on stewardship of best practice.
ADMISSIONS
Initial admission status requires that students meet the minimum admissions criteria. Prospective students must submit the following for consideration:
- A completed and signed application for doctoral study
- A personal essay describing their view of the relevance of doctoral education to their personal and professional development
- A statement discussing areas of potential research interest
- Transcripts of undergraduate and graduate work, (WES evaluation, if necessary)
- GRE scores; TOEFL or IELTS scores if necessary
- Three letters of recommendation, including at least two from professional colleagues or college/university faculty who can attest to the candidate's potential for advanced study and research
- Application fee.
In addition, the program also requires the following;
- Specialization in Philosophy for Children requires a Master's Degree in Philosophy, Philosophy for Children or its equivalent
- Teaching experience is preferred
- An interview with a committee representing both the education core, and the specialization faculty
Basic Degree Requirements
Students must complete a minimum of 60 credits beyond the master's degree, including five core courses (15 credits), seven courses in an area of specialization (21 credits), four courses of research (12 credits), and a minimum of 12 credits of dissertation. A prerequisite of a master's degree in philosophy, philosophy for children, or a certificate in philosophy for children is also required. All work for the doctoral degree must be completed within ten (10) years from the date of the start of the program. Every student must fulfill a residency requirement, which will require the student to be registered for courses as a full-time student for two consecutive semesters or for two consecutive summer sessions for part-time students.
Candidacy for the Degree
The qualifying assessment for candidacy for the Ed.D. in Pedagogy degree will be the development, presentation, and evaluation of a working portfolio that is organized around a set of pedagogical goals selected in consultation with a doctoral advisor. It is designed to be tangible and authentic evidence of the wide range of knowledge, dispositions, and skills that doctoral degree candidates should possess. The portfolio is characterized by a systematic, reflective collection of selected artifacts that constitutes evidence of learning, growth, and mastery in the essential dimensions of the doctoral program.
All candidates will be required to present their portfolios for assessment in a forum designed for this purpose. Students whose portfolios meet established criteria will then have their records reviewed by a faculty committee who will recommend advancement to candidacy. Successful candidates will then be able to complete their remaining coursework and the dissertation.
Dissertation: Once candidacy is established, students will be permitted to enroll in the dissertation seminar and form a dissertation committee. The dissertation must be original, theoretically-based, applied research that has the potential to contribute knowledge about the processes of teaching, learning, and schooling. The research must include a focus on one or more of the core dimensions of the program or the candidate's area of specialization.
EDUCATION w/CONC:Ped Phil for Children
Complete 60 semester hours including the following 9 requirement(s). No more than 2 Cs & no Fs are permitted.
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CORE COURSES IN EDUCATION
Complete 4 courses for 12 semester hours:
EDCO 801 Democracy and Education 3 EDCO 802 Access to Knowledge 3 EDCO 803 Pedagogy: The Art and Science of Teaching and Learning 3 EDCO 804 Organizational Change, Policy and Leadership 3 -
REQUIRED RESEARCH COURSES
Complete the following 3 requirements:
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Qualitative Methods for Educ Research
Complete for a total of 4 semester hours.
EDCO 820 Qualitative Methods for Educational Research 3-4 -
Quantitative Methods for Educ Research
Complete for a total of 4 semester hours.
EDCO 821 Quantitative Methods for Educational Research 3-4 -
Research Lit in Philosophy for Children
Complete for a total of 3 semester hours.
EDFD 825 Research Literature in Philosophy for Children 3
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REQUIRED COURSES IN PHILOS. FOR CHILDREN
Complete to earn 15 semester hours
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PHILOSOPHY FOR CHILDREN ELECTIVES
Complete 2 courses from the following list for a total of 6 semester hours.
EDFD 740 The Role of Logic in Philosophy for Children 3 EDFD 742 Hermeneutics of Childhood 3 EDFD 743 Philosophy of Language and Philosophy for Children 3 EDFD 744 Philosophy of Body 3 EDFD 745 Philosophy for Children and Ancient Greek Philosophy 3 EDFD 750 Selected Topics in Philosophy for Children 3 EDFD 770 Doctoral Independent Study 1-3 EDFD 813 Education for Global Citizenship 3 -
ELECTIVE COURSES IN EDUCATION
Complete 1 course for 3 semester hours from the following list
EDCO 711 The Classroom Community of Inquiry 3 EDCO 712 Implications of Race and Ethnicity in U.S. Schools 3 -
REQUIRED DISSERTATION COURSES
Complete the following 3 requirements:
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Dissertation Seminar
Complete 1 course from the following list to earn 1 semester hours-3 semester hours.
EDCO 830 Dissertation Proposal Seminar 1-3 EDFD 830 Dissertation Proposal Seminar 1-3 -
Dissertation Advisement
Complete either EDFD 900 or EDCO 900 each semester for a total of 12 semester hours.
EDCO 900 Dissertation Advisement 3-12 EDFD 900 Dissertaton Advisement 3-12 -
Dissertation Extension
After 12 hours of Dissertation Advisement, register for 1 semester hours of the following each semester within a 10 yr limit.
EDCO 901 Dissertation Extension 1
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QUALIFYING PORTFOLIO/EXAM/ASSESSMENT
Successfuly complete the qualifying portfolio, examination or assessment requirement.
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ADMISSION TO CANDIDACY
Following completion of pre-dissertation research courses and qualifying exam, you may be admitted to candidacy.
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DISSERTATION REQUIREMENT
Complete a dissertation in accordance with Graduate School and doctoral program requirements.
Course Descriptions:
EDCO711: The Classroom Community of Inquiry
This course provides students with an opportunity to move into the theory and practice of community of inquiry, in the context of classroom and other environments (e.g. school communities, child care centers, prisons). Participants will construct a general theory of communal dialogue, with particular emphasis on its application to the structure of classroom discourse. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDCO712: Implications of Race and Ethnicity in U.S. Schools
This course is designed to explore the dynamics of race and ethnicity as well as the ways in which they potentially impact democracy. The course will analyze the historic legacies of race and ethnicity within the United States and the ways in which they manifest and impact different sociopolitical systems globally. Further, a goal of this course is to heighten participants' awareness of such issues and examine the relationships between race/ethnicity and education, schooling, democratic practice and literacy development. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDCO801: Democracy and Education
This course will examine the concept of democracy and a range of interrelated issues inherent in the public purposes of schooling in social and political democracies. Students will inquire into the meaning of citizenship in a democracy, and the role of schools in fostering its development and expression. This inquiry will be conducted comparatively. Varying domestic and international socio-cultural and political contexts will be examined. Students will examine various curricular and pedagogical designs and governance structures that can be associated with models of democratic schooling. The moral obligations of pedagogy and stewardship that fall to teachers in the conduct of educating for democratic citizenship will also be examined. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDCO802: Access to Knowledge
This course addresses the concept of access to knowledge through an examination of multiple literacies and a range of epistemological and ethical perspectives. Knowledge construction by the learner, in literacy and subject areas, will be examined. Students will develop an understanding of the epistemological dimensions undergirding the various school subjects. Foundational epistemological theories and current thinking in the psychological, social and cultural underpinnings of literacy will be related to fundamental disciplinary groups such as arts, humanities, social and natural sciences and mathematics. Students will be encouraged to critically analyze and evaluate standard school texts and curriculum units. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDCO803: Pedagogy: The Art and Science of Teaching and Learning
This course examines the art and science of teaching and learning in an evolving social and political democracy. It aims at developing an understanding that teaching and learning occur in sociocultural contexts. Themes to be explored include competing views of knowledge and their implications for curriculum construction; current theories of learning and assessment; strategies to ascertain student's prior knowledge and experience; and pedagogical practices that build upon student's cultural capital. The course will examine diverse pedagogical strategies and their relationships to the structure and epistemology of the disciplines. Special attention will be given to the moral dimensions of the teaching-learning process. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDCO804: Organizational Change, Policy and Leadership
In this course, doctoral students will learn to analyze complex organizational patterns, situations and policies that define and affect diverse educational settings in the US and in other places. Students will examine various models of leadership, theories and research on change models, and the processes of educational policy formation. Students will develop an understanding of their own role as change agents. There will be a field component for this course in which students will conduct research on the development, implementation and/or evaluation of a plan for change in an educational setting. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDCO820: Qualitative Methods for Educational Research
This introductory course is designed to give doctoral students a working knkowledge of the theoretical, conceptual, and practical foundations of qualitative research in education. Attention will be given to the purposes, strengths, and limitations of qualitative social science research, as well as to its social, political, and ethical dimensions. Students will learn about writing proposals for qualitative research and have some practice with qualitative data collection and analysis. Students taking the course for 4 semester hours will be required to conduct a small-scale qualitative study. 3 - 4 sh.
Prerequisites: Matriculation in a doctoral program at MSU.
EDCO821: Quantitative Methods for Educational Research
This course introduces students to major methodologies and fundamental skills of quantitative research. Students critically examine the features of common research methods, including experimental, quasi-experimental, and non-experimental designs, as well as related sampling techniques. Students study the underlying principles of educational psychological measurement, focusing on such concepts as validity, reliabiliity, and bias. Students also acquire skills for interpreting basic statistical procedures. Topics include descriptive statistics, introduction to statistical inference, and the presentation and interpretation of statistical data in educational literature. The course provides students with an opportunity to use statistical computing packages, such as SPSS, to support data analysis and interpretation. Students will learn about writing proposals for quantitative research and have some practice with data collection and analysis. Students taking the course for 4 semester hours will be required to conduct a small-scale quantitative study. 3 - 4 sh.
Prerequisites: Matriculation in a doctoral program at MSU.
EDCO830: Dissertation Proposal Seminar
Students will work with their dissertation advisors to develop and refine their dissertation proposals. The seminar is a supplement to the formal dissertation proposal approval process that is outlined in the handbook. Successful completion of this course does not imply approval of the dissertation proposal. This course will be offered as pass/fail only. Cross listed with Educational Foundations EDFD 830 and Mathematical Sciences MATH 830. 1 - 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy; admission to candidacy.
EDCO900: Dissertation Advisement
While enrolled in Dissertation Advisement, students will work with their dissertation advisor and dissertation committee. Credits are reported as IP (In Progress) while the dissertation is being written. At the successful conclusion of the dissertation defense, a final grade of pass will be recorded. 3 - 12 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy; Advancement to Candidacy.
EDCO901: Dissertation Extension
Designed to allow students to maintain their matriculation while working on their dissertation similar to that of the master's thesis extension. Once students have acquired 12 credits of EDCO/EDFD/MATH 900 Dissertation Advisement, they are permitted to enroll in 1 credit of EDCO/EDFD/MATH Dissertation Extension. Students must register every semester until and including the semester of their defense. There is a ten-year limit from the time of initial matriculation. Credits are reported as IP (In Progress) while the dissertation is being written. At the conclusion of the dissertation defense, a final grade of pass or fail will be recorded. Cross listed with MATH 901. 1 sh.
Prerequisites: 12 credits of dissertation advisement.
EDFD740: The Role of Logic in Philosophy for Children
The philosophy of logic is dealt with in this course in a special relationship to Philosophy for Children. Consideration is given to alternative logics such as the logic of dialogue, the logic of relations, and informal logic such as analogical reasoning, as well as induction and deduction. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD742: Hermeneutics of Childhood
This course focuses on the role of dialogue, interpretation, and judgment in the study of childhood. Childhood is considered from the standpoints of history, philosophy, law, mythology, psychoanalysis, ethnography, cognitive science, art, literature and film. Special attention is given to the indigenous development of childhood philosophies. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD743: Philosophy of Language and Philosophy for Children
Language is the medium for the overwhelming majority of instruction in schools; it is also the vehicle for reasoning and the basis of interpersonal skills. Language is central to the Philosophy for Children curriculum through the use of narrative and dialogue and the basis for classroom practice. This course will look at the philosophical problems of language in relation in such essential educational concerns as meaning and meaning-making, language acquisition and the development of self, the role of language in social identity, the relationship between language and effective teaching and learning, language as an expression of culture and understanding language as a tool of reasoning and communication. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD744: Philosophy of Body
This course focuses on the richly varied aspects of the concept of the human body as these have been expressed and codified through history. It provides a site for the linkage of philosophical, psychological, anthropological, historical, political, religious, and social perspectives on corporeity and the phenomenon of embodiment. Its larger goal is to explore ways in which philosophy of the body offers opportunities for moral and ethical inquiry in classroom communities of inquiry. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD745: Philosophy for Children and Ancient Greek Philosophy
This course focuses on the role of some core concepts established and developed by ancient Greek philosophers, the most important of which for Philosophy for Children are philosophy, childhood, dialogue, citizenship, and the education of virtue. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD750: Selected Topics in Philosophy for Children
This course will focus on selected theoretical and practical issues in Philosophy for Children, including but not limited to research topics, pedagogical theory and strategy, curriculum assessment and development, the relationship of Philosophy for Children to various philosophical traditions, and related topics in critical thinking, moral education, and philosophy of education. May be repeated once for a maximum of 6.0 credits. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD770: Doctoral Independent Study
Student investigates selected topic(s) under the guidance of a doctoral faculty member. May be repeated once for a maximum of 6.0 credits. 1 - 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD811: Philosophy, Philosophy for Children, and the Educational Experience
This course is an exploration of the philosophical and pedagogical assumptions that found educational theory and practice, and Philosophy for Children. The practice of philosophy as exemplified by Philosophy for Children represents, not just an academic discipline which is new to the education of children, but an approach to that discipline with significant implications for curriculum and pedagogy in general. Students will reflect as a community of inquiry on the philosophical assumptions of various models of education, and explore the implications of Philosophy for Children's curriculum and methodology for educational renewal. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD812: Contemporary Social and Political Philosophy and Philosophy for Children
This course provides the participants (instructor and students) the opportunity to use contemporary social and political theory as a means of discerning the social and political dimensions of ordinary experience, and of making political analyses of the materials and methods of Philosophy for Children. This course also provides the opportunity to experiment with the community of inquiry as a forum for political inquiry and action. We will select a number of social and political issues to confront, work toward constructing personal and collective responses, and experiment in putting our convictions into action. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD813: Education for Global Citizenship
This course is a collaborative, dialogical inquiry into the relationship between education and the ideal of participatory global citizenship. It explores the concept of citizenship, what we mean by a "good" citizen, the relationship between local and global citizenship, and issues of indoctrination, group allegiance, forms of community, and the ethics of pluralism; all in the context of educational form, content and methodology. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD814: Recent American Philosophy and Philosophy for Children
This course examines the major concepts of North American philosophy, including philosophy of education, from the late nineteenth century to the present, and their influence on the development of Philosophy for Children. These concepts include experience, judgment, inquiry, community, dialogue and democracy. Students will engage in critical study of selected works of Peirce, W. James, Royce, Santayana, Dewey, Mead, Buchler, C.I. Lewis and Beardsley, in addition to works by contemporary American philosophers. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD815: Philosophy for Children and Philosophy of Mind
This course explores a range of advanced topics in which the philosophy of mind and the philosophy of psychology intersect with Philosophy for Children. It deals with psychological concepts and theories of mind and mental formation that have a significant influence on Philosophy for Children. It investigates mind as both a natural and a social formation. It examines everyday thinking about human psychology and its relation to children's developing knowledge of mind. It relates philosophical theories of self and self-knowledge to materials and methods in Philosophy for Children. And it examines theories of creative thinking for potential insight into productive thinking in the Community of Inquiry. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD816: Ethical Inquiry Through Narrative
This course provides students with an opportunity to engage in communal ethical inquiry through the medium of novels and short stories. Emphasis is placed on the narrative contextualization of ethical problems in literature, and in the latter's relation to ethics as philosophical discourse. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD825: Research Literature in Philosophy for Children
An extensive inquiry into the appropriate uses of quantitative, qualitative and theoretical research in Philosophy for Children, and the identification of as yet unexplored areas for future study. The course is designed to provide necessary resources to students who are preparing their dissertations. It includes an exhaustive review and critique of the research literature in Philosophy for Children and closely related fields. 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy.
EDFD830: Dissertation Proposal Seminar
Students will work with their dissertation advisors to develop and refine their dissertation proposals. The seminar is a supplement to the formal dissertation proposal approval process which is outlined in the handbook. Successful completion of this course does not imply approval of the dissertation proposal. This course will be offered as pass/fail only. Cross listed with Educational Foundations EDFD 830 and Mathematical Sciences MATH 830. 1 - 3 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy; admission to candidacy.
EDFD900: Dissertaton Advisement
While enrolled in Dissertation Advisement, students will work with their dissertation advisor and dissertation committee. Credits are reported as IP (In Progress) while the dissertation is being written. At the successful conclusion of the dissertation defense, a final grade of pass will be recorded. 3 - 12 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy; Advancement to Candidacy.
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