Ph.D.

in Education Program of Study

Program plan for Amanda Bush
1. Core Course (3)
EDUC 800

(3)

Ways of Knowing: Fall, 2013

2. Research Methods (15)

EDRS 810
EDRS 811
EDRS 812

(3)
(3)
(3)

Problems and Methods in Education Research: Fall, 2013

Quantitative Methods in Educational Research: Spring, 2014
Qualitative Methods in Educational Research: Spring, 2014

EDRS 824
EDRS 820

(3)
(3)

Mixed Methods Research Fall, 2014

Program Assessment and Evaluation Spring, 2015

3. Professional Specialization (24): Teaching and Teacher Education

1. EDUC 853: World Perspectives of Teacher Education Fall 2013
2 EDUC 850: The Study of Teaching Spring 2014
3. EDUC 897: Independent Study: Foundations of Education Summer 2014
4. EDEP 650: High Stakes Assessment and Accountability Summer 2014
5. EDUC 851: Research in Teacher Education Fall 2014
6. EDRS 897: Independent Study: Teacher Performance Assessment Summer, 2015
7. EDUC 994: Internship Spring, 2015, 3 credit hours
8. EDUC 994: Internship Spring, 2015, 3 credit hours
4. Secondary Emphasis (12): Policy
1. Introduction to Special Education: transfer credit/credit reduction
2. Seminar in Shakespeare: transfer credit/credit reduction
3. EDUC 876: Teacher Education and Educational Policy Summer 2014
4. EDUC 874: The Achievement Gap Fall 2014
5. Dissertation (12)
EDUC 998 (3)
EDUC 999 (9)

Doctoral Dissertation Proposal Spring 2016audited Summer 2015

Doctoral Dissertation Research Fall 2016 to Spring 2017

PROGRAM RATIONALE (please review the Program Guidelines for directions):

My program rationale is further outlined in the personal essay that appears on the Portfolio 1
website. I have prioritized classes in my primary emphasis (TATE) as well as research methods
courses. I have fewer courses in my secondary area of emphasis (policy) than I do in research
methods and TATE. The one exception to this is EDEP 650, High Stakes Testing and
Accountability. This course represents an overlap in several academic interests for me,
especially in coming to understand the extent to which policy impacts the way that we prepare
teachers to educate low-performing students in the current educational context and the ways in
which various levels of policy define and measure student achievement and teacher performance.
Transfer credit:
Introduction to Special EducationThis course provides a foundation for understanding the
learning needs and barriers for the exceptional child. This course is essential in understanding
the needs of diverse learners and the policies that govern the ways in which special education is
enacted in the public school.
Seminar in ShakespeareThis course provided an in-depth historical and critical approach to
the study of the Shakespearean canon. This type of knowledge is essential for any teacher or
teacher educator who specializes in English because Shakespearean drama and poetry are
requisite areas of study in at least half of all secondary English courses. This course facilitated
my knowledge of the contextual, structural, thematic, and critical components of Shakespeares
works that inform the practices of teaching this literary canon to students. This course was
further structured to examine the semiotic nature of Shakespeares works and their influence on
the English language; this emphasis is especially relevant given NCTE standards 2.2 and 3.5,
which deal with teachers ability to construct curriculum that addresses the structural and
historical elements of the English language.
___________________________12/15/15
Student Signature
________________________________________
Chair,
Date
Doctoral Advising Committee

______________________________________
Member,
Date
Doctoral Advising Committee
Diana Damico, Ph.D
______________________________________
Member,
Date
Doctoral Advising Committee
Audra Parker, Ph.D

Gary Galluzzo, Director

Ph.D. in Education Program

Date
Date