rows · An Examination of School Community Context and Special Education Disproportionality: Jan 28, · The dissertation phase of the Ph.D. program in the Department of Special Education is designed to assess the student's ability to design, implement, and sustain an independent line of scholarly research. This is accomplished through a cumulative process in which the student develops and defends three components of the doctoral dissertation The dissertation is the capstone academic achievement of the PhD. The PhD dissertation is a scholarly documentation of the research. To earn the PhD the student must demonstrate the ability, motivation, and commitment and NCU will provide the faculty, the academic support and process to assist with the attainment of high academic goals
Special Education Dissertation Topics To Choose From
The PhD program in Special Education prepares students for careers as university scholars and professors, as well as for leadership positions in educational institutions. Students have the opportunity to be involved in research in a wide range of critical issues in special education using a variety of research methodologies.
Research topics may include parent-child and peer interactions, bilingual special education, social skills in students with disabilities, language and literacy in students with disabilities, inclusion and public policy, early intervention models, and preparation of special education teachers and leaders for urban schools, phd dissertation in special education.
These requirements include phd dissertation in special education 6-hour research project and 12 hours of dissertation credit.
You are also required to pass written and oral portions of a preliminary examination and successfully defend your dissertation research. All doctoral degrees in the College of Education require a core of courses that focuses on different types of research in educational settings, phd dissertation in special education, research design, and the analysis of educational data, phd dissertation in special education.
These core courses will help you develop the minimum skills needed to evaluate research literature and to begin your own independent research. You are encouraged to take these core courses early in your program; however, you may take other courses in the program before completing this set of courses. In addition to the Doctoral Studies Core above, you must take a minimum of three research methodology courses as described below.
Note also that you may choose or be encouraged by your faculty advisor to take additional courses in research methodology beyond these minimums in order to meet your personal scholarly and professional goals. All students in the Ph. in Special Education program must phd dissertation in special education a minimum of 22 semester hours in coursework related to the field of special education. At least 16 of those hours must be taken in the College of Education.
Recent Special Education seminars SPED have focused on research on literacy, teacher preparation, inclusion policies, and qualitative methods. You may take your elective courses within the Department of Special Education or in phd dissertation in special education departments of the College of Education.
While you may take all your courses in the College of Education, you are encouraged to take phd dissertation in special education in other departments and units of the University such as Disability Studies, Psychology, and Sociology.
Study outside the College of Education can help you develop additional conceptual and methodological tools for use in the study of educational issues. You should be aware that 22 semester hours is the minimum number of hours required to establish an area of specialization.
Students typically take more than the minimum number of courses, or may be required to do so by their faculty advisors. A teaching internship is strongly recommended for those individuals intending to pursue a career in higher education or school leadership.
A teaching internship requires that you register for SPED up to 8 hours and co-teach a university course under the direction of a faculty instructor. The course should be related to your interests and future career objectives. A faculty member will be the instructor of record and will supervise you closely throughout the internship. You will assume responsibility for course instruction, student interaction, and evaluation to the extent negotiated with the instructor.
You should complete this requirement prior to being considered for a visiting lecturer position. In addition to this internship, you are encouraged to seek opportunities to deliver guest lectures in other classes offered by the Department of Special Education. The research project is an important initial experience in doing research on actual issues in your chosen area of study.
The research project may phd dissertation in special education provide an opportunity to explore and pilot ideas for dissertation research. If you wish, you may collaborate on research projects with program faculty and perhaps with other doctoral students. Ideally, you would work on such projects with faculty as full research colleagues and be involved in all aspects of the project, from design through implementation, analysis, and writing of results.
Such work may culminate in a presentation at a scholarly conference or in submission of a manuscript to a professional journal for publication. You should consult your faculty advisor to determine when you are ready to embark on phd dissertation in special education research project.
As you design your project, you should discuss with your advisor the need for Institutional Review Board IRB approval for your project. Information about IRB approval of student research is contained in Section V of this handbook. To enable you and your faculty advisor to monitor and provide feedback on your progress through the program, you are required to prepare and submit a formal progress report each year.
This involves completing a form called the Professional Development Plan PDPwhich lists courses and experiences needed across different competency domains. Department faculty review and discuss your performance and give written phd dissertation in special education and recommendations to enhance or sustain your progress in attaining course, teaching, and research goals. If you do not complete the annual review process you will not be able to register for future semesters until you have submitted a PDP.
Note for Ph. students who were admitted after in the annual review process, students whose progress raises serious concerns for two consecutive years will be dropped from the program. The purpose of the preliminary examination is to determine your readiness to undertake dissertation research. The examination has two phd dissertation in special education written portion that focuses primarily on your program of study, phd dissertation in special education, and an oral portion that focuses primarily on your dissertation proposal.
Both portions are evaluated by a preliminary examination committee. Passing the preliminary examination constitutes formal admission to candidacy for the Ph. The written portion of the preliminary examination should be taken when you have completed most, though not necessarily all, of your coursework.
The oral portion of the exam should be taken when the dissertation proposal is completed. You must take and pass the oral portion of the exam before beginning your dissertation research, phd dissertation in special education. Also before dissertation research can begin, the Institutional Review Board IRB must give approval see Section V. You should begin making arrangements to take preliminary examinations when you have almost finished your coursework.
First, you must find a faculty member to chair your preliminary examination committee. Faculty program advisors may serve as committee chairs, or may help to identify another special education faculty member whose interests and expertise may align more closely with your program of study and dissertation research.
You should work with your faculty advisor to identify and recruit at least four other members to serve on your examination committee. At least three members, including the chair, must be UIC faculty who are full members of the Graduate College. Tenured or tenure-track faculty are usually full members of the Graduate College; clinical and visiting faculty generally are not.
At least two committee members must be tenured faculty in the College of Education faculty i. Also, at least two members in addition to the chair must be in the Department of Special Education, phd dissertation in special education. The Graduate College does not require that the preliminary examination committee include a member from outside the Department.
However, since the Graduate College does require that each dissertation committee have a member from outside the program see Section IVphd dissertation in special education, you may want to ask an outside member to be on your preliminary examination committee as well. Professors who have emeritus status maintain their same rights to work with doctoral students for at least a three-year term this term is renewable.
They can serve as doctoral advisors, committee chairs, and committee members. If they were tenured and full members of the Graduate College at the time of their retirement, these professors emeriti retain these statuses for purposes of composing an exam or dissertation committee. In order to formally constitute the preliminary examination committee, you must submit to the Graduate College a Committee Recommendation Form.
At the same time, you should ask the Office of Student Services ETMSW for a degree checklist see Section IV. A list of the courses you have taken is available through the my. You must return the completed degree checklist with the signed Committee Recommendation Form to the Office of Student Services. The completed form must be signed by the committee chairperson and submitted to the Office of Student Services at least three weeks before the date of the examination, phd dissertation in special education.
Before submitting this form, you must be sure that the faculty members identified to serve on the committee have agreed to serve. If you want to include a committee member who is not on the faculty at UIC or is not a member of the UIC Graduate College, the Graduate College must approve that member. This approval process is initiated when the Committee Recommendation Form is submitted to the Office of Student Services.
The chairperson of the preliminary examination committee will convene at least two other committee members one of whom must be in the Department of Special Education to develop questions for the written portion of the exam. The written portion of the preliminary examination consists of a comprehensive take-home exam. Questions for the take-home exam may address any area that is relevant to your course of study, including topics related to your proposed dissertation.
You will have the opportunity to inform your committee of relevant topics. The committee will take these topics into consideration and subsequently assign questions that you can address over a ten-day period. Your preliminary exam committee will read the exam. Responses should be written in a style typical of scholarly writing and phd dissertation in special education APA Manual format 6th edition.
You must pass the written portion of the exam to take the oral portion of the exam, which focuses primarily on the dissertation proposal. After you have passed the written portion of the exam, the chair will submit a form indicating this accomplishment to the Office of Student Services for inclusion in your file. Your coursework, research project, and independent readings should give you a good start on planning dissertation research.
It is important for you to decide on a topic, conduct a relevant review of literature, and carry out a pilot study before taking the written portion of the preliminary examination. Of course, the written portion of the exam will help develop further your ideas for your dissertation research. After completing the written portion of the preliminary examination, you should prepare to complete your proposal for dissertation research and prepare for the oral portion of the preliminary examination.
Dissertation research may be developed from the many possibilities related phd dissertation in special education your area of study and from a variety of research traditions, phd dissertation in special education. The process of writing a dissertation proposal is challenging, but it provides unprecedented opportunities for contributing to our field, as well as creative and personally rewarding work. You should draw on your studies to date and avail yourself of the advice and support of your committee chair, committee members, and other faculty.
The organization, content, and length of the proposal are issues that you will decide with the chair of your preliminary examination committee, in consultation with other committee members. When you and the committee chair agree that the dissertation proposal is ready for review and approval, you should work with the chair to distribute the proposal to members of the preliminary examination committee and to schedule the oral portion of the preliminary exam.
The proposal should be distributed to committee members for review at least three weeks before the scheduled exam date. It is strongly recommended that you include in the proposal a phd dissertation in special education of the IRB application. As a rule, you should not submit your application to the IRB before the oral portion of the examination is completed because committees may make recommendations for changing research protocols during the exam.
See Section V for more information about IRB requirements and procedures. The oral portion of the preliminary exam is primarily a hearing on the dissertation proposal, although it may also address aspects of the written portion of the exam. The oral portion of the exam must be taken and passed before dissertation research can begin. The primary function of the oral portion of the exam is committee review, revision, phd dissertation in special education, and approval of the dissertation research proposal.
Both written and oral portions of the preliminary examination are evaluated on a pass-fail basis. If two or more members of the preliminary examination committee assign a failing grade to a portion of the exam, you fail that portion.
If necessary, phd dissertation in special education, the entire portion of the exam or some element of that portion can be retaken once. If you fail the oral portion of the exam you may be asked to do additional work or to revise your dissertation proposal before the committee gives final approval.
Even if a committee does not fail you on the oral portion of the exam, it may require that you make particular changes in the dissertation proposal before the proposal is approved, phd dissertation in special education.
Duquesne University PhD in Special Education
, time: 1:37Special Education Theses and Dissertations | University of South Florida
Jan 28, · The dissertation phase of the Ph.D. program in the Department of Special Education is designed to assess the student's ability to design, implement, and sustain an independent line of scholarly research. This is accomplished through a cumulative process in which the student develops and defends three components of the doctoral dissertation The dissertation is the capstone academic achievement of the PhD. The PhD dissertation is a scholarly documentation of the research. To earn the PhD the student must demonstrate the ability, motivation, and commitment and NCU will provide the faculty, the academic support and process to assist with the attainment of high academic goals Overview: PhD Special Education. The PhD program in Special Education prepares students for careers as university scholars and professors, as well as for leadership positions in educational institutions. Within the context of urban education, this program emphasizes theory and research on emotional/behavior disorders, language and learning disabilities, developmental and intellectual disabilities, early Location: W. Harrison St., Chicago, IL
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