Education, PhD - Specialization in Mathematics Education Leadership
Graduates become outstanding leaders in mathematics education. This program prepares students for careers as college or university professors, researchers, consultants, educational research analysts, program evaluators and curriculum specialists.
The Mathematics Education Leadership Program offers a unique PhD in Education specialization for educators interested in Mathematics Education Leadership. The program prepares individuals for leadership, research, and university teaching positions in mathematics education. Such positions might include roles as school or central office leaders, college or university faculty or researchers, curriculum and instructional materials developers, state or national agency leaders, or professional organization leaders.
Mathematics Education Leadership (MEL) focuses on research, curriculum, technology, and professional development for mathematics teaching, learning, and leadership. Many students receive secondary concentrations in instructional technology, teacher education, or education policy with opportunities to collaborate with faculty and fellow doctoral students in ongoing research, grants development, and professional networking activities.
Currently the Mathematics Education Leadership specialization admits students on an ongoing basis following PhD in Education deadlines for admission. Students interested in the PhD specialization in MEL are encouraged to meet with the program coordinator during the admissions process.
Education, PhD - Specialization in Mathematics Education Leadership
The program requires a minimum of 85 credits of study beyond the baccalaureate degree or a minimum of 55 credits beyond the master's degree. However, an individual's program typically requires 10 more credits depending on the person's goals, program requirements, and previous preparation. For both full-time and part-time students enrolled in doctoral programs, whether entry is post-baccalaureate or post-master's, the total time to degree will not exceed nine (9) calendar years from the time of first enrollment in the program as a doctoral student. Doctoral students are expected to progress steadily toward their degree and to advance to candidacy within no more than six (6) years. Students who do not meet published time limits because of compelling circumstances beyond their control may request an exception to this policy by petitioning their dean for a single extension of one calendar year prior to the expiration of the time limit.
General Culture (3 credits)
- EDUC 800: Ways of Knowing (3 credits) ( OR EFHP860. EFHP 860 is for Kinesiology concentration students only. Other students should select EDUC 800. Course should be taken 1st semester.)
Research Methods (15 credits)
- EDRS 810: Problems and Methods in Education Research (3 credits) (2nd semester)
- EDRS 811: Quantitative Methods in Educational Research (3 credits)
- EDRS 812: Qualitative Methods in Educational Research (3 credits)
- Choose two from below:
- EDRS 818: Critical Discourse Analysis in Education Research (3 credits)
- EDRS 820: Evaluation Methods for Educational Programs and Curricula (3 credits)
- EDRS 821: Advanced Applications of Quantitative Methods (3 credits)
- EDRS 822: Advanced Applications of Qualitative Methods (3 credits)
- EDRS 823: Advanced Research Methods in Single Subject/Case Design (3 credits)
- EDRS 824: Mixed Methods Research: Integrating Qualitative and Quantitative Approaches (3 credits)
- EDRS 825: Advanced Research Methods in Self-Study of Professional Practice (3 credits)
- EDRS 826: Qualitative Case Study Methods (3 credits)
- EDRS 827: Introduction to Measurement and Survey Development (3 credits)
- EDRS 828: Item Response Theory (3 credits)
- EDRS 830: Hierarchical Linear Modeling (3 credits) *
- EDRS 831: Structural Equation Modeling (3 credits)
- EDRS 832: Document Analysis and Archival Research (3 credits)
- EDRS 833: Participatory Action Research (3 credits)
- EDRS 836: Narrative Inquiry (3 credits)
- EDRS 850: Grounded Theory (3 credits)
- EDRS 897: Special Topics in Research Methods (3 credits)
Professional Specialization (18 credits)
These courses differ according to a student's major specialization but always include three hours of internship credit.
- EDCI 855: Mathematics Education Research on Teaching and Learning (3 credits)
- EDCI 856: Mathematics Education Curriculum Design and Evaluation (3 credits)
- EDCI 857: Preparation and Professional Development of Mathematics Teachers (3 credits)
- EDCI 858: Mathematics Education Research Design and Evaluation (3 credits)
- EDCI 725: National and International Leadership Issues in Mathematics Education (3 credits)
- EDCI 726: State and Local Leadership Issues in Mathematics Education (3 credits)
- EDUC 994: Advanced Internship in Education (3 credits)
Secondary Specialization (18 credits)
Students have a number of options for secondary concentrations including concentrations within the School of Education, within other George Mason University departments and interdisciplinary concentrations. Most students in Mathematics Education Leadership choose Instructional Technology or Education Policy as their secondary concentration.
Dissertation (12 credits)
- EDUC 998: Doctoral Dissertation Proposal (3 credits)
- EDUC 999: Doctoral Dissertation Research (9 credits)
Students complete an electronic portfolio as part of the requirement of the PhD in Education and Human Development program. The portfolio is an organized, selective collection of documents designed to facilitate a student's academic and professional development, and to provide a basis for evaluation degree progress. The portfolio represents the scope and depth of a student's goals, plans, and accomplishments in coursework, independent study, research, internships, and other advanced learning activities. The portfolio thus provides both a vehicle for self-reflection and a comprehensive record of a doctoral student's experiences and ongoing progress toward academic and professional goals.
This program has been identified by George Mason University as one that may lead to a career requiring professional licensure/certification. Federal regulations require Mason to disclose information as to whether this program meets/does not meet the educational requirements for licensure/certification in your state, or whether such a determination has not been made. Please consult our Licensure Disclosure Tool for the disclosure statement specific to your desired state/program combination.
George Mason University will verify completion of the requirements of a Virginia Department of Education (VDOE) state-approved preparation program at the graduate or undergraduate level. Such verification does not guarantee the issuance of a Virginia Collegiate Professional, Postgraduate Professional, or Pupil Personnel license from the Commonwealth of Virginia. It is solely the student's responsibility to comply with all requirements for licensure by the Commonwealth. Under Virginia law, a social security number is required for licensure.