Main Office
Matthews Hall, Room 206
Mailing address:
1155 Union Circle #310740
Denton, TX 76203-5017
940-565-2920
Web site: www.coe.unt.edu/tea
Program Offices and Advising:
Curriculum and Instruction
Matthews Hall, Room 218
940-565-2922
Early Childhood Education
Matthews Hall, Room 218
940-565-2922
Educational Administration
Matthews Hall, Room 218
940-565-2175
Elementary Education, Initial Certification (EC–6, 4–8)
Matthews Hall, Room 204
940-565-2826
Language, Literacy, and Bilingual Education, including Reading Education
Matthews Hall, Room 218
940-565-2922
Bilingual/ESL Certification Programs
Matthews Hall, Room 206
940-565-2931
Secondary Education, Initial Certification (8–12)
Matthews Hall, Room 207
940-565-2826
Field Experience (PDS, Student Teaching)
Matthews Hall, Room 204
940-565-4226
Graduate Faculty: Adkison, Byrd, Camp, Cannella, Contreras, Dixon-Krauss, Easton-Brooks, Eddy, Esprívalo Harrell, Harris, Hudson, Huffman, King, Laney, Leavell, Mathis, Milson, Mohr, Morrison, Nelson, Subramaniam, Tunks, van Tassell, Wickstrom, Wilhelm, B. Wojnowski, D. Wojnowski.
The Department of Teacher Education and Administration offers graduate programs to develop highly competent educators, researchers, and school administrators to provide educational leadership. Effective pedagogy, curriculum development and evaluation are emphasized in all programs. Students use current theory and research to make decisions about effective practice. The department also strives to improve practice through generation of new knowledge and through service to educational institutions, governmental agencies and practitioners at all levels.
Master’s degrees in curriculum and instruction, reading education, secondary education and educational administration (principal certification) allow candidates to apply for the Texas professional certificates and assume building-level leadership and departmental responsibilities in curriculum and instruction. Foundations courses provide philosophical, psychological and sociological backgrounds for educational decisions and practices.
Doctoral programs in curriculum and instruction, early childhood education, reading education and educational administration (superintendent certification) provide preparation for academic positions in higher education and for advanced positions of educational leadership in school districts and other educational settings.
The programs in this department are accredited by The National Council for the Accreditation of Teacher Education (NCATE) (2010 Massachusetts Avenue NW, Suite 500, Washington, D.C. 20036-1023 202-466-7496), and the State Board for Educator Certification (SBEC) (1710 North Congress Avenue, 5th Floor, Austin, TX 78701; 888-863-5880). Programs are approved by and operate according to the guidelines and policies of the Texas Higher Education Coordinating Board (P.O. Box 12788, Austin, TX 78711-2788; 512-483-6101).
Research and professional contributions of faculty are far ranging: research articles and scholarly books, textbooks in wide use throughout Texas and the United States and intensive training grants for teachers, school evaluation projects and studies of school finance and school choice. Each area represented in the department strives to make contributions to improving instruction for students throughout their school years.
Both research and service goals of the department are served through interdisciplinary efforts with other departments in the College of Education, the university and school districts. The Child Development Laboratory, Center for the Study of Educational Reform and Professional Development Schools are also sites for interdisciplinary efforts.
The Child Development Laboratory is an accredited preschool program for young children ages 3 through 5. In addition, it serves as a model, an observation site and a training center for undergraduate and graduate students in fields related to young children. Research related to early childhood issues is conducted by graduate students and faculty members from across the university.
In addition to the requirements for admission to the graduate school at the University of North Texas and the College of Education, each degree program may specify additional requirements for acceptance into programs. Please refer to the admission requirements listed for each degree program.
Faculty in the Department of Teacher Education and Administration have the right and responsibility to refer a student to the departmental ARR Committee if they have a concern about the student’s academic progress, behavioral characteristics or communication skills that indicate potential problems in school settings. The ARR Committee reviews referrals made by faculty and determines a course of action. The ARR Committee also reviews student appeals and determines a course of action regarding changes in the student’s course of study.
A limited number of teaching fellowships and assistantships are available for graduate students.
These opportunities include working with professors on research grants and projects or serving as a teaching assistant, working with undergraduate students in advising and degree plans, or teaching undergraduate classes and supervising student teaching. Application is made to the department chair by letter of application and a current resume. The letter should address particular strengths and interests.
A limited number of doctoral fellowships are available through the Toulouse School of Graduate Studies. Applications may be obtained through that office.
The Department of Teacher Education and Administration offers graduate programs leading to the following degrees:
In addition, the department offers support courses in educational foundations.
The doctoral programs in early childhood education and reading education are offered in federation with Texas Woman’s University.
See the College of Education section in this catalog.
The Master of Education degree with a major in curriculum and instruction was designed to enhance the knowledge and expertise of educators, combining theoretical perspectives and research-based practice with multiple opportunities for field-based projects and action research. Its goal is to support teachers as they assume leadership roles at the campus and district levels.
1. A valid Texas teaching certificate or equivalent.
2. Admission to the Toulouse School of Graduate Studies as a degree-seeking candidate with a major in curriculum and instruction.
3. Submission of GRE scores, essay, letter of intent and resume. Contact the academic program for information concerning additional admission requirements.
EDCI 5130, EDCI 5320, EDCI 5360, EDCI 5710, EDCI 5720; EDSP 5755; 18 additional hours in one or more academic resource areas, as approved by the department. A portfolio presentation is required within the culminating course, EDCI 5720.
The program offers graduate education leading to the Doctor of Education and Doctor of Philosophy with a major in curriculum and instruction.
The goals of the doctoral program in curriculum and instruction are to prepare professional educators who are skilled and knowledgeable in analyzing and directing curriculum research and policy and in developing, implementing and evaluating curriculum products and instructional practices. The program offers a course of study with an interdisciplinary major in curriculum and instruction for grades K–12.
A research-oriented Doctor of Philosophy and a practitioner-oriented Doctor of Education are offered. Typically, the PhD program is recommended for students who intend to become a researcher in a public or private sector research and development center or a professor in a collegiate program of teacher education. The EdD program is recommended for students whose career ambitions include administrative and supervisory positions in school districts.
Admission to the doctoral program in curriculum and instruction takes into consideration several critical factors deemed important for success in graduate studies. No single factor determines an individual’s eligibility for admission.
Admission to the EdD or PhD program in curriculum and instruction is a two-step process. Each applicant first must apply to and meet the general admission requirements of the Toulouse School of Graduate Studies.
Then applications for students who meet initial admission standards are forwarded to the faculty in curriculum and instruction for review. Initial acceptance into the program is contingent upon the applicant’s meeting the following program admission standards in addition to the general requirements listed in the College of Education section.
1. A minimum grade point average of 3.4 on the master’s degree.
2. Submission of verbal and analytical writing scores on the GRE. Contact the academic program for additional information concerning admission requirements.
3. Three years of successful teaching experience or related acceptable experience. In the event the student does not meet this requirement, the faculty in curriculum and instruction may recommend the student participate in extensive practicum or internship experiences as part of the doctoral degree requirements. This practicum or internship will be in addition to that required as part of the regular degree program.
4. An application form, which may be obtained from the Department of Teacher Education and Administration. Applicants must submit the following to the curriculum and instruction faculty for review: a scholarly writing sample, a letter of intent to pursue doctoral studies in curriculum and instruction, a professional resume/vita and three letters of recommendation from persons who can testify to the applicant’s ability to do advanced work. In addition to the listed criteria, the faculty may consider the applicant’s related work experience, publications, presentations to professional organizations, leadership roles, teaching excellence, awards and other activities that provide evidence of potential success in a doctoral program.
Applicants must complete successfully the written admissions examination within their first term/semester of doctoral course work to receive unconditional admission.
To meet the residency requirement, EdD students are required to enroll in a minimum of 18 semester hours during a calendar year. PhD students are required to enroll in a minimum of 18 semester hours during two consecutive long semesters (fall-spring, spring-fall, spring-summer or summer-fall). Residency must be completed prior to attempting the written qualifying exam.
Required common courses for both the PhD and EdD include the curriculum and instruction core courses: EDCI 6110, EDCI 6220, EDCI 6230, EDCI 6340, EDCI 6350 and EDCI 6460; research courses EPSY 6010 and EPSY 6020; 6 hours in technology; 24 hours in a related field of study; and 12 hours of dissertation.
The PhD program also requires the following courses: research courses EPSY 6210 and EPSY 6280; 3 to 9 hours of mentorship, which may be met by research assistantship, independent study on a basic research problem, and/or additional course work in research. A 9-hour tool subject also is required. The tool subject may be met through educational research or computer education.
In addition to the common courses, the EdD requires a 6- to 9-hour practicum that may include evaluation studies, action research, and/or supervisory studies.
Additional course work may be required, depending on the candidate’s previous experience.
Initial acceptance into the master’s program in early childhood education is contingent upon the following requirements.
1. Submission of acceptable scores on the GRE. Contact the academic program for information concerning acceptable admission test scores. If the applicant does not meet this standard but otherwise shows promise of academic success, the program faculty may choose to admit the student provisionally. In this case, the GRE or GMAT must be repeated.
2. Three satisfactory letters of reference, including one from their last professional employer (if they have had such previous experience) and one from the last academic institution they attended.
3. A statement of approximately 300–500 words concerning the purpose for undertaking graduate study at UNT, including professional plans or career goals as well as a discussion of research interests.
In addition to the listed criteria, the committee may consider the applicant’s related work experience, publications, presentations to professional organizations, leadership roles, teaching excellence, awards and other factors that might provide evidence of potential success in the master’s program.
In all cases, the early childhood education faculty maintain the right to deny admission to an applicant who in their judgment fails to meet personal or academic admission standards.
All MS students in early childhood education are required to complete the following.
1. Early Childhood Education Master’s Core (18 hours):
2. Research Requirement (6 hours):
3. Thesis Options: Students may select either the 36-hour thesis option or the 39-hour non-thesis option.
Thesis Option: Students must successfully develop a thesis proposal, defend the proposal, and complete and defend the proposed research. In addition to the ECE master’s core and the research requirement cited above, students selecting the 36-hour thesis option must also complete 6 hours of EDEC 5950, Master’s Thesis. In consultation with the student’s committee (see below), the student will select 6 additional hours of course work; a minimum of 3 of these hours must be chosen from early childhood education (EDEC) courses.
Non-thesis Option: In addition to the ECE master’s core and the research requirement cited above and consultation with their committee (see below), students selecting the 39-hour non-thesis option must also complete 3 additional hours of EDEC courses and 12 hours from a related area. Students choose their related area in consultation with their committee; a maximum of 3 of these hours may be EDEC courses. Suggestions for related areas include but are not limited to: educational administration (to be eligible for temporary principal’s certification), higher education (for specialized courses in teaching at community colleges/junior colleges), and reading (for the reading certification or depth).
4. Comprehensive Exam: All students must complete a comprehensive exam, including an oral exam. The comprehensive exam for thesis students will be the thesis defense. Non-thesis students may elect to complete a written exam of three to four questions.
Note: Students entering the MS in early childhood education program who have not had the following in their academic background during the past six years will be required to take either or both of the following:
These courses may be included in the degree plan within the additional EDEC hours.
Each student’s degree program will be guided by a master’s committee. The committee will be composed of at least three members including two from the UNT early childhood education faculty. The committee actively participates in drawing up the student’s degree plan and evaluating the comprehensive exam.
The EdD program in early childhood education is offered as a cooperative program between the University of North Texas and Texas Woman’s University under guidelines established by the Federation of North Texas Area Universities.
The federation doctoral program provides opportunities for formal course work, seminars, independent study, participation in regional and national conferences, and dissertation research. The program also includes federation-sponsored seminars featuring outstanding nationally and internationally recognized educators.
The mission of the doctoral program in early childhood education is to develop professionals who are leaders and agents of social change for children and their families. This mission is accomplished through:
Graduates are prepared to assume diverse roles including teaching, research and administrative responsibilities.
Each applicant must apply to and meet the general admission requirements of the Toulouse School of Graduate Studies at UNT.
Acceptance is contingent upon the following.
1. Evidence of holding a master’s degree from an accredited college or university and have a grade point average of 3.5 or higher on all graduate credit hours.
2. Submission of acceptable scores on the GRE or GMAT and any program-specific admission materials. Contact the academic program for information concerning competitive admission test scores. If the applicant does not meet this standard but otherwise shows promise of academic success, the program faculty may choose to admit the student provisionally. In this case, the GRE or GMAT must be repeated. If an acceptable score is not achieved the second time, the student may appeal. Students who have not satisfied the GRE or GMAT requirement and who have not presented a successful appeal by the end of their first term/semester of graduate work will not be eligible to take further course work until this requirement is satisfied.
3. Three satisfactory letters of reference, including one from their last professional employer (if they have had such previous experience) and one from the last academic institution they attended.
4. A statement of approximately 300–500 words concerning the purpose for undertaking graduate study at UNT, including professional plans or career goals as well as a discussion of research interests.
In addition to the listed criteria, the committee may consider the applicant’s related work experience, publications, presentations to professional organizations, leadership roles, teaching excellence, awards and other factors that might provide evidence of potential success in the doctoral program.
In all cases, the early childhood education faculty maintains the right to make independent inquiry of the applicant’s employers and the faculties of institutions previously attended, as well as to deny admission to an applicant who in its judgment or in the judgment of any of the program’s federated universities fails to meet personal or academic admission standards.
1. Early Childhood Education Doctoral Core (21–22 hours):
2. Research Requirement (12 hours):
3. Each student must also complete a 12-hour concentration from additional courses within the program area. These courses are selected in consultation with the student’s doctoral committee (see below).
4. Each student must also complete 12 hours in a related area. These courses are selected in consultation with the student’s doctoral committee and may include a maximum of 3 additional hours from courses within the program area.
5. The student must prepare and orally defend a written qualifying exam.
6. Dissertation Research Requirement (12 hours): The student must successfully develop a dissertation proposal, defend the proposal, and complete and defend the proposed research. The research project should add substantive confirmation or understanding of the principles, theories and practices of early childhood education.
7. Residency Requirement: To meet the residency requirement for the EdD, students must enroll in a minimum of 18 semester hours during a calendar year.
Note: Students entering the EdD in early childhood education program who have not had the following in their academic background during the past six years will be required to take either or both of the following:
These courses may be included in the degree plan within the concentration area.
Students entering the EdD program who have not had a child development course in their academic background during the past six years will be required to take either DFST 5133 (may be included in the concentration area) or FS 6653 (TWU) taken as a core requirement.
Students entering the EdD program who have not had a statistics course in their academic background during the past six years will be required to take EPSY 5210 before taking any of the courses listed in the research requirement cited above.
EDEC 6511 should be taken during the student’s first three terms/semesters.
Each student’s degree program will be guided by a doctoral committee. The committee will be composed of at least two members of the UNT program faculty and at least one member from TWU. The chair of the committee should be a member of the UNT early childhood education program faculty. The committee actively participates in drawing up the student’s degree plan, assisting and evaluating the written and oral qualifying exams, and evaluating the dissertation proposal and final defense.
The Texas principal’s certificate requires a master’s degree with 39 semester hours of graduate credit. The superintendent’s certificate requires an additional 21 hours. Requirements are listed in the College of Education section.
A Master of Education degree program in educational administration is available. This program leads to certification as a principal. Individuals applying to the educational administration program must have all application materials in the program office by the following dates:
Admission to graduate study is described in the College of Education and the Toulouse School of Graduate Studies sections. To complete admission requirements for the educational administration program, the student must request an admissions application packet from the educational administration program office. Among the required steps are:
1. Bachelor’s degree from an accredited college or university. If a candidate already holds a master’s degree, the courses and the candidate’s performance in that degree are reviewed.
2. Bachelor’s grade point average (GPA) of 2.8 or higher overall, or bachelor’s GPA of 3.0 or higher for the last 60 hours, or completed master’s degree GPA of 3.4 or higher.
3. GRE scores: verbal, quantitative, and analytical writing. The program views high GRE scores as positive indicators of potential success in the program; however, low GRE scores need not exclude a candidate who shows positive indicators in other areas.
4. A letter of recommendation from the applicant’s supervisor identifying the applicant’s reading, critical thinking and writing skills.
5. An essay describing why the applicant is seeking a master’s degree in educational administration, identifying relevant educational experiences and strengths, and providing evidence that he or she will be successful educational leaders in an increasingly multicultural environment. Applicant documentation should show evidence of experience with diverse learners and populations.
6. Resume or vita that includes the candidate’s previous work and educational experiences. The applicant will have two (2) full years of teaching experience.
7. The applicant must submit a program application form.
Required for major: EDAD 5300, EDAD 5330, EDAD 5390, EDAD 5400, EDAD 5600, EDAD 5610, EDAD 5620, EDAD 5630, EDAD 5650, EDAD 5680 and EDAD 5700. The student must select one elective course from the following: EDCI, EDEE, EDSE, EPSY, EDSP, EDRE, ATTD, CECS, EDAD or as approved by advisor.
Prerequisite(s): provisional teaching certificate and two years of teaching experience in an accredited school.
Doctor of Education and Doctor of Philosophy degrees are offered with a major in educational administration. Minor fields may be selected from any other discipline at the university. The PhD program prepares individuals to conduct and evaluate research that will expand knowledge in educational administration. Typically, the PhD student plans a career as a university professor, a policy analyst, or a research director in a state or local education agency.
The EdD program is designed for students who plan careers as school administrators. Certification as a superintendent may be part of this program. This degree emphasizes the application of educational research and accepted management practice to educational administration. The aim of this program is to assist students to prepare for leadership roles in education.
Admission dates for both the EdD and PhD programs are the same. Applicants must submit documentation to the educational administration program office by October for the spring semester or March for the fall semester. Applicants must apply for admission to either the EdD or PhD program in educational administration. Students applying for the PhD program will be expected to declare as an objective a career as a university professor or a research position within a state or federal agency or school district. Students applying for the EdD program will be expected to declare as an objective a career as a school administrator.
Applicants must meet requirements for admission to the Toulouse School of Graduate Studies, general education requirements (as listed in the College of Education section of this catalog) and the departmental requirements for admission to doctoral study.
A candidate for admission to either doctoral program must have completed 24 hours in education at the undergraduate or master’s level. Students who do not have a master’s degree in school administration must complete a minimum of 15 hours of deficiency courses in educational administration. These courses, generally taken prior to or concurrent with the doctoral requirements, are specified by the student’s major professor.
It is expected that applicants will have had experience as public or private school teachers and will hold a teacher’s certificate.
Applicants must submit official scores for the verbal, quantitative and analytical writing sections of the GRE for admission.
Each EdD and PhD applicant must submit an admissions portfolio, including:
1. Letters of recommendation from three persons who can give evidence of the applicant’s reading, writing and critical thinking skills. One of the letters should be from a college or university professor, and one letter should be from a supervisor familiar with the individual’s professional work.
2. A detailed resume.
3. Documentation of having experience as a public or private school teacher at the elementary or secondary school level.
4. Documentation of having experience in administrative, managerial or other leadership positions.
5. A three-page personal statement. (Contact program for details.)
6. A sample of his or her best written work in the form of a published article or book chapter, a research term paper, or a district or agency report.
7. A three-page discussion of the two or three most important books that he or she has read recently.
Applicants must also complete a written admissions exam. The admissions exam is given twice each year, in November and April.
It is up to the student to make sure that all requested items have been submitted. The purpose of the admissions exam is to ascertain organizational abilities; capacity for rational thinking; and writing skill. Prior to the admissions exam, each student will be given a book chapter, research paper, or book to read. The questions on the admissions exam will relate to the prior reading assignment.
To meet the residency requirement for the EdD program, students are required to enroll in a minimum of 18 semester hours during a calendar year. For the PhD program, students must enroll full-time (a minimum of 9 semester hours) during both fall and spring semesters.
The following are minimum degree requirements for students in the EdD program.
1. Core courses: EDAD 6100, EDAD 6510, EDAD 6520, EDAD 6530, EDAD 6570, EDAD 6580.
2. Research and statistics: EPSY 6010, EPSY 6020.
3. Educational administration electives: 12 hours selected based on the student’s career focus.
4. Minor field: 15 hours selected from a single field based on the student’s career focus.
5. Dissertation: 12 hours minimum.
The following are minimum degree requirements for students in the PhD program.
1. Core courses: EDAD 6100, EDAD 6400, EDAD 6510, EDAD 6570; plus two courses selected from EDAD 6110, EDAD 6310, EDAD 6900.
2. Research and statistics: EPSY 6010, EPSY 6020; plus one from EPSY 6210, EPSY 6220, EPSY 6230 and EPSY 6280.
3. Educational administration electives: 12 hours selected from EDAD 6110, EDAD 6200, EDAD 6310, EDAD 6520, EDAD 6540, EDAD 6580, EDAD 6590, EDAD 6900.
4. Minor field: 15 hours outside the college in a field related to the student’s area of research interest.
5. Dissertation: 12 hours minimum.
6. Tool subject: Competency in a tool subject must be demonstrated by completing either 9 hours of computer science or equivalent courses (over and above other computer-related courses listed on the degree plan) or 9 hours of research courses (over and above other research courses listed on the degree plan). Proficiency in a foreign language also can be used to satisfy this requirement if knowledge of the language is necessary for completing the student’s dissertation research. Possible use of native language to meet this requirement will be determined by the doctoral committee of the student. Such students may either be allowed to take and pass a proficiency exam in native language or complete 12 hours of foreign language.
See the College of Education section in this catalog.
The Department of Teacher Education and Administration offers the Master of Education with a major in secondary education along with 8–12 certification at the post-baccalaureate level in all content areas available to undergraduate students. The master’s degree in secondary education requires 36 semester credit hours, at least 12 of which are completed as part of the initial post-baccalaureate secondary program.
Students must meet the admissions requirements for the Master of Education in secondary education, which are different from those of the initial certification program. Acceptable Graduate Record Examination (GRE) scores, a one-page resume, and a two-page educational essay are required. Students should consult the program advisors for details.
The master’s program in reading education prepares individuals for a leadership role in the delivery and coordination of literacy instruction in school districts and the community. The program emphasizes literacy instruction responding to the changing demographics in Texas. Particular emphasis is given to cultural issues related to languages and literacy learning, including acquisition of English as a second language. The master’s degree includes the all-level reading specialist certificate. The following courses are required for the major: EDCI 5320; EDCI 5710; EDCI 5720; EDRE 5170, EDRE 5180, EDRE 5190, EDRE 5200, EDRE 5370, EDRE 5060 and EDEC 5653; 3 hours from EDRE 5500 or EDRE 5070; 3 hours from EDSE 5004 or EDRE 5520.
For certification, a candidate must have completed three years of successful teaching in an accredited school and must pass the state-required examination.
A portfolio is required for the master’s degree in reading.
1. A resume or curriculum vitae that includes the candidate’s work history, educational experiences, and relevant certifications.
2. Transcripts of post-secondary educational course work, including bachelor’s degree from an accredited college or university.
3. The bachelor’s degree grade point average (GPA) of 2.8 overall, or a bachelor’s degree GPA of 3.0 in the last 60 hours of course work, or a completed master’s degree GPA of 3.4 or higher.
4. GRE scores: verbal, quantitative, and analytical writing. The program views high GRE scores as positive indicators of potential success in the program; however, low GRE scores need not exclude a candidate who shows positive indicators in other areas.
5. A personal, written statement from the candidate providing a brief description of his or her career and stating the goals and rationale for applying to the master’s or doctoral reading program.
See the College of Education section of this catalog.
The doctoral program in reading education is a cooperative effort between the University of North Texas and Texas Woman’s University under guidelines established by the Federation of North Texas Area Universities. Both the Doctor of Philosophy and Doctor of Education degrees are offered.
The federation doctoral program provides opportunities for formal course work, independent study, participation in regional and national conferences, and dissertation research. The program also includes federation-sponsored seminars featuring outstanding nationally and internationally recognized scholars.
Educators and researchers are prepared for specialized work in reading at all levels of education. The program responds to the recognition of the value of literacy and contributes to its development in diverse social contexts, from local school districts to universities in the United States and abroad. At all levels of study, the interrelationships of theory and practice are valued, as students are led to develop theory and new knowledge leading to integrations of research and teaching.
Each applicant must apply to and meet the general admission requirements of the graduate school.
The applicant must meet the following program admission standards:
1. A resume or curriculum vitae that includes the candidate’s work history, educational experiences and relevant certifications.
2. Transcripts of bachelor’s and master’s work. Candidates should hold a master’s degree and have experience with literacy-related instruction and programs.
3. Bachelor’s degree grade point average (GPA) of 2.8 overall, or a bachelor’s degree GPA of 3.0 in the last 60 hours of course work, or a completed master’s degree GPA of 3.4 or higher. For the doctoral degree, a completed master’s degree with a GPA of 3.5 is required.
4. Submission of GRE scores: verbal, quantitative, and analytical writing. The program views high GRE scores as positive indicators of potential success in the program; however, low GRE scores need not exclude a candidate who shows positive indicators in other areas.
5. Three letters of recommendation from individuals who can give evidence of the candidate’s reading, writing and critical thinking skills. Contact the reading program for more details.
6. A personal, written statement from the candidate providing a brief description of his or her career and stating the goals and rationale for applying to the doctoral reading program.
7. Successful written response to two, self-selected, literacy-related questions. The written responses are read by two or three program faculty members.
8. An example of the student’s scholarly writing.
A minimum of 60 hours beyond the master’s is required, plus satisfaction of the tool-subject requirement for the PhD. Based upon a review of the preparation of each entering student, additional courses may be required.
1. The following specific degree requirements must be completed for the PhD or EdD.
2. For PhD students, the tool-subject requirement can be met by taking 9 hours of advanced research, or 6 hours of advanced research and 3 hours of computer science. The courses must include advanced quantitative research and advanced qualitative research.
3. PhD students are expected to take a minimum of 12 hours outside the UNT College of Education.
4. For both PhD and EdD students, a minimum of 12 hours must be taken at a federation institution other than the student’s home institution.
5. To complete the integrated core curriculum of the federated doctoral program in reading education, the student must complete each of the following courses. Each course will be taught at the indicated campus.
6. The selected courses in reading education requirement can be satisfied by completing two courses from the following lists:
7. Residency requirement: Doctoral students must complete two consecutive semesters with a minimum of 9 hours taken each semester. Consecutive semesters may include summer, and employment is not restricted.
8. Students have 10 years to complete the program. No course work beyond the master’s degree that is more than 10 years old at the time the doctoral degree is conferred can be used toward the doctoral degree.
9. The student must complete successfully the common exit examinations (written qualifying examinations) prepared by the Doctoral Committee, which consists of one member from each institution. The examination will consist of one and a half days of written work in the major and a half day in the minor.
10. The student must successfully develop a dissertation proposal, defend the proposal, and complete and defend the proposed research.
Each student’s program will be guided by a doctoral committee. Members actively participate in (a) drawing up the student’s degree plan, (b) evaluating the written and oral qualifying exams, (c) evaluating the dissertation proposal and final defense and (d) attending the dissertation defense.
See the College of Education section in this catalog.
See the College of Education section in this catalog.
All Courses of Instruction are located in one section at the back of this catalog.
The “Course and Subject Guide,” found in the Courses of Instruction section of this book, serves as a table of contents and provides quick access to subject areas and prefixes.
Date of initial release: July 1, 2010 — Copyright © 2010 University of North Texas
Page updated:
August 27, 2010
— Comments or corrections: catalog@unt.edu
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