Home About UH Academic Calendar Courses Undergraduate Education Graduate Education Degrees, Minors, & Certificates Colleges, Schools, & Academic Units

Administration

General Information

Advising

Undergraduate Programs

Graduate Programs

Certification Programs


Research Units

Center on Disability Studies

Curriculum Research and Development Group


Student Organizations

Honors and Scholarships

Curriculum Studies

Educational Administration

Educational Foundations

Educational Psychology

Educational Technology

Institute for Teacher Education

Kinesiology and Rehabilitation Science

Special Education

College of Education

Graduate Programs

Master’s Degrees

The College of Education offers MEd degrees in curriculum studies, early childhood education, educational administration, educational foundations, educational psychology, educational technology, and special education. The MEd programs in curriculum studies and early childhood education are in the Department of Curriculum Studies. MEd programs are described under specific departments.

The College of Education also offers a masters of science (MS) degree in Kinesiology and Rehabilitation Science (KRS). The MS degree was designed as a two-three year program of study for students with advanced knowledge, skills, research, and clinical/field experiences in one of the following program areas: Physical Education, Adapted Physical Education (PE/APE); Entry-Level Graduate Athletic Training Education Program (EL-GATEP), Post-Professional Advanced Athletic Training Program (AATP), and Rehabilitation Counselor Education.

The MEdT, a two-year, interdisciplinary, field-based program, is designed for students who have earned baccalaureate degrees in fields other than education. Graduates are qualified for state teacher certification in either elementary or secondary education at the professional certificate level. MEdT students register full-time and progress through the program in cohorts. See the “Institute for Teacher Education” for more information.

Doctoral Degrees

Doctor of Philosophy in Education (PhD)
Wist 113
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-7913

Graduate Faculty

S. B. Roberts, EdD (Chair)—curriculum administration, policy, professional socialization, school administration
A. Bartlett, PhD—literacy, teacher education
M. Benham, EdD—Hawai'inuiakea School of Hawaiian Knowledge, educational administration, educational policy, indigenous education (K-post secondary), qualitative inquiry, leadership/community based
K. F. Berg, PhD—collaborative learning, educational psychology
R. Black, EdD—mental retardation transition, students at risk, research design
B. Y. Cartwright, EdD—rehabilitation counseling, ethics, transcultural counseling
P. Chinn, EdD—elementary and secondary science education
T. W. Christ, PhD—research methods, evaluation, curricula theory, literacy
D. Christopher, PhD—foreign language and English as a Second Language (ESL) education for preservice and inservice teachers
M. A. Cleary, PhD, ATC—athletic training and environmental exercise physiology
M. Conway, PhD—disability studies, transition, postsecondary supports, sensory impairment, assistive technology
B. G. Cook, PhD—mild/moderate disabilities, inclusion, evidence-based practices, higher education and students with disabilities
L. H. Cook, PhD—mild/moderate disabilities, inclusion, evidence-based practices, and students with disabilities
J. E. Cooper, PhD—higher education, community college curriculum, leadership and reflective practice
J. A. Daniels, EdD—school, development, adolescent, group, homeless children, loss and transition counseling
A. J. (Sandy) Dawson, PhD—mathematics education, teacher education
P. Deering, PhD—curriculum and instruction, middle level education, social studies education, qualitative research
C. DeRenne, EdD—physical education and sports science
X. Di, EdD—teacher education, multicultural and international education
P. Edelen-Smith, EdD—special education, assessment, learning disabilities
E. Enomoto, EdD—organization technology, politics of education
D. P. Ericson, PhD—philosophy of education, educational policy
A. R. Freese, PhD—teacher cognition, evaluation, preservice teacher education and narrative/reflective inquiry
C. P. Fulford, PhD—educational technology, instructional and visual design
D. Grace, EdD—language arts, media studies, early childhood
P. E. Halagao, PhD—social studies, multicultural education and Filipina/o curriculum and pedagogy
R. H. Heck, PhD—leadership and governance, organizational theory, policy
R. Hetzler, PhD—exercise physiology with interest in body composition and metabolism
C. Hitchcock, PhD—disability studies
C. Ho, PhD—educational technology
E. S. Hoffman, EdD—educational technology, e-learning, qualitative research methods
A. A. Jenkins, PhD—mild/moderate disabilities, content strategies/inclusive education, collaboration
J. L. Johnson, DrPH—exceptionalities, early childhood
R. Johnson, EdD—early childhood and elementary education
L. K. Johnsrud, PhD—academic governance and leadership, organizational theory, policy and planning
J. Kaomea, PhD—Native Hawaiian and indigenous issues in education; postcolonial theory
A. Kawakami, PhD—teacher education, indigenous education
I. F. Kimura, PhD—kinesiology, athletic training and biomechanics
I. King, PhD—mathematics education, supervision
V. N. Kobayashi, PhD—comparative education, philosophy
V. Krohn-Ching, MFA—art education
D. Leake, PhD—transition, self-determination, child and adolescent mental health
P. Leong, PhD—educational technology, distance education, virtual worlds
M. G. Lin, PhD—educational technology, participatory learning, open access resources
B. J. Lum, PhD—philosophy of education, human development, peace education, social and cultural studies
M. Maaka, PhD—indigenous education, language and literacy in education, multicultural education
J. K. Maeda, PhD—physical education, elementary and adapted physical education pedagogy, and professional development, applied behavior analysis
D. McDougall, EdD—behavioral self-control (self-management, self-monitoring), behavioral disorders/learning disabilities, inclusion/integration, applied behavior analysis, special education law
H. McEwan, PhD—curriculum theory, philosophy of teaching
P. McKimmy, EdD—policy and information technology solutions
M. P. Menchaca, EdD—educational technology integration, online teaching and learning, distance education, multiculturalism and social justice, and communities of practice
K. C. Merrill, PhD—higher education, student affairs, intercultural sensitivity development and transgender
J. A. S. Moniz, PhD—multicultural education, social studies, research methods
C. Morgan, PhD—promoting youth physical activity; benefits, assessment, levels, and related factors of youth physical activity
N. Murata, PhD—general physical education pedagogy, adapted physical education, special education/transition, and professional development
T. Nguyen, EdD—educational leadership, educational technology
M. J. Noonan, PhD—moderate and severe disabilities, early intervention
K. Oliveira, PhD—Hawaiian language, culture and geography
T. O'Neill, PhD—science education with a focus on multicultural science education and the teaching and learning of science for social justice
C. Ornelles, PhD—mild/moderate disabilities, students at risk, integration of services, collaboration
N. A. Pateman, EdD—mathematics education
M. E. Pateman, HSD, MPH—school and college health education
E. Ponte, PhD—second language studies, teacher education, assessment and evaluation
F. Pottenger, PhD—science education
J. H. Prins, PhD—kinesiology
K. Rao, PhD—assistive technology, distance education, universal design for learning, English language learners and literacy
G. G. Reed, PhD—social and cultural foundations, values and education, comparative education
K. D. Roberts, PhD—assistive technology, culturally responsive education, learning disabilities, and educational research
N. S. Schonleber, PhD—early childhood education, early literacy, cultural influences on learning, language development
P. Sheehey, PhD—mild/moderate and severe disabilities, families, multicultural issues
A. K. Serna, PhD—health education, school health programs, elementary education
J. Skouge, EdD—exceptionalities
H. B. Slaughter, EdD—language arts, literacy, qualitative research, program evaluation
H. Slovin, EdD—mathematics education
G. Smith, EdD—interdisciplinary team development
C. K. Sorensen, PhD—higher education, educational technology
C. D. Stickley, PhD, ATC—athletic training and biomechanics, exercise physiology
N. J. Stodden, PhD—disability and diversity, school-based supports
R. A. Stodden, PhD—mental retardation, career/vocational special education
E. H. Tamura, PhD—history of education, history of education in Hawai'i, Asian-American history
C. Tanabe, PhD—educational law and policy, philosophy of education
H. Tavares, PhD—politics of education, critical theories of education
K. A. Tokuno, PhD—educational administration, assessment
J. A. Torralba, PhD—science education
S. Twomey, PhD—literacy, gender
B. L. Williams, PhD—art education
K. Wong, PhD—Hawaiian language and culture
D. B. Young, EdD—science education
J. Zilliox, EdD—mathematics education
D. K. Zuercher, PhD—teacher education, middle level, health, qualitative research methodology, language arts, fine arts

Cooperating Graduate Faculty

K. Hijirida, EdD—Japanese teaching methodology, curriculum theory and development, language teaching for special purposes

Affiliate Graduate Faculty

P. G. LeMahieu, PhD—educational research methodology, statistical analysis, evaluations and measurement

The doctor of philosophy in education (PhD) is a college-wide degree awarded for distinguished academic preparation for professional practice and research in the field of education. The program is designed to enhance and facilitate educational, social, and economic growth locally, nationally, and internationally with a pool of highly qualified educational scholars and leaders.

The quality of a candidate's work is judged by a variety of experiences, which include the College of Education general and specialization area courses, culminating in a field project or internship, a set of comprehensive and final examinations, and a dissertation. The dissertation is based on a selected research problem and is a significant part of the candidate's experience. Seven areas of specialization are currently available: curriculum and instruction, educational administration, educational foundations, educational policy studies, educational technology, exceptionalities, and kinesiology.

Application for admission to the PhD program will be considered for the fall semester only and is made to the Graduate Division and to the College of Education. Students must meet the requirements of both the Graduate Division and the College of Education, including acceptable scores on the Graduate Record Examination (GRE) verbal, quantitative, and analytic writing assessment. Applicants from foreign countries where English is not the dominant language are required to have a TOEFL score of 600 (regardless of degree completion from other U.S. institutions). A master's degree from an accredited university or college is required with evidence of a minimum of three years of experience in the field of education. The applicant must demonstrate competence in writing and present a written statement of career goals and academic objectives. At least three letters of recommendation are required. An oral interview may be conducted.

For further information, applicants may contact the PhD in Education Program at (808) 956-7913.

Specialization in Curriculum and Instruction

The specialization in Curriculum and Instruction develops educational leaders in curriculum development, teaching, curriculum evaluation, and/or teacher education and professional development. The program varies in the number of credit hours required, depending upon the candidate's qualifications, and includes courses required for all doctoral students enrolled in the College of Education; courses in an area of specialization, such as issues and trends in curriculum, teaching and learning, curriculum and program evaluation, and research on teacher education and professional development; breadth courses; a field project or an internship in college teaching; and the dissertation.

Specialization in Educational Administration

The primary purpose of this area of specialization is to develop educational leaders in elementary, secondary, and higher education settings. Areas of emphasis within the program include management and leadership, organizational theory, policy and governance, organizational socialization, and research methods.

The program includes courses required of all doctoral students in the college, courses in an area of specialization (K–12 or higher education), courses taken outside the department, a field project/internship or an apprenticeship in college teaching, and the dissertation.

Specialization in Educational Foundations

This area of specialization prepares educational professionals with an understanding of the historical, philosophical, cultural, social, and political contexts of education so that they can make informed and wise decisions about educational problems and policy issues. Graduates with the PhD are expected to exert leadership in the field of education and deal with those aspects and problems in society that need to be taken into account in advancing educational thought, policy development, and practice, especially where these concern the social role of the school and other educational agencies. The program of study varies in the number of credits required, depending upon the candidate's qualifications; college and departmental course requirements; course work focused on an area of emphasis in history, philosophy, or comparative or social foundations of education; courses outside the department; a field project/internship or an apprenticeship in college teaching; qualifying and comprehensive examinations; and the dissertation.

Specialization in Educational Policy Studies

Educational policy studies consists of a multidisciplinary program of study and research concerned with identifying and ameliorating significant educational problems. It draws upon concepts and research methods from a variety of fields (including the social sciences, history, law, and philosophy) in defining problems and formulating solutions. The purpose of this specialization is to prepare professionals from diverse backgrounds for effective informed engagement in this process. At the same times, it prepares such persons to pursue research and service agendas geared toward lifting policy analysis, discourse, and action to new levels. The program varies in the number of credit hours required, depending upon the candidate's qualifications, and includes courses required of all doctoral students in the college, courses in the specialization, breadth courses taken outside the specialization, a field project/internship, or an apprenticeship in college teaching, and the dissertation.

Specialization in Educational Technology

This specialization is designed to prepare influential professionals to make original scholarly and technical contributions in the field of educational technology (ETEC). Scholars in the field explore the uses of innovative media and technologies for education, studying aspects from student learning, communication, and cognition to impacts of technology use and change on individuals and institutions. ETEC integrates the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning and teaching. The specialty has been designed to encourage intellectual excellence and participation in a scholarly community. The program includes courses required of all doctoral students in the college, courses in educational technology, breadth courses taken outside the specialization, a field project/internship or an apprenticeship in college teaching, and the dissertation. Graduates of the program are prepared to assume intellectual and technology leadership roles in many areas, including education, business, health care, military, and government.

Specialization in Exceptionalities

This area of specialization prepares professionals to work as leaders in the education and support of individuals who have unique needs, often due to disabilities. The field is broad, addressing life-span concerns and involving such services as advocacy, family support, community services, vocational training and support, and special education. Graduates of the program are expected to assume leadership roles addressing local, regional, national, and international issues related to research and higher education and/or program development and evaluation. The program varies in the number of credit hours required, depending upon the candidate's qualifications, and includes courses required by the college, courses in the area of specialization, courses in an emphasis area, courses in a field outside of the Department of Special Education, a field project/internship or an apprenticeship in college teaching, and the dissertation.

Specialization in Kinesiology

This area of specialization prepares professionals to work as leaders in the education, adapted physical education, athletic training (BOC), applied biomechanics, exercise physiology and sports medicine as educators, administrators, directors, researchers, and clinicians. This wide ranged discipline is based in the biological and physical sciences. This foundation will be reinforced via course work, research, clinical/practical experiences in teaching, supervision, and mentorship experiences in adapted physical education and allied health/sports medicine.

Doctor of Philosophy in Educational Psychology (PhD)

See "Educational Psychology."