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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. Other MEd programs are in departments of the same name.

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

The MEdT, a two-year, field-based program, is designed for students who have earned baccalaureate degrees in fields other than education. Graduates are eligible for state teacher licensure in either elementary or secondary education. 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. Cheng, EdD—comparative and international education, education policy
P. Chinn, EdD—elementary and secondary science education
C. S. Collins, PhD—qualitative research, higher education, globalization, and social rates of return
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. A. Daniels, EdD—school, development, adolescent, group, homeless children, loss and transition counseling
P. Deering, PhD—curriculum and instruction, middle level education, social studies education, qualitative research
X. Di, EdD—teacher education, multicultural and international education
E. Enomoto, EdD—organization technology, politics of education
D. P. Ericson, PhD—philosophy of education, educational policy
C. Frambaugh-Kritzer, PhD—language and literacy
C. P. Fulford, PhD—educational technology, instructional and visual design
L. A. Fulton, PhD—elementary science education, teacher education, qualitative research
L. H. L. Furuto, PhD—mathematics education, ethnomathematics, quantitative research
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
C. L. Kessler, EdD—K-6 social studies-history education; anti-bullying; health advocacy
I. F. Kimura, PhD—kinesiology, athletic training and biomechanics
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
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
L. S. Muccio, PhD—early childhood, inclusive education, teacher action research
N. Murata, PhD—general physical education pedagogy, adapted physical education, special education/transition, and professional development
K. L. Murphy, DPE—physical education
W. D. Narkon, PhD—mild/moderate disabilities, learning disabilities, reading strategies
T. T. T. Nguyen, EdD—educational leadership, educational technology, internet safety
M. J. Noonan, PhD—moderate and severe disabilities, early intervention
L. Novosel, PhD—mild/moderate disabilities, design-based research, adolescent literacy, social and emotional learning, culturally responsive teaching pedagogy
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, teacher education
L. Oshita, PhD—special education teacher education, multicultural education in special education, and distance advising
S. Paek, EdD—educational technology, statistical analysis and evaluation
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
R. Reed, PhD—teacher training, cultural diversity, language arts, recruitment and retention of special education teachers
K. D. Roberts, PhD—assistive technology, culturally responsive education, learning disabilities, and educational research
S. Robinson, PhD—secondary teacher preparation, science education
C. Schmidt, PhD, BCBA-D—autism spectrum disorders, applied behavior analysis
M. Schmidt, PhD—educational technology, design-based research, assistive technology, autism
A. K. Serna, PhD—health education, school health programs, elementary education
P. Sheehey, PhD—mild/moderate and severe disabilities, families, multicultural issues
J. Simpson Steele, PhD—elementary teacher preparation, performing arts education, performance ethnography
H. Slovin, EdD—mathematics education
C. K. Sorensen, PhD—higher education, educational technology
E. Spitler, PhD—English/language arts methods; secondary education, adolescent literacy, disciplinary literacy, teacher literacy identity and transformation, teacher beliefs, sociocultural, psycholinguistic, reader response and multicultural studies, multiple/21st century literacies
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, ethnic and minority issues, Asian-American history
K. Tamura, PhD, ATC—athletic training and biomechanics
C. Tanabe, PhD—educational law and policy, philosophy of education
H. Tavares, PhD—politics of education, critical theories of education
J. A. Torralba, PhD—science education
S. Twomey, PhD—literacy, gender
J. Wells, PhD—autism, severe disabilities
B. L. Williams, PhD—art education
K. Wong, PhD—Hawaiian language and culture
K. K. Yamamoto, PhD—rehabilitation counseling, transition, and disability-related issues
J. Yoshioka, PhD—science education, teacher education
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

W. S. Nishimoto, PhD—oral history, life history, interviewing in qualitative research

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 on the candidate's qualifications, and includes courses required by the college, courses in the specialization, courses that provide an emphasis/breadth, 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 adapted physical activity or athletic training (BOC), and applied biomechanics. This discipline is based in the biological and physical sciences as well as in education. This foundation will be reinforced via course work, research, clinical/practical experiences in teaching, supervision, and mentorship experiences in the two areas specified above.

Doctor of Philosophy in Educational Psychology (PhD)

See "Educational Psychology."

Doctor in Professional Education Practice (EdD)

The EdD professional practice doctorate in education is in line with the recent call by the American Educational Research Association (AERA) to offer advanced degrees of professional practice that are distinct from doctoral research degrees in education. Professional practice doctorates in education are advanced degree programs aimed at preparing professionals for leadership roles at all levels of education, as well as in other positions where the main interest is the application of research in education settings.

Completing the EdD Degree

The EdD at the College of Education will be accessible to qualified candidates across the state, and require approximately 64 semester hours of credit spread over three years of study. Students will be organized in cohorts to encourage collaboration on projects. Instruction will be conducted in a combination of face-to-face course work during the summer, fall, and spring semesters (40%), online instruction (20%), participation in field-based projects during fall and spring semesters (40%).

Admission Requirements

The COE invites applications from prospective students with outstanding academic records and demonstrated potential to succeed in a professional practice doctoral program. The following is a summary of admissions requirements and course work. Detailed information is available on the COE website: coe.hawaii.edu/academics/educational-foundations/edd.

  • Master's degree
  • GPA of >3.0
  • At least five years of experience in an education-related field
  • Evidence of competence as a writer