2018–2019 Walden University Catalog (September 2018) [ARCHIVED CATALOG]
Reading Literacy, Assessment, and Evaluation (Non-Licensure*) - PhD in Education
Return to: PhD in Education–School of Education and Professional Licensure
Through this research-oriented specialization, educators gain expertise in best practices in reading, literacy, curriculum design and instruction, teacher professional development, and program evaluation and assessment. Students develop literacy-related research projects and critique significant research that can improve reading and curriculum outcomes across the educational system, including classroom instruction, program design, policy implementation, and critical thinking.
Through their coursework students explore:
- Sociopolitical, cultural, and economic influences on literacy.
- Curriculum and assessment.
- The role of literature in promoting cross-cultural understandings in a student-centered literacy curriculum.
- Best practices in literacy.
- Program design and evaluation.
This specialization is designed for classroom teachers, lead teachers, reading specialists, literacy coaches, department chairs, curriculum specialists, and any instructors who wants to gain a deeper understanding of reading and literacy practices and evaluation methods. Students also take research method courses that will help them grow as scholar-practitioners.
*Walden University’s PhD in Education program with a Reading Literacy, Assessment, and Evaluation (Non-Licensure) does not lead to certification or licensure in reading literacy, assessment, and evaluation. Walden makes no representation, warranty, guarantee, or commitment that successful completion of this program or coursework for graduate credit within this program will permit a graduate to obtain state certification or licensure as a teacher in reading literacy, assessment, and evaluation.
After graduating from this specialization, the student will:
- Interpret the components of reading curriculum in the 21st century including influences from the sociopolitical landscape, social media, technological innovations, family and community involvement, and influences from applicable education standards.
- Demonstrate the ability to communicate with stakeholders to gain their support for improvement of curriculum and literacy programs at the systems level.
- Address challenges faced in teaching and learning literacy curriculum across content areas.
- Assess literacy curriculum and programs utilizing data about students and literacy assessments used at the national, state, and local levels.
- Create literacy programs that enhance student learning and support professional development for teachers.
- Integrate concepts of positive social change in literacy curriculum and programs.
- Evaluate literacy research.
- Practice ethically in the profession.
- Demonstrate the ability to conduct research that positively impacts social change.
Foundation Course (5 cr.)
Specialization Courses (30 cr.)
Core Research Sequence (15 cr.)
Courses composing the core research sequence are conducted online and require weekly readings, participation in discussions, and assignment completion. Course instructors guide discussions and evaluate discussion and application assignments. RSCH 8110 must be completed prior to Residency 2 of the academic residencies. RSCH 8210 and RSCH 8310 must be completed prior to beginning the dissertation or attending Residency 3.
Doctoral Support Courses (11 cr.)
Advanced Research Course (5 cr.)
Those enrolled in this specialization are required to complete an advanced research course. The university offers three advanced research courses: quantitative, qualitative, and mixed-methods. When the prospectus is approved, students will take the advanced research course selected as the methodology approved for the dissertation.
Students are required to complete one of the following courses:
Dissertation (5 cr. per term for a minimum of four terms = 20 cr.)
Students will be registered for two courses every 11 weeks, following the completion of the foundation course. Students who wish to reduce their course load during one or more terms should contact their academic advisor.
Note on Certification
This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.
Prospective Alabama students: State Authorization to provide a program related to the preparation of teachers or other P–12 school/system personnel does not indicate eligibility for an Alabama professional educator or professional leadership certificate. Applicants who complete an educator preparation program at a non-Alabama institution must apply for an Alabama professional educator or professional leadership certificate through the Alabama Certificate Reciprocity Approach. Current requirements may be found at www.alsde.edu.