Teaching & Learning
Teaching and Learning Ph.D.
Specialization in Special Education (SPED)
The University of Miami’s Department of Teaching and Learning is pleased to offer a doctoral specialization in special education with a focus on students with high-incidence disabilities. This specialization includes participation in ongoing faculty research and a strong emphasis on the intersection of special education and diversity issues. Doctoral students selecting this area of specialization are expected to develop expertise in a wide variety of methods appropriate to research in special education through coursework, seminars, and research assistantships. Students are encouraged to gain college-level teaching experience, to seek involvement in school and community projects, and to collaborate with graduate students and faculty both within the School of Education and Human Development and across other UM Schools and Colleges.
Our Students’ Career Objectives
- Tenure track or clinical faculty positions in Schools of Education at universities or colleges, especially Research I universities
- Teacher educators in higher education institutions:
- Research positions in educational research organizations
- State or district program or curriculum specialists
- Leadership and/or development positions in public non-profits
- Research and development positions in for-profit educational enterprises
WHO SHOULD APPLY TO THIS PROGRAM?
This program is designed for individuals who intend to pursue a career as faculty in institutions of higher education or as leaders in the special education community. We foresee that graduates will use their research skills to conduct independent research in the area of special education and/or provide expert advice to schools, school systems, nonprofit organizations, and/or other agencies on issues such as curriculum and instruction, staff development, and family involvement related to promoting the positive development and academic achievement of children with disabilities.
Graduating from the Special Education doctoral program at the University of Miami has thoroughly prepared me to integrate critical pedagogy with special education classroom practices in order to increase relevancy and equity, and has led to a tenure-track position in a prestigious university. The doctoral program afforded many opportunities to design professional development workshops, conduct student-teacher supervision, teach master's degree courses and conduct research, which were key elements in securing my current position.
The training, mentoring and supports I received while pursuing the Ph.D. in Special Education at the University of Miami were invaluable to my professional and personal growth. In the competitive world of academia, I was fortunate to have an offer for a tenure-track position before I defended my dissertation. This was possible due to the highly individualized mentorship I received. As a cohort, we were encouraged to publish and present in the largest educational conferences from the first year in the program. I was also given the freedom to explore my own research interests which include the intersection of English language development and Special Education. The pursuit of a doctoral degree should not be taken lightly, but the learning experience that comes with such a rigorous program is worth the effort.
PROGRAM OF STUDY
Core Special Education Courses (12 credits)
TAL 761: Cognitive Psychology in Special Education
Learn about different cognitive theorists and discuss various theoretical positions as to their strengths and weaknesses within and across theories.
TAL 762: Research in Special Education
Critical analysis of empirical research studies in selected areas of special education research focusing on research designs, data analysis methods, and interpretation.
TAL 763: Current issues in special education
Current issues and trends in special education from historical, societal, policy, practice and research perspectives.
TAL 655: Seminar in Reading and Learning Disabilities
Open only to advanced graduate students in reading and learning disabilities pursuing specialist or doctoral degree.
TAL 663: Disability and diversity. Critical views:
Examines critical issues in the cultural/historical conceptualization of the field of special education, against the background of cross-cultural views of disabilities.
Coursework in Diversity
TAL 662: Issues and Trends in Multicultural Education
The study and critical examination of the theory and practice of multicultural education. Development of a personal theory of effective education for pluralism.
In addition to TAL 662, students will take at least two graduate-level courses organized around thematic topics involving diversity in its various manifestations. The courses may be taken from different departments (e.g., psychology, sociology, modern languages, law) or may be part of a master’s degree program; nonetheless, they should form a coherent whole. The student and advisor shall determine which courses from across the University of Miami campus can be used to meet this requirement. Topics in diversity that are considered acceptable for thematic study include: (a) poverty and social class, (b) gender, (c) race and ethnicity, (d) exceptionality, (e) culture, (f) urban issues, (g) rural issues, (h) emigration, and (i) international issues.
General Teaching and Learning Requirements
TAL 661: The Social and Cultural Foundations of Education
This course is an interdisciplinary seminar reviewing the major literature in the Social and Cultural Foundation of Education. Classic, Modern and Post-Modern texts will be read with an emphasis on the literature written after 1980 (Post-Modern). Emphasis will be placed on the exploration of key policy questions, as well as the analysis of key sociological concepts related to the field such as hegemony, cultural reproduction, social capital and privilege. The course is intended to provide a "baseline" for understanding the field.
TAL XXX: Introduction To Learning Theories/ Learning Sciences
This course explores perspectives and research on domain-specific and domain-general learning in and out of schools. It examines various perspectives researchers use to inform their work and how these perspectives provide insight into what it means to learn and know.
TAL 607: Proseminar
Consists of a series of interactive sessions at which faculty, doctoral students, and guest speakers have the opportunity to discuss current topics in education research. Its purpose is to enhance the culture of scholarship and collegiality within the Department and to provide informal guidance to doctoral students on research and career directions in education. All students are required to take the proseminar, which will be offered once per year, for a total of 3 credits (1 credit per seminar).
Research Methods Competencies
TAL XXX: Introduction To Research In Education
This course focuses on diverse philosophies and epistemologies of research and the scientific enterprise, and the various methodologies that arise from these to conduct research in education. Students will develop an understanding of and appreciation for complementary yet unique educational research traditions brought to bear on substantive local, national, and international educational issues to be able to participate meaningfully and critically in multiple discourse communities that employ and/or produce educational research.
Research courses offered by Department of Education and Psychological Studies (EPS). Course Bulletin for course descriptions.
- EPS 553: Introduction to Statistics
- EPS 650: Meta-analysis
- EPS 660: Generalized Linear Model (every other year if this new course is approved)
- EPS 661: Measurement and Psychometric Theory
- EPS 662: Item Response Theory
- EPS 670: Introduction to Research Methods
- EPS 671: General Linear Modeling
- EPS 672: Applied Multivariate Statistics (every other year)
- EPS 673: Introduction to Structural Equation Models
- EPS 674: An Introduction to Multilevel Modeling (every other year)
- EPS 675: Qualitative Research Methods I
- EPS 676: Qualitative Research Methods II
- EPS 690: Advanced Topics in RME
REQUIREMENTS FOR ADMISSION
TO THE DOCTORAL PROGRAM IN TEACHING AND LEARNING
The following factors are considered when selecting doctoral students for admission:
- At a minimum, completion of a bachelor’s degree with an outstanding record from an accredited institution.
- Acceptable and recent (within 5 years) Graduate Record Exam (GRE) scores. The target minimum is a score of 1100 combined on verbal and quantitative (or 302 on new GRE scoring system) and at least a 4.0 on writing.
- International applicants whose native language is not English must take the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) and the Graduate Record Examination. TOEFL scores are valid for two years after test date.
- Professional experience relevant to degree program.
- Undergraduate grade point average of at least 3.0 (4.0 scale).
- Graduate grade point average of at least 3.5 (4.0 scale).
- Three letters of recommendation. At least two of the three letters of recommendation should include specific evaluation of the candidate’s potential to engage in scholarly research required for this program.
- The written statement of intent (in the UM online application) should describe how the candidate’s specific interests and obtaining a Ph.D. in this area of study fits into his/her career goals.
- Available student space in the program and someone willing to advise the student. Applicants are encouraged to contact faculty in the Special Education area to inquire about the match between the applicant’s interests and the faculty’s areas of scholarly research.
- A personal or phone interview may be required. Applicants will be notified as appropriate.
FREQUENTLY ASKED QUESTIONS
- Undergraduate grade point average of at least 3.0 (4.0 scale) and graduate grade point average of at least 3.5 (4.0 scale)
- Students are required to file a Program of Study and a Course Sequence Plan prior to the end of the second semester of study, which are developed in collaboration with a faculty advisor and a supervisory committee.
- Your letters of recommendation should speak directly to your academic potential as a student in a demanding doctoral program who will be expected, over time, to assume increased responsibility for independent learning.
- Your statement of purpose should address how your career aspirations match our goals for program graduates.
- If you have any extraordinary accomplishments that we should know about, please submit them with your applications materials.