Doctor of Philosophy in Education
Course work and research emphasize the application of knowledge to teaching and learning, and the development of students as professional leaders with a strong scholarly knowledge base.
- A full-time, four-year, on-campus program with three terms per year.
- Applicants identify a field of study and one to two potential supervisors
- Each course is seminar style and consists of 36 instructional hours.
- Students normally take courses for the first two years, then complete a comprehensive examination and write a thesis proposal.
- Students are assigned and interact regularly with their academic supervisor.
- Minimum time for degree completion is nine academic terms.
— Ian Matheson (@Ian_QueensEd) October 5, 2015
Ph.D. applicants must select one of the following fields of study:
Curriculum theorizing is an inquiry into the social, contextual, and historical facets of teaching and learning. This field extends beyond teaching disciplines and formalized curriculum mandates to explore the conditions that influence the practices of teaching and the emergence of learning. Curriculum theorizing scholars are engaged in curriculum research across a variety of teaching and learning contexts, both school-based and non-school-based, and across the lifespan.
This field affords doctoral students the opportunity to work with faculty who are experts in subject disciplines (e.g. Mathematics, History or English education) or Educational Foundations (e.g. Educational Philosophy, Social Contexts).
Learning and Cognition
This field concerns educational psychology. Current research foci of the researchers involved include learning and development, motivation, social cognition, individual differences in ability, health-related issues, and cognitive processes in learning.
This field addresses learners’ reading and writing, both in first and subsequent languages. It has components in educational psychology, curriculum, and language assessment. Research foci include cognitive processes in reading, reading development, and writing.
Measurement, Assessment, Policy, Leadership, Evaluation (MAPLE)
There is a critical need for educational policy and decision making to be evidence informed. MAPLE represents faculty members who focus on applied inquiry and research related to student, professional and organizational learning and capacity building. More specifically, we are concerned with the measurement of educational outcomes; student growth, assessment, and achievement; policy studies and policy-making; leadership and governance, knowledge translation and mobilization; collaborative inquiry; and, program evaluation for development, improvement, accountability and decision making. Our work explores the meaning of individual, group, classroom, school, and system level data as these are interpreted within political, organizational and cultural contexts in Canada and internationally. Faculty members associated with this specialization include members of the Assessment and Evaluation Group.
This field concerns the application of psychological principles to the education of learners with exceptional needs in inclusive settings. Current research foci of the researchers involved include learning disabilities/dyslexia, mathematical disabilities/dyscalculia, and creating appropriate contexts for learners with special education needs.
For more information, see Researcher Profiles (listed by fields of study).
Brief descriptions of the courses offered in the Ph.D. in Education program can be found in the School of Graduate Studies calendar.
These schedules are samples only. Fall and Winter Term courses may or may not be offered in the terms shown on the samples. Specific dates are subject to instructor availability and are chosen in consultation with community partner organizations where the courses are held, to avoid scheduling conflicts with local events.
Application Deadline & Start Dates
Applications are due by January 15, 2016.
Students normally begin their program in September.
Late applications are not normally considered.
Our Ph.D. in Education graduates pursue successful careers as faculty and/or researchers in universities, research agencies, and school boards; obtain leadership positions in health sciences or government or pursue post-doctoral fellowships in their field of expertise.
- Successful completion of a Master's degree in Education or equivalent advanced-level credential with first class standing (A- or 80% or higher) at a recognized university
- Professional experience in education or a related field is an asset
- Applicants are required to submit a brief research proposal (one to two pages maximum), and to contact one of two potential academic supervisors to obtain confirmation that he/she is willing to supervise their work if they apply for admission and receive an offer of admission