University of Oregon

What you'll study

The programme combines advanced coursework in theory and methods with an extended programme of original research leading to a dissertation. Core study areas typically include adult learning and teacher professional learning, curriculum and instruction, policy and organisation of schooling, equity and culturally sustaining pedagogy, and design and evaluation of professional development initiatives. Students take advanced courses in qualitative and quantitative research methods, programme evaluation, mixed methods, and educational measurement to prepare for empirical work.

• Research methods and statistics: advanced qualitative approaches, multilevel modelling, longitudinal methods, programme evaluation.
• Foundations of teacher education: historical and theoretical perspectives on teacher preparation, adult learning theory, mentoring and induction.
• Specialised seminars: curriculum and instruction in specific content areas (literacy, STEM, English learners), culturally responsive and equity-focused professional learning, organisational change and leadership.
• Practicum and applied research: partnerships with local schools, design-based research projects, co-created professional development interventions.

Programme structure includes coursework and seminars in the first years, passing qualifying/comprehensive examinations, formation of a dissertation committee, and completion of an original dissertation. Most students also gain supervised teaching experience and engage in grant writing, conference presentation and publication activities.

Entry requirements

Applicants typically hold a relevant master's degree (for example, MEd, MA, or MS in education or a closely related field) and demonstrate substantial professional experience in K–12 education, teacher education, curriculum leadership or a related area. A strong application normally contains:

• Academic transcripts showing a record of graduate-level work.
• A research-oriented statement of purpose outlining interests, experience and potential dissertation topics.
• Curriculum vitae emphasising professional and research experience.
• Three letters of recommendation, preferably including referees who can speak to research potential and professional leadership.
• Writing samples or a research proposal to evidence scholarly readiness.
• Proof of English language proficiency for applicants whose first language is not English (accepted tests as specified by the university).

The programme may consider GRE scores where provided, but applicants should consult the department for current testing policies. Competitive applicants demonstrate both scholarly preparation and clear alignment between their research interests and the expertise of faculty in the Teacher Education and Professional Development area.

Career prospects

Graduates pursue a range of roles in higher education, K–12 systems and educational research organisations. Common career pathways include:

• Tenure-track and non-tenure-track faculty positions in teacher education and educational leadership.
• District- or state-level roles such as professional development coordinator, curriculum specialist, induction and mentoring director, or director of teaching and learning.
• Research roles in university research centres, non-profit organisations, think tanks and government agencies focused on educator development and policy.
• Consultancy and leadership in professional learning networks, educational technology firms producing teacher learning tools, and international education agencies.

Graduates are prepared to design, evaluate and lead large-scale professional learning initiatives, to conduct rigorous empirical research on teacher development, and to influence practice and policy in equity-oriented ways.

Why study at University of Oregon

The University of Oregon College of Education provides a research-intensive environment with faculty expertise across teacher learning, curriculum, policy and equity-focused practices. Students benefit from interdisciplinary collaboration with centres and institutes that focus on teaching and learning, strong partnerships with Oregon school districts for applied research, and opportunities for mentorship and funded assistantships.

The programme emphasises community-engaged research and prepares scholars to work across contexts — from classroom-level interventions to district and state policy — with particular attention to culturally responsive practice and educational equity. The Eugene campus offers access to a diverse K–12 landscape for fieldwork and sustained partnership development.