University of Kansas

What you'll study

This PhD focuses on advanced study of teacher learning, teacher preparation and the design and evaluation of professional development. Program components typically include coursework in research methods (qualitative, quantitative and mixed methods), theory and history of teacher education, curriculum and instruction, and specialised seminars in areas such as culturally responsive pedagogy, assessment for learning, mentoring and coaching, and policy influences on professional learning.

• Core research methods — advanced statistics, qualitative inquiry, design-based research and program evaluation.
• Theory and foundations — sociocultural and learning sciences perspectives, adult learning theory, teacher identity and development.
• Professional development design — creating, implementing and assessing professional learning models, coaching and instructional improvement strategies.
• Practicum and partnerships — supervised field-based work in partner schools or districts, collaborative research with practitioners, and opportunities to design and lead professional learning initiatives.
• Dissertation research — an original, sustained research project that contributes to scholarship on teacher education and professional development.

Students progress through a mix of seminars, research apprenticeships, comprehensive or qualifying examinations and the dissertation, with an emphasis on methodological breadth and applied impact. Individualised study plans enable concentration in specific subject areas or cross-disciplinary themes.

Entry requirements

• Master's degree in education or a related field (e.g., curriculum and instruction, educational psychology) from a recognised institution, or equivalent preparation.
• Relevant professional experience in K–12 education, teacher preparation or professional learning leadership is strongly preferred; many successful applicants hold several years of teaching or coaching experience.
• Academic transcripts demonstrating strong graduate-level coursework.
• Application materials typically include a CV, a personal statement describing research interests and professional goals, a writing sample or research paper, and letters of recommendation (usually two to three) from academic or professional referees.
• Successful applicants often participate in an interview with faculty to discuss fit, research agenda and potential mentorship. Proof of preparedness for doctoral-level research (e.g., prior research coursework or experience) is expected.

Career prospects

Graduates pursue a range of leadership roles in education and research. Common career paths include:

• University faculty positions in teacher education, curriculum and instruction, or educational leadership.
• District-level roles such as professional development director, curriculum specialist, instructional coach supervisor, or chief learning officer.
• Research positions in independent research centres, non-profit organisations, state or federal education agencies and think tanks focused on teacher quality and professional learning.
• Consultancy and leadership in large-scale professional learning initiatives, educational technology firms designing teacher supports, and programme evaluation.

Why study at University of Kansas

The University of Kansas offers access to a research-active School of Education with faculty whose work spans teacher cognition, learning sciences, culturally sustaining pedagogy and policy-relevant research. The programme emphasises close faculty mentoring, opportunities for collaborative research with local schools and districts in Kansas and the region, and methodological training across qualitative and quantitative approaches.

Doctoral students benefit from the university's research infrastructure and library resources, potential funding and assistantship opportunities, and a professional learning community that supports dissertation completion and career development. The programme's applied orientation is designed to prepare scholars who produce rigorous research and also translate findings into improved practice and policy in teacher education and professional development.