philosophy of education phd thesis

Doctoral Theses

School of education doctoral theses 2008-2023.

All theses can be found by searching in the Library catalogue . PDFs may be available where indicated from the research repository.

• Walsh, Nicki (2023)  Continuous Professional Development to Support People with Diabetes: The Perspective of UK General Practice Nurses.  PhD thesis, University of Lincoln.
• Constantinou, Marina (2022)  The effectiveness of a must-have practical work in tertiary Life Sciences' education: A case study of undergraduate courses at a British university.  PhD thesis, University of Lincoln.
• Shaw, Rachael (2022)  CAN A TEACHER CHALLENGE CHILDREN’S PERCEPTION OF GENDER?  PhD thesis, University of Lincoln.
• Smith, Alison (2022)  THE CONTROL, CONNECTIVITY AND COMMAND OF KEY STAGE 1 EDUCATION: A SMALL-SCALE STUDY USING DEWEY’S PHILOSOPHY ON ‘EXPERIENCE AND EDUCATION’ TO EXPLORE THE DELIVERY OF KEY STAGE 1 EDUCATION.  PhD thesis, University of Lincoln.
• Stevens, Gary (2022)  Meet, Mingle and Transform: Exploring the Value of Interdisciplinary Approaches in Science Journalism Education.  PhD thesis, University of Lincoln.
• Marcroft, Liesl (2022)  Teaching the Anti-Bias Approach to Early Childhood Care & Education Practitioners in Ireland: A Mixed Method Comparative Case Study to Determine which Pedagogy Produces Praxis. PhD thesis, University of Lincoln.
• Lane, Steve (2022)  “Hearing the Need” A study of the implementation of Social and Emotional Learning (SEL) Programmes in nine schools in the West of Ireland. PhD thesis, University of Lincoln.
• Keenan Fitzgerald, Siobhán (2022)  PUBLIC SPEAKING IN PRIMARY SCHOOL: POLICY, PRACTICE, PERCEPTIONS OF PARENTS AND TEACHERS AND THE POTENTIAL TO EMPOWER LEARNING. PhD thesis, University of Lincoln.
• Johnston, Audrey (2022)  Investigation of Understandings of Relationships and Sexuality Education provision for children with Moderate General Learning Disabilities in Ireland . PhD thesis, University of Lincoln.
• McQuade, Laura (2021)  Factors Affecting Secondary Teacher Wellbeing in England: Self-perceptions, Policy and Politics.  PhD thesis, University of Lincoln.

Aldossari, Ashwaq Mohammed (2021) Academic Freedom in Saudi Arabia: a comparative analysis. PhD thesis, University of Lincoln.

Alsalamah, Aljawharah (2021) An Evaluation of the Perceptions of In-Service Training Programmes Provided for Female Head Teachers of Girls’ Schools in Saudi Arabia. PhD thesis, University of Lincoln.

Duignan, Brendan (2021) “So I Can Speak Two Speaks”: Identifying the Conditions Necessary for Primary Modern Foreign Languages to be Introduced in the Republic of Ireland. PhD thesis, University of Lincoln.

Gray, John Anthony (2021) Becoming Older, Being Well An Empirical Study in a Village Community in the English East Midlands. PhD thesis, University of Lincoln.

McHugh, Rita (2021) A Mixed Methods Exploration of Factors Impacting the Psychosocial Well-Being of Irish Primary Principals. PhD thesis, University of Lincoln.

Smyth, Kathleen Sarah (2021) Teaching Reading Comprehension for the Development of Literacy Skills in Children with Special Educational Needs (SEN) in Mainstream Schools: Pedagogy, Practices and Perceptions. PhD thesis, University of Lincoln.

• Taylor, Kathleen Yvonne (2020)  Teachers’ stories: ‘Living out’ a principled pedagogy.  PhD thesis, University of Lincoln.

Butler, Paul (2020) Educational leadership in a neo-liberal era: How leadership coaching psychology impacts principal leadership and well-being. A mixed methods study. PhD thesis, University of Lincoln.

Curran, Tracy (2020) A theory-driven evaluation of Lesson Study as a model of professional development to support Irish teachers to enact the new primary mathematics curriculum. PhD thesis, University of Lincoln.

Mifsud, Ian (2020) Notions of Quality Education through an Educational Policy–the Reflexive Case Study of a Collegial School Network in Malta. PhD thesis, University of Lincoln.

Mutabbakani, Raghad (2020) Autism Spectrum Disorder (Inclusion of Children on the Spectrum). PhD thesis, University of Lincoln.

Nicholson, Nyree-Anne (2020) Supporting Children with Identified Speech, Language and Communication Needs at Two-Years-Old: Voices of Early Years Practitioners. PhD thesis, University of Lincoln.

• Pinn, Keith (2020)  Transnational Higher Education Students Finding their Voice: The Experts and Ultimate Insiders.  PhD thesis, University of Lincoln.

Sweeney, Joan (2020) The Policy of Inclusion and the Support of Primary School Children with Dyslexia: A Comparative Study of the Republic of Ireland and Northern Ireland. PhD thesis, University of Lincoln.

Valtonen, Päivi Hannele (2020) Can We Do Better? An International Comparison From Government Expectations to Teacher Perceptions of School Readiness and Curricula for Six-Year-Olds Within England and Finland. PhD thesis, University of Lincoln.

Zammit, Sean (2020) Education for All: Deficit-Thinking vs. Inclusive and Culturally Responsive Schooling. PhD thesis, University of Lincoln.

• Marriott, Theresa Marie (2019)  You Can Go Your Own Way: Exploring the professional characteristics of modern day further education teachers.  PhD thesis, University of Lincoln.

Alghofaily, Lama (2019) Investigating the Perceived Barriers to Women’s Rise to Leadership in Higher Education in Saudi Arabia. PhD thesis, University of Lincoln.

Flynn, Mark (2019) The Prospects and Possibilities of Broadening the use of the Irish language in an English-medium post-primary school: A Case Study. PhD thesis, University of Lincoln.

• Alharbi, Mayada Abdulaziz A (2019)  The challenges and the possibilities to the use of technology in the teaching and learning of English language as a casestudy.  PhD thesis, University of Lincoln.
• Alotaibi, Ashwaq Faleh (2019)  Benchmarking best practice - preparing primary school principals for staff management: female headteachers in Saudi Arabian girls’ schools.  PhD thesis, University of Lincoln.
• Bishop, Daniel (2019)  Conceptualising the Student-University relationship within a UK higher education university: A case study into the involvement of students in assuring and enhancing teaching and learning and the wider student experience.  PhD thesis, University of Lincoln.
• Bufalino, Giambattista (2019)  Distributed Leadership in Middle Management: a comparative study of the educational and private sectors.  PhD thesis, University of Lincoln.
• Harris-Lock, Ann (2019)  Cognitive Immobilisation in Dyslexic Higher Education Students: Exploring Possible Triggers, Links with Aspects of Memory and Fluctuating Emotional Status, Informing Effective Coping Strategies.  PhD thesis, University of Lincoln.
• Johns, Anthony (2019)  “I REMEMBER WHEN …”: THE IMPACT OF TEACHERS’ STORYTELLING ON TEACHING and LEARNING IN HIGHER EDUCATION.  PhD thesis, University of Lincoln.
• McGinn, Janine (2019)  Towards a model for creative climates in higher education organisations: A constructivist grounded theory case study of Irish academics’ experiences of creativity and innovation in curriculum development.  PhD thesis, University of Lincoln.
• Norris, Stuart (2019)  The effect of the Open Event on students’ attitudes towards science in school across the transfer from primary to secondary education.  PhD thesis, University of Lincoln.
• Early, Patrick Henry (2018)  Moderating Performance Assessment: Computer or Connoisseur? Comparing Objective and Subjective Measurements of Violin Proficiency.  PhD thesis, University of Lincoln.
• Farrell, Elizabeth (2018)  An investigation into the implementation and impact of literacy initiatives on disadvantaged primary schools in urban Ireland.  PhD thesis, University of Lincoln.
• McGowan, Jean (2018)  Learn Where We Teach: A journey to critical intersubjective awareness via self study and action research with primary school teachers.  PhD thesis, University of Lincoln.
• Muscat, Matthew (2018)  The essential nature of on-the-job thinking: A phenomenological study of health and fitness professionals engaged in learning experiences.  PhD thesis, University of Lincoln.
• Coffey, Thomas Patrick (2018)  An investigation into the teaching of numeracy in subjects other than Mathematics across the curriculum: a case study of a post-primary disadvantaged school in Ireland. PhD Professional thesis, University of Lincoln.
•  Kehoe, Elizabeth (Betty) (2018)  An investigation into the perceptions, experiences and abilities of young students in mathematics word problem solving. PhD Professional thesis, University of Lincoln.
•  O'Connor, Mary (2018)  How does early life adversity impact on social interaction and school engagement in middle childhood in Ireland? PhD Professional thesis, University of Lincoln. 
•  Macken, Aisling (2018)  A state of abject terror: Corporal punishment and the emotional dimensions of teaching and learning in 1950's Irish primary schools. PhD Professional thesis, University of Lincoln.
•  Abdulrahman, Hadiza (2018)  “The men they become” – Northern Nigeria’s former almajirai: A postcolonial critique of discourses and representations of knowledge, education and identity . PhD thesis, University of Lincoln.
• Adu Gyamfi, Stephen (2017)  Information and Communication Technology Acceptance in Education: A Study of Pre-service Teachers in Ghana.  PhD thesis, University of Lincoln.  
•  Backhouse, Anita (2017)  The PGCE (primary) experience: a mixed-methods case study . PhD thesis, University of Lincoln.
•  Alghamdi, Abdullah (2017)  The potential of adopting smart mobile tools for learning and teaching activities in Saudi Universities . PhD thesis, University of Lincoln.
•  Alhammad, Mohammed  (2017)  The issues of implementing inclusion for students with Learning Difficulties in mainstream primary schools in Saudi Arabia. PhD thesis, University of Lincoln.
•  Alabri, Waleed (2017)  The Inclusion of children with Down’s syndrome in mainstream primary schools in Saudi Arabia: understanding the perspective of school principals. PhD thesis, University of Lincoln.
•  Alzaidi, Faten Abdulhadi (2017)  An exploratory study on educating learners with ASD in primary inclusive setting in Saudi Arabia: issues, attitudes, and challenges. PhD thesis, University of Lincoln.
•  Hernon-Jarvis, Jane (2017)  The role of emotions in initial teacher training in English further education. EdD thesis, University of Lincoln.
•  Indans, Claire (2017)  Marketisation, values and behaviours: An investigation of how marketisation in post-sixteen vocational further education institutions within government funded private and state market environments impacts on the quality and ethics of hairdressing training in England . EdD thesis, University of Lincoln.
•  Zhao, Zhenhong (2016)  Confucianism in the classroom: interactive EFL teaching and learning in a Chinese university. PhD thesis, University of Lincoln.
•  Almarwani, Manal Ahmad (2016)  E3-Electronic Education for English: developing mobile learning and teaching in Saudi Arabia. PhD thesis, University of Lincoln.
•  Alzahrani, Abdulrahman Mohammed (2016) Factors that influence secondary school teachers' acceptance of e-learning technologies in teaching in the Kingdom of Saudi Arabia. PhD thesis, University of Lincoln.
•  Simpson, Diane (2016)  Being and becoming a social work academic: negotiating transitions and identities. EdD thesis, University of Lincoln.
•  Bubbers, Fiona (2016)  The Bologna Process in Germany: reform Kairos or Chimera . EdD thesis, University of Lincoln.
•  Mulligan, Maria McMahon (2016)  Giving teachers a voice within the teacher effectiveness paradigm: a mixed methods study focusing on teachers’ perceptions of the impact of their classroom practices on student outcomes in mathematics.  EdD thesis, University of Lincoln.
•  Jones, Janet Rosemary (2016)  Teaching undergraduate sociology: the effects of transformational teaching practices on student learning experiences in an English further education college. EdD thesis, University of Lincoln.
•  Penney, Esther (2016)  Mirrors of educational potential: can learning styles predict academic achievement on short-courses for food industry students? EdD thesis, University of Lincoln.
•  Vella, Kenneth (2015)  Middle leadership progression in Maltese catholic schools a case study in enclosed succession . PhD thesis, University of Lincoln.
•  AL-Kahtani, Mohammed Ali (2015)  The Individual Education Plan (IEP) Process for Students with Intellectual Disabilities in Saudi Arabia: Challenges and Solutions. PhD thesis, University of Lincoln.
•  Tian, Zezhong (2015)  A case study of the internationalisation of Higher Education in China: meaning, implementation and evaluation. PhD thesis, University of Lincoln.
•  McCarthy, Ann Marie (2015)  A leader developing leadership: a case study. EdD thesis, University of Lincoln.
•  Mousley, Perdita (2015)  Dangerous and severe personality disordered patients' engagement in education: extent, rationale and developmental impacts. EdD thesis, Lincoln University.
•  Munday, Keith (2015)  Workplace bullying and survivorship in the teaching profession . EdD thesis, University of Lincoln.
•  Lindley-Baker, Julia (2015)  Leaders of special education state schools facing pressures, finding solutions? EdD thesis, University of Lincoln.
•  Caulfield, Ann (2015)  The contribution of the practice of mindfulness to stress reduction among school teachers: a qualitative study of Irish primary teachers. EdD thesis, University of Lincoln.
•  Healy, Anita (2015)  Teacher-principles of primary schools in rural Ireland: retirement motivations, preparations and experiences . EdD thesis, University of Lincoln.
•  Gavin, Adrian (2015)  The perceptions of sub-clinically anxious children, their parents and teachers, of a targeted intervention based on the ‘FRIENDS for Life’ programme. EdD thesis, University of Lincoln.
•  Murphy, Kathleen (2015)  Preceptors in nursing education: striking a balance between nursing student learning and client care. EdD thesis, University of Lincoln.
•  Walker, Janet (2014)  Social work practice education in Russia Exploring curriculum change . EdD thesis, University of Lincoln.
•  Zarb, Nicholas J (2014)  Aligning governmental and organizational missions building a model of FE organizations in Malta . PhD thesis, University of Lincoln.
•  Fhailghigh, Máire Nic An (2014)  Beginning principalship exploring the perspectives of newly appointed principals in rural Ireland . EdD thesis, University of Lincoln.
•  Tynan, Fionnuala (2014)  Experiencing educational inclusion: children with Williams syndrome in Ireland. EdD thesis, University of Lincoln.
•  Thurlby-Campbell, Ian (2014)  The function of personal agency in determining education, employment and training outcomes .EdD thesis, University of Lincoln.
•  Pace, Claire Felice (2014)  Pursuing academic post-secondary education a study of retention and withdrawal factors at the junior college in Malta. PhD thesis, University of Lincoln.
•  Page, Lorna Jane (2014)  Further education teachers' perceptions of being observed teaching a single institution case-study. PhD thesis, University of Lincoln.
•  Alothman, Abdulaziz (2014)  Inclusive education for deaf students in Saudi Arabia: perceptions of schools principals, teachers and parents. PhD thesis, University of Lincoln.
•  Grant, Amanda (2013)  Inducting newly qualified Primary Level Teachers in the Republic of Ireland: rhetoric and reality.  EdD thesis, University of Lincoln.
•  Thornton, Maura (2013)  States of mind roles of primary school teaching of traditional Irish music in creating Irish identity.  EdD thesis, University of Lincoln.
•  Grant, Derrick (2013)  Becoming a primary school principal in Ireland: deputy-principalship as preparation. EdD thesis, University of Lincoln.
•  Walsh, Frank (2013)  Extra-mural and ultra vires? Professional duties of Irish post primary school principals an empirical analysis. EdD thesis, University of Lincoln
•  Turnbull, Margaret (2013)  Education policy and social justice: the experience of South African school principals. EdD thesis, University of Lincoln.
•  Lyng, Anthony (2013)  Leadership Practice: an investigation of the perceptions of secondary school headteachers in South East England. EdD thesis, University of Lincoln
•  Aubrey, Karl (2012)  Teacher education in further education 2000-2012 analysis of teacher educators' perspectives . EdD thesis, University of Lincoln.
•  Warr, Christine (2012)  From industrial expert to vocational tutor stories of transition. EdD thesis, University of Lincoln.
•  Joyce, Maria (2012)  Towards an understanding of career progression for female professors of nursing: a small scale study.  EdD thesis, University of Lincoln.
•  Ware, Nicholas (2012)  A case study investigation into how the role of middle managers has changed in secondary schools in England. EdD thesis, University of Lincoln.
•  Scanlon-Feeley, Úna M (2012)  Understanding the influence of previous achievement, student choice and attitude on achievement levels in mathematics in Ireland. EdD thesis, University of Lincoln.
•  King, Fiona (2012)  Developing and sustaining teachers' professional learning: a case study of collaborative professional development. EdD thesis, University of Lincoln.
•  Smith, Elizabeth Jane (2011)  Features of a school's specialist status as a sports college used to affect inclusion perceptions of school staff. EdD thesis, University of Lincoln.
•  Morgan, Wye (2011)  Inside a learning community a structure for supporting collaborative partnerships. EdD thesis, University of Lincoln.
•  Chimbetete, Beauty (2011)  An investigation into the roots of African primary school headship in Zimbabwe. EdD thesis, University of Lincoln.
•  Beckton, Julian (2010)  Modelling university educational development units. EdD thesis, University of Lincoln.
•  McFarquhar, Edwena (2010)  African Caribbean parents and their children's schooling exploring perceptions and experiences of participation. EdD thesis, University of Lincoln.
•  McEwing, Wendy (2009)  Investigating the conceptualisation and management of plagiarism a higher education case study . EdD thesis, University of Lincoln.
•  Crawford, Karin (2009)  Continuing professional development in higher education: voices from below. EdD thesis, University of Lincoln.
•  Dixon, David (2009)  Developing a green leader model for primary schools. EdD thesis, University of Lincoln.
•  Rosen-Webb, Sarah (2009)  SENCO Identity and Roles Nobody tells you how to be a SENCO. EdD thesis, University of Lincoln.
•  Roberts, Lesley (2008)  The challenges facing leaders and managers in the independent special school sector: a changing agenda. EdD thesis, University of Lincoln.
•  Wilde, D. N. M (2008)  Challenges and Rewards Expectations and realities experienced by school business managers in transition from the primary to the secondary sector. EdD thesis, University of Lincoln.

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Agency machine: motives, levels of confidence and metacognition , objectification of women: new types and new measures , wisdom as responsible engagement:how to stop worrying and love epistemic goods , prescribing the mind: how norms, concepts, and language influence our understanding of mental disorder , humean constitutivism: a desire-based account of rational agency and the foundations of morality , predictive embodied concepts: an exploration of higher cognition within the predictive processing paradigm , impacts of childhood psychological maltreatment on adult mental health , epistemic fictionalism , thinking for the bound and dead: beyond man3 towards a new (truly) universal theory of human victory , function-first approach to doubt , abilities, freedom, and inputs: a time traveller's tale , concept is a container , analysing time-consciousness: a new account of the experienced present , emotion, perception, and relativism in vision , justice as a point of equipoise: an aristotelian approach to contemporary corporate ethics , asymmetric welfarism about meaning in life , mindreading in context , economic attitudes and individual difference: replication and extension , mindful love: the role of mindfulness in willingness to sacrifice in romantic relationships , embodied metacognition: how we feel our hearts to know our minds .

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Doctor of Philosophy

Application & Tuition

Explore the deeper questions related to individual, cultural and environmental aspects of education. You see or dream that the world can be transformed, and in the process expect to also be transformed as well.

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Program Overview Program Design & Courses Location Faculty Future Pathways Student Experiences Contact

PROGRAM OVERVIEW

Designed for.

This program is intentionally broad to be inclusive of the diverse range of fields of study of our students that could be explored through the lens and dynamics of theories and practices in education.

Program Structure

• in-person classes
• classes held late afternoon/early evening
• 6 courses plus a qualifying examination and doctoral thesis

Intake Schedule

Next Start Terms Fall 2023 (applications closed) Fall 2024

PROGRAM DESIGN & COURSES

Program design.

Our Educational Theory and Practice (eTAP) programs are intentionally broad to be inclusive of the diverse range of fields of study that could be explored through the lens and dynamics of theories and practices in education.

This multi and interdisciplinary understanding promotes inquiry into your own specific interests and backgrounds within your classes through discussions, additional readings, papers, projects, etc., under the guidance and mentorship of your supervisor and committee.

You will receive close academic mentorship with one or more faculty members who have expertise in areas of research that resonate with your own areas of inquiry.

Am I ready to apply to the ETAP Doctoral Program?

Doctoral studies involve sustained scholarly work, typically for a period of six years. Some possible indicators of readiness to undertake an intensive course of study at the doctoral level include:

• A disposition of curiosity, questioning, and reflection beyond your masters course work
• A tolerance for uncertainty and an openness to new ideas
• The capacity to engage in a sustained and regular writing practice
• Reading ongoingly in your area of interest, beyond the curriculum of your master’s course work
• The ability to identify a focus, question or problem that you care deeply about. This focus should feed your soul and have the potential to contribute to understandings, applications, pedagogies, capacity building, and/or practices
• A sense of the scholarly conversations that you want to contribute to
• Knowledge of, and ideally participation in, the current research, community-based, and/or practice-based conversations related to this line of inquiry
• The time and motivation, as well as the physical and emotional energy, and family support to pursue this line of inquiry over a period of years
• A familiarity with research traditions/approaches to inquiry
• The ability to self-direct your scholarly work, as well as work collaboratively with peers and mentors

Doctoral Students typically work closely with one or more faculty mentors from the ETAP program over the course of their studies. It is advisable to review the affiliated faculty members’ research interests and publications and consider how their scholarly expertise and interests may align with your proposed research. We recommend initiating a conversation with a faculty member who you believe may be a suitable pro tem supervisor for your work early in the applications process.

Courses EDUC 901A and EDUC 901B are taken together as well as EDUC 902A and EDUC 902B. Students complete:

EDUC 901A-3 SEMINAR IN THE HISTORY OF EDUCATIONAL THEORY A

The historical roots of educational thought are examined from a broad cultural perspective. Major works in disciplines such as philosophy, psychology and sociology which have had significant impact on educational theorizing will be studied. Special attention will be paid to the relationship between theory and educational practice. Corequisite: EDUC 901B.

EDUC 901B-3 SEMINAR IN THE HISTORY OF EDUCATIONAL THEORY B

A further consideration of concepts explored in the EDUC 901 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 901A.

EDUC 902A-3 INTERDISCIPLINARY SEMINAR IN CONTEMPORARY EDUCATIONAL THEORY A

Contemporary educational theories and theories from supporting disciplines (e.g., psychology, sociology, philosophy) will be examined and analysed. The relationships among contemporary theories, current practice and educational change will be focal. Corequisite: EDUC 902B.

EDUC 902B-3 INTERDISCIPLINARY SEMINAR IN CONTEMPORARY EDUCATIONAL THEORY B

A further consideration of concepts explored in the EDUC 902 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 902A.

EDUC 921-3 SEMINAR IN PHILOSOPHY AND EDUCATIONAL THEORY

Philosophical examination of issues related to the school as an educational institution with social and political connections. Issues examined include: the education/training distinction; the justification of education; compulsory curriculum; freedom and authority in education; equality of educational opportunity; legal-moral questions central to educational administration; teachers'/parents'/students' rights and duties; accountability; and the logic of decision-making. Students with credit for EDUC 831 may not take this course for further credit.

EDUC 922-3 SEMINAR IN EPISTEMOLOGY AND EDUCATION

An in-depth study of epistemological issues in education, including: concepts of perception, cognition, imagination, memory, understanding, learning and the assessment of learning. Other questions dealt with are: What are the various forms of knowledge? What are the implications for core curriculum? What epistemological assumptions underlie current educational practices? Is the relativity of knowledge thesis defensible? Are the claims of sociology of knowledge sound? What is meant by: objectivity/knowledge/belief/truth? In what sense can 'rationality' be defended as a central educational objective? Students with credit for EDUC 836 may not take this course for further credit.

EDUC 984-3 QUALIFYING EXAMINATION

The Qualifying Examination will follow completion of degree course work. An open oral qualifying examination given by the supervisory committee. The examination consists of a defence of the proposed thesis topic by the student and their responses to supervisory committee questions about related proposed research topics. The examination follows submission of a written PhD research proposal. Graded on a satisfactory/unsatisfactory basis. Students who fail will either successfully complete a second examination within six months or withdraw from the program.

EDUC 899-15* DOCTORAL THESIS

A major part of this program is original research. A thesis describing this is submitted and defended. Normally, before the fourth course a thesis research plan is presented to the supervisory committee. Upon entry to the program, every term students enroll in EDUC 899-15 Doctoral Thesis.

*Effective January 1, 2018, the unit value of EDUC 899 increased to 15 units from 10 units.

At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.

Perched atop Burnaby Mountain, Simon Fraser University's original Arthur Erickson-designed campus includes more than three dozen academic buildings and a flourishing sustainable residential community.

Simon Fraser University respectfully acknowledges the unceded traditional territories of the Coast Salish peoples, including the səl̓ilw̓ətaʔɬ (Tsleil-Waututh), kʷikʷəƛ̓əm (Kwikwetlem), Sḵwx̱wú7mesh Úxwumixw (Squamish) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Burnaby is located.

The non-departmental structure of our Faculty makes it relatively easy for students to take advantage of a wide variety of faculty expertise. Meet some of the faculty members teaching in this program.

• Stephen Smith  (Academic Coordinator)
• Jeannie Kerr  (Academic Coordinator)
• Heesoon Bai
• Sean Blenkinsop
• Charles Bingham
• Ann Chinnery
• Michael Ling

FUTURE PATHWAYS

Where can this program take you? The world is changing rapidly and so is the full range of career and academic opportunities that await.

Occupations

• Faculty members at universities and colleges
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• Training and development specialists
• Researchers

STUDENT EXPERIENCES

Meet some ETAP Philosophy of Education PhD students and alumni.

As one of SFU's most outstanding graduate students from the Faculty of Education, Dr. Tanya Behrisch is recognized with the Dean of Graduate Studies Convocation Medal.

"Where else could I examine my—at first glance, divergent—passions in science and ecology, arts and writing, growth and spirituality, and weave these into my role as an educator?"

"Stop your search: SFU is where you need to be."

Poh Tan , Current Student

LEARN MORE ABOUT THIS PROGRAM

Curious to know more about the program?

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Education PhD

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Study modes: Full-time, Part-time

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Research profile

Why edinburgh.

The University of Edinburgh was ranked first in Scotland for research power in Education and Sport (Times Higher Education, REF 2021) and we offer the largest concentration of researchers in education in a Scottish university.

This means you will be supported by and collaborate with leaders in the field. Our research activities cover all aspects of education and learning - from pre-school to higher education and lifelong learning.

Moray House School of Education and Sport staff provide supervision on a wide range of topics within the fields of:

• teacher education
• pedagogy, curriculum and schooling
• outdoor education
• social justice and inclusive education
• comparative education and international development
• childhood and youth studies
• digital education
• philosophy of education
• language education: policy and practice

Many opportunities exist for interdisciplinary research.

Research Thematic Hubs

With over 250 research staff and students, we have a vibrant and expanding research community with a broad portfolio of academic disciplines gathered within seven broad research themes with permeable boundaries. These thematic hubs are:

• Advanced Quantitative Research in Education
• Children and Young People
• Digital Education
• Language, Interculturality and Literacies
• Social Justice and Inclusion
• Sport-Related Research
• Teacher Education, Curriculum and Pedagogy

Research community

As a postgraduate research student you will join a vibrant Graduate School community with over 150 research students. There are also several opportunities for optional training and development throughout your studies.

Research students are encouraged to attend and actively engage with the activities of School research thematic hubs, which include seminars, meetings and workshops. In addition, several academic and social events for research students take place throughout the year.

We organise an annual series of around 25 training, talks and seminar events, as well as the student-led ‘Interweaving’ conference for research students and staff.

Programme structure

The PhD is a substantial piece of independent research which makes a contribution to the state of existing knowledge in the field.

The PhD programme is designed to take three years full-time or six years part-time. The programme is examined by submission of a thesis of up to 100,000 words and by oral examination.

Application

You are encouraged to contact a potential supervisor to discuss your research project before making a formal application.

You may start your studies with us either on 1 October or 10 January of a year.

Find out more about compulsory and optional courses

We link to the latest information available. Please note that this may be for a previous academic year and should be considered indicative.

Training and support

Students following the PhD degree are normally supported in their research by two supervisors.

The first of these will be a member of staff who has expertise in the general area of your proposed research topic and the second will be another expert in the field who may come from within the School, University or a field of practice.

Most students who are accepted begin a period of research leading to a PhD; however, the first year of this degree is probationary and progression to year two is dependent on satisfactory progress.

We offer a number of courses in research methodologies, which you are encouraged to take during your first year.

You will work closely with your supervisors, who are recognised experts in the field. All PhD students pursue an individually tailored programme of research training agreed with their supervisors.

Our PhD programmes provide core training in the research skills necessary to flourish at doctoral level and beyond.

PhD by Distance option

The PhD by Distance is available to suitably qualified applicants in the same areas as our on-campus programmes.

The programme allows students who are unable to commit to basing themselves in Edinburgh full time to study for a PhD from their home country or city, however, this is not intended to be a fully online distance learning programme.

For further information on the PhD by Distance option (including criteria for eligibility, required application form and how to apply) please visit the School website:

• Moray House School of Education and Sport PhD by Distance

Entry requirements

These entry requirements are for the 2024/25 academic year and requirements for future academic years may differ. Entry requirements for the 2025/26 academic year will be published on 1 Oct 2024.

A UK 2:1 honours degree, or its international equivalent, in a related subject is normally required.

Normally also a postgraduate degree with a 60% overall grade point average and 60% in the dissertation, or its international equivalent.

You must also submit a research proposal that fits well with our staff expertise. You are encouraged to contact potential supervisors in advance to informally discuss your research proposal.

We may also consider your application if you have other qualifications or substantial experience; if in doubt, please contact us to check before you apply.

International qualifications

Check whether your international qualifications meet our general entry requirements:

• Entry requirements by country
• English language requirements

Regardless of your nationality or country of residence, you must demonstrate a level of English language competency at a level that will enable you to succeed in your studies.

English language tests

We accept the following English language qualifications at the grades specified:

• IELTS Academic: total 7.0 with at least 6.5 in each component. We do not accept IELTS One Skill Retake to meet our English language requirements.
• TOEFL-iBT (including Home Edition): total 100 with at least 23 in each component. We do not accept TOEFL MyBest Score to meet our English language requirements.
• C1 Advanced ( CAE ) / C2 Proficiency ( CPE ): total 185 with at least 176 in each component.
• Trinity ISE : ISE III with passes in all four components.
• PTE Academic: total 70 with at least 62 in each component.

Your English language qualification must be no more than three and a half years old from the start date of the programme you are applying to study, unless you are using IELTS , TOEFL, Trinity ISE or PTE , in which case it must be no more than two years old.

Degrees taught and assessed in English

We also accept an undergraduate or postgraduate degree that has been taught and assessed in English in a majority English speaking country, as defined by UK Visas and Immigration:

• UKVI list of majority English speaking countries

We also accept a degree that has been taught and assessed in English from a university on our list of approved universities in non-majority English speaking countries (non-MESC).

• Approved universities in non-MESC

If you are not a national of a majority English speaking country, then your degree must be no more than five years old* at the beginning of your programme of study. (*Revised 05 March 2024 to extend degree validity to five years.)

Find out more about our language requirements:

Fees and costs

Tuition fees, scholarships and funding, featured funding.

Moray House School of Education and Sport funding for postgraduate research students

Research scholarships for international students

UK government postgraduate loans

If you live in the UK, you may be able to apply for a postgraduate loan from one of the UK's governments.

The type and amount of financial support you are eligible for will depend on your programme, the duration of your studies, and your residency status.

Programmes studied on a part-time intermittent basis are not eligible.

• UK government and other external funding

Other funding opportunities

• Search for scholarships and funding opportunities

Search for scholarships and funding opportunities:

• Search for funding

Further information

• Postgraduate Admissions
• Phone: +44 (0)131 650 4086
• Contact: Admissions Office
• Deputy Director of Postgraduate Research, Dr Darío Luis Banegas
• Contact: [email protected]
• Moray House School of Education and Sport
• Old Moray House
• Holyrood Campus
• Programme: Education
• School: Education and Sport (Moray House)
• College: Arts, Humanities & Social Sciences

Select your programme and preferred start date to begin your application.

PhD Education - 3 Years (Full-time)

Phd education - 6 years (part-time), application deadlines.

We encourage you to apply at least one month prior to entry so that we have enough time to process your application. If you are also applying for funding or will require a visa then we strongly recommend you apply as early as possible.

• How to apply

You must submit one reference with your application.

You must also submit a detailed research proposal using the following template:

Research Proposal template

Guidelines on writing your research proposal

Find out more about the general application process for postgraduate programmes:

• Faculty of Social Sciences
• School of Education
• Research degrees

Doctor of Philosophy (PhD)

A PhD is an internationally-recognised research qualification.

Studying for a PhD in Education will allow you to become an expert in a specialist area and gain high-quality research training, which will equip you to undertake further educational research projects.

PhD in Education

As a PhD candidate, you will carry out original research work under the guidance of one or more supervisors.

An initial priority for a doctorate degree is refining your research plan and establishing a feasible timescale for the project. During the early part of the PhD programme, you will embark on various research methods modules to support your research activities.

We award the Doctor of Philosophy degree on the basis of a PhD thesis in which you present the rationale, methods and findings from your original study.

A PhD can be taken full-time (three years) or part-time (five years).

Areas of supervision

Postgraduate researchers are at the centre of the School of Education’s work.

We undertake impactful research in key areas of educational policy and practice, placing particular emphasis on the relevance of our work for practitioners and policymakers.

Our PhD supervision offers a wide breadth of research activity across our research centres and groups:

• Collective for Curriculum, Pedagogy and Policy
• Digital Education
• Inclusion, Childhood and Youth
• Language Education

Many of our academic staff are also involved in the Leeds Social Science Institute which fosters interdisciplinary research collaborations and provides training for our postgraduate researchers.

Split-site PhD

Our split-site PhD allows international candidates to study for a PhD part-time.

You can find more details and an application form for the split-site PhD via the Student Education Service . 

The difference between a PhD and an EdD

The PhD and EdD are both supervised research degrees involving the submission of a thesis and a viva voce (oral) examination.

The PhD is awarded entirely on the basis of research, leading to a thesis of up to 100,000 words. 

The EdD combines taught modules and research, leading to a thesis of up to 55,000 words, and is also called a professional doctorate.

The taught component of the EdD means that this route is suitable for people without a Masters degree.

The EdD programme forms part of our Continuing Professional Development provision.

Course Catalog | Liberty University

Doctor of philosophy in educational research (ph.d.), program learning outcomes.

The student will be able to:

• Evaluate education theories for application in both a professional and academic setting.
• Analyze various methods for conducting educational research.
• Design and conduct original research that adds to the knowledge base of the discipline.
• Integrate a biblical worldview through decision making within the field of education.
• Synthesize literature in a professional or educational discipline.

Program Specific Admissions Requirements

In addition to the general admission requirements, specific admission procedures for the Ph.D. are listed below. Submit the following items to the Office of Graduate Admissions prior to registering for any graduate courses. Where noted, forms are available online at: http://www.liberty.edu/apply .

• Academic Records.   Applicants must submit an official transcript indicating successful completion of a master’s degree program from an institution accredited by an accrediting agency recognized by the U.S. Department of Education. Transcripts should be sent directly to the Office of Graduate Admissions from all schools previously attended.
• Ph.D. applicants must have a cumulative GPA of 3.00 or above on graduate degree required for entrance to the program.

Transfer of Credit

All graduate transfer credits are subject to the approval of the School of Education (SOE) Graduate Committee. Such courses must carry a grade of at least a B- and be comparable to Liberty University graduate courses. Transfer credit will only be considered from institutions or schools accredited by an accrediting agency recognized by the U.S. Department of Education. With approval, up to 30 hours may be transferred into the Ph.D. program. It is the responsibility of each applicant to supply official transcripts along with a written request to have credit applied to the degree program. Transfer credits must have been completed within the previous seven (7) years to be eligible for transfer to the Ph.D.

Candidates who have earned an Education Specialist (Ed.S.) or equivalent degree from an institution accredited by an agency recognized by the U.S. Department of Education will be considered for advanced standing (up to 24 hours) in the Ph.D. program. Candidates who have earned an Ed.S. degree through Liberty are permitted to apply up to 27 hours (as applicable) from that degree toward the Ph.D. degree.

Dissertation

Candidates must adhere to the time frames noted on their specific DCP for proposal and dissertation completion. Exceeding time limits will result in removal from the Ph.D. program.

Before beginning the dissertation research, the doctoral dissertation committee must approve the research proposal. The dissertation is expected to exhibit scholarship, reflect mastery of technique, and make a distinctive contribution to the field of knowledge in which the candidate has specialized. A faculty committee of two (2) members, comprising a chair and  committee member, is responsible for the general supervision of the doctoral dissertation. A formal defense of the dissertation is required for final approval.

Once candidates enter the dissertation phase as noted on their specific DCP, they must maintain continuous enrollment (Fall, Spring, and Summer semesters) until they complete all degree requirements. If they do not, they will break enrollment, and they will be required to apply for readmission if/when they wish to resume the pursuit of their degree. They will have to complete their degree under the Degree Completion Plan (DCP) in effect at the time of their readmission.

Time Limits for Degree Completion

The time limit for completing the degree from the date of admission to the program is seven years for the Ph.D. Only in unusual circumstances may the candidate be granted an extension. Granting of an extension of time will usually result in additional requirements.

Any candidate who does not complete coursework within the permissible time limit, for any reason including discontinued enrollment, must reapply for admission. A candidate may reapply only once, and will be subject to the current standards and curriculum. The SOE Graduate Committee will determine if any previous courses are sufficiently time sensitive and must be repeated. Beginning with the date of readmission, the candidate’s time limit for degree completion is determined by the number of hours remaining.

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• Educational Research (Ph.D.)
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Home > ARTSSCI > Philosophy > dissertations

Philosophy Dissertations and Theses

The Department of Philosophy Dissertations and Theses Series is comprised of dissertations and theses authored by Marquette University's Department of Philosophy doctoral and master's students.

Theses/Dissertations from 2023 2023

Place, Attachment, and Feeling: Indigenous Dispossession and Settler Belonging , Sarah Kizuk

Nepantla and Mestizaje: A Phenomenological Analysis of the Mestizx Historical Consciousness , Jorge Alfredo Montiel

The Categories Argument for the Real Distinction Between Being and Essence: Avicenna, Aquinas, and Their Greek Sources , Nathaniel Taylor

Theses/Dissertations from 2022 2022

Modeling, Describing, and Explaining Subjective Consciousness- A Guide to (and for) the Perplexed , Peter Burgess

Looking Through Whiteness: Objectivity, Racism, Method, and Responsibility , Philip Mack

Emmanuel Levinas and Jacques Maritain on the Student-Teacher Relationship in Catholic Higher Education , Timothy Rothhaar

Theses/Dissertations from 2021 2021

The Empathetic Autistic: A Phenomenological Look at the Feminine Experience , Dana Fritz

Concerning Aristotelian Animal Essences , Damon Andrew Watson

When to Trust Authoritative Testimony: Generation and Transmission of Knowledge in Saadya Gaon, Al-Ghazālī and Thomas Aquinas , Brett A. Yardley

Theses/Dissertations from 2020 2020

The Status of Irrationality: Karl Jaspers' Response to Davidson and Searle , Daniel Adsett

Cosmic City - Cosmic Teleology: A Reading of Metaphysics Λ 10 and Politics I 2 , Brandon Henrigillis

Phenomenal Consciousness: An Husserlian Approach , John Jered Janes

Al-Fārābī Metaphysics, and the Construction of Social Knowledge: Is Deception Warranted if it Leads to Happiness? , Nicholas Andrew Oschman

The Epistemology of Disagreement: Hume, Kant, and the Current Debate , Robert Kyle Whitaker

Theses/Dissertations from 2019 2019

'Our Feet are Mired In the Same Soil': Deepening Democracy with the Political Virtue of Sympathetic Inquiry , Jennifer Lynn Kiefer Fenton

Towards a Philosophy of the Musical Experience: Phenomenology, Culture, and Ethnomusicology in Conversation , J. Tyler Friedman

Humor, Power and Culture: A New Theory on the Experience and Ethics of Humor , Jennifer Marra

Care of the Sexual Self: Askesis As a Route to Sex Education , Shaun Douglas Miller

Re-Evaluating Augustinian Fatalism through the Eastern and Western Distinction between God's Essence and Energies , Stephen John Plecnik

The Fantastic Structure of Freedom: Sartre, Freud, and Lacan , Gregory A. Trotter

The Province of Conceptual Reason: Hegel's Post-Kantian Rationalism , William Clark Wolf

Theses/Dissertations from 2018 2018

Hume on Thick and Thin Causation , Alexander Bozzo

Evolution, Naturalism, and Theism: An Inconsistent Triad? , David H. Gordon

The Parable As Mirror: An Examination of the Use of Parables in the Works of Kierkegaard , Russell Hamer

Theses/Dissertations from 2017 2017

Contextualizing Aquinas's Ontology of Soul: An Analysis of His Arabic and Neoplatonic Sources , Nathan McLain Blackerby

The Social and Historical Subject in Sartre and Foucault and Its Implications for Healthcare Ethics , Kimberly Siobhan Engels

Investigations of Worth: Towards a Phenomenology of Values , Dale Hobbs Jr.

Developing Capabilities: A Feminist Discourse Ethics Approach , Chad Kleist

Hegel and the Problem of the Multiplicity of Conflicting Philosophies , Matthew M. Peters

Aquinas, Averroes, and the Human Will , Traci Ann Phillipson

Theses/Dissertations from 2016 2016

Nature, Feminism, and Flourishing: Human Nature and the Feminist Ethics of Flourishing , Celeste D. Harvey

Kierkegaard in Light of the East: A Critical Comparison of the Philosophy of Søren Kierkegaard with Orthodox Christian Philosophy and Thought , Agust Magnusson

The Secular Transformation of Pride and Humility in the Moral Philosophy of David Hume , Kirstin April Carlson McPherson

Living within the Sacred Tension: Paradox and Its Significance for Christian Existence in the Thought of Søren Kierkegaard , Matthew Thomas Nowachek

Moral Imagination and Adorno: Before and After Auschwitz , Catlyn Origitano

Essence and Necessity, and the Aristotelian Modal Syllogistic: A Historical and Analytical Study , Daniel James Vecchio

Theses/Dissertations from 2015 2015

Subversive Humor , Chris A. Kramer

Virtue, Oppression, and Resistance Struggles , Trevor William Smith

Health As Embodied Authenticity , Margaret Steele

Recognition and Political Ontology: Fichte, Hegel, and Honneth , Velimir Stojkovski

The Conceptual Priority of the Perfect , Matthew Peter Zdon

Theses/Dissertations from 2014 2014

Dangerous Knowledge? Morality And Moral Progress After Naturalism , Daniel Diederich Farmer

Nietzsche's Revaluation of All Values , Joseph Anthony Kranak

Theses/Dissertations from 2013 2013

Re-Enchanting The World: An Examination Of Ethics, Religion, And Their Relationship In The Work Of Charles Taylor , David McPherson

Thomas Aquinas on the Apprehension of Being: The Role of Judgement in Light of Thirteenth-Century Semantics , Rosa Vargas Della Casa

Theses/Dissertations from 2012 2012

Naturalized Panpsychism: An Alternative to Fundamentalist Physicalism and Supernaturalism , Earl R. Cookson

The Concept of Personhood in the Phenomenology of Edmund Husserl , Colin J. Hahn

The Humanistic, Fideistic Philosophy of Philip Melanchthon (1497-1560) , Charles William Peterson

Theses/Dissertations from 2011 2011

Knowledge and Thought in Heidegger and Foucault: Towards an Epistemology of Ruptures , Arun Anantheeswaran Iyer

William James's Undivided Self and the Possibility of Immortality , Anthony Karlin

The Poetics of Remembrance: Communal Memory and Identity in Heidegger and Ricoeur , David Leichter

The Ontological Foundations for Natural Law Theory and Contemporary Ethical Naturalism , Bernard Mauser

Sexualized Violence, Moral Disintegration and Ethical Advocacy , Melissa Mosko

Spinoza on Individuals and Individuation: Metaphysics, Morals, and Politics , Matthew David Wion

Theses/Dissertations from 2010 2010

The Paradox of Nature: Merleau-Ponty's Semi-Naturalistic Critique of Husserlian Phenomenology , Shazad Akhtar

Hume's Conception of Time and its Implications for his Theories of Causation and Induction , Daniel Esposito

Arabic Influences in Aquinas's Doctrine of Intelligible Species , Max Herrera

The Attestation of the Self as a Bridge Between Hermeneutics and Ontology in the Philosophy of Paul Ricoeur , Sebastian Kaufmann

Love's Lack: The Relationship between Poverty and Eros in Plato's Symposium , Lorelle D. Lamascus

Friendship and Fidelity: An Historical and Critical Examination , Joshua Walter Schulz

Natural Law Theory and the "Is"--"Ought" Problem: A Critique of Four Solutions , Shalina Stilley

Attending to Presence: A Study of John Duns Scotus' Account of Sense Cognition , Amy F. Whitworth

Theses/Dissertations from 2009 2009

Friendship and Self-Identity in the Thought of Paul Ricoeur , Cristina Bucur

The Finality of Religion in Aquinas' Theory of Human Acts , Francisco José Romero Carrasquillo

The finality of religion in Aquinas' theory of human acts , Francisco J Romero

Theses/Dissertations from 2008 2008

Self-Identity in Comparative Theology: The Functional lmportance of Charles Taylor's Concept of the Self for a Theology of Religions , Richard Joseph Hanson

Theses/Dissertations from 2007 2007

Husserl's Noema: A Critical Assessment of the Gestalt and Analytic Interpretations , Peter M. Chukwu

A Social Contract Analysis of Rawls and Rousseau: Supplanting the Original Position As Philosophically Most Favored , Paul Neiman

To Validate a Feeling: the Role of the Mood of Angst in Human Being , Gregory P. Schulz

The Conception and Attributes of God: A Comparison of Charles Sanders Peirce and Alfred North Whitehead , Scott W. Sinclair

John Rawls, Public Reason, and Natural Law: A Study of the Principles of Public Justification , Christopher Ward

Submissions from 2006 2006

Hans Jonas's ethic of responsibility applied to anti-aging technologies and the indefinite extension of the human life span , Jeffrey P Goins

David Hume and the Principle of Sufficient Reason , Ginger Lee

Virtue Theory in Plato's Republic , Griffin T. Nelson

The Principle of Alternate Possibilities: Finding Freedom after Frankfurt , Matthew F. Pierlott

Theses/Dissertations from 2005 2005

Is There a Future for Marxist Humanism? , Jacob M. Held

Self-Love and Morality: Beyond Egoism and Altruism , Li Jing

Eikos Logos and Eikos Muthos: A Study of the Nature of the Likely Story in Plato's Timaeus , Ryan Kenneth McBride

Hume's Conclusions on the Existence and Nature of God , Timothy S. Yoder

Submissions from 2004 2004

The foundations of the politics of difference , Peter Nathaniel Bwanali

The Foundations of the Politics of Difference , Peter Nathaniel Bwanali

The Place of Justice in the Thinking of Emmanuel Levinas , Michael H. Gillick

New Waves in Metaethics: Naturalist Realism, Naturalist Antirealism and Divine Commands , Daniel R. Kern

Reason in Hume's Moral System , John Muenzberg

Conceiving Mind: A Critique of Descartes' Dualism and Contemporary Immaterialist Views of Consciousness , Kristin P. Schaupp

Respecting Plurality in Times of Change: Hannah Arendt's Conceptions of Political, Personal, and Ethical Responsibility , Stephen Schulman

Francis Suárez on the Ontological Status of Individual Unity vis-à-vis the Aristotelian Doctrine of Primary Substance , John W. Simmons

Through a Glass Darkly: Bernard Lonergan and Richard Rorty on the Possibility of Knowing Without a God's-Eye-View , Russell Snell

Theses/Dissertations from 2003 2003

Building a Heideggerian Ethic , Kelly A. Burns

St. Thomas Aquinas and the Self-Evident Proposition: A Study of the Manifold Senses of a Medieval Concept , Michael V. Dougherty

Ricoeur's Narrative Development of Gadamer's Hermeneutics: Continuity and Discontinuity , Keith D'Souza

Beauty's Resting Place: Unity in St. Augustine's Sensible Aesthetic , Matthew J. Hayes

Empathy and Knowledge: Husserl's Introductions to Phenomenology , Kevin Hermberg

The Transactional Model: A Critical Examination of John Dewey's Philosophy of Freedom , Mark N. Lenker III

Reflection on the "good" As a Source of Freedom in Virtue Theory , John D. Morse

Theses/Dissertations from 2002 2002

An Evaluation of Alvin Plantinga's Religious Epistemology Does It Function Properly? , James Beilby

Merleau-Ponty: Embodied Subjectivity and the Foundation of Ethics , Sarah A. Fischer

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College of Arts & Sciences

Past Dissertations

Hyperlinked dissertations are available through  Proquest Digital Dissertations .

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Faculty of Humanities and Education

School of Education

Mphil/phd in education.

• Master of Philosophy (MPhil)
• Doctor of Philosophy (PhD)

The MPhil in Education

Mphil entry requirements.

• A Bachelor’s degree of at least Upper Second Class Honours and the Diploma in Education of The University of the West Indies or any other diploma or certificate in Education acceptable to the School of Education;
• A Bachelor’s degree of at least Upper Second Class Honours with courses in Education acceptable to the School of Education; OR
• A Bachelor’s degree of at least Upper Second Class Honours and a Teachers College Certificate that are both acceptable to the School of Education.

Course of Study

• For students upgrading from MPhil to PhD, their MPhil courses will contribute to the course requirements for the PhD.
• Students entering either the MPhil or PhD degree already holding a Taught Masters degree may apply to the Campus Committee for exemption from the course requirements of the research degree.

Award of the MPhil degree

List of courses.

• GRSM 6001   MPhil Research Seminar 1
• GRSM 6002   MPhil Research Seminar 2  
• EDRS 6990    MPhil Education

The PhD in Education

Phd entry requirements.

• Holders of approved higher degrees;
• Persons possessing such other qualifications and experience as Senate may approve; OR
• Persons registered in Master’s degree programmes of the UWI who have met the requirements for upgrading of their registration, as stipulated by the Board for Graduate Studies and Research.

Candidates enrolled in a PhD programme, are required to complete a minimum of nine (9) credits should be taken through courses. Candidates are advised to complete at least one of the Research Methods in Education courses and any other content-related courses deemed to be useful to the candidate's proposed area of research. Candidates will present at least three (3) seminars before a panel consisting of members of staff in the discipline and other interested parties. An oral defense is required. A candidate registered for full-time studies will be required to present his/her thesis on an approved subject within three (3) to five (5) years after full registration, while a part-time candidate will be required to present his/her thesis on an approved subject within three (3) to five (5) years after full registration.

Award of the PhD degree

• GRSM 8001   PhD Research Seminar 1
• GRSM 8002   PhD Research Seminar 2
• GRSM 8003   PhD Research Seminar 3  
• EDRS 8000    PhD Education

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• Doctor of Philosophy Theses and Dissertations(PHD)

PHD-School of Education

By Issue Date Authors Titles Subjects

Search within this community and its collections:

This collections contains bibliographic information and abstracts of PHD theses and dissertation in the School of Education held in Kenyatta University Library

Sub-communities within this community

Phd-department of early childhood studies [42], phd-department of educational communication & technology [61], phd-department of educational foundations [55], phd-department of educational management policy & curriculum studies. [117], phd-department of educational psychology [66], phd-department of library & information science [19], phd-department of special needs education [45], recent submissions.

Impact of Kenyan sign language instructional medium on academic performance of learners with hearing impairment in special primary schools in Kenya 

Proximal predictors and outcome of academic buoyancy among form three secondary school students in Migori County, Kenya 

Parental career support and students’ science self-efficacy as correlates of career decision making among form three students in Murang’a County, Kenya 

Influence of Institutional Resource Utilization on Students’ Academic Performance in Public Secondary Schools in Makueni County, Kenya 

Continuous Staff Development Programs on Librarians Job Performance in Selected Academic Libraries in North - Central Nigeria 

Relationship between Gender Role Reversal and Psychological Effects among Spouses in Nyeri County, Kenya 

Sense of Competence, Self-Control and Moral Compass As Determinants of Academic Dishonesty among Form Four Students in Baringo County, Kenya 

Use of Geogebra and Its Effect on Performance in Geometry among Basic Preservice Teachers in Colleges in Eastern Region, Ghana 

Utilization of Support Services and Its Relationship with Retention among Open and Distance Learners in Selected Public Universities in Kenya 

E-learning utilization for instruction in selected universities in Kenya 

Head Teachers’ Management Practices and their Influence on Participation of Female Pupils with Special Needs in Primary Schools, Mandera County, Kenya 

Preparedness for Adoption of Patron Driven Acquisition Framework in Selected Federal University Libraries, Nigeria 

Household Educational Costs and their Effects on Students’ Participation on Public Boarding Secondary Schools on Uasin Gishu County, Kenya 

Selected Psychological Factors as Predictors of Mathematics Achievement among Form Three Students in Public Secondary Schools in Nakuru County, Kenya 

Learning Goal Orientation as Correlates of Reading Comprehension Performance among Students in Kiambu County, Kenya 

Information and Communication Technology Environment for Learning and Development of Students’ Digital Literacy Skills in Selected Tanzanian Universities 

Intelligence Beliefs and Task Value Prediction of Form Three Students’ Academic Achievement, Mediated By Academic Engagement, in Meru County, Kenya 

Emotional Self-Regulation and Risk Taking Behaviour as Predictors of Academic Achievement among Form Two Students in Nairobi City County, Kenya 

Teachers’ Use of Technology and its Correlation to Students’ Achievement on National Mathematics Examinations in Secondary Schools in Makueni County, Kenya 

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PhD Thesis Towards an African philosophy of education

Related Papers

Comparative and Continental Philosophy

Shuchen Xiang (项舒晨)

Cartesianism is deified as the mythical beginnings of Modern Western Philosophy. This paper draws on the evaluations of the epistemology and colonial context of Cartesianism from Latin American philosophers to show how the Cartesian project of universalism has been to the detriment of non-Western cultures. In contrast to this exclusionist universalism, this paper provides an alternative model of universalism that is premised on the interaction between embodied particulars. It stresses how, under this Chinese conception of universalism as resulting from feeling (gan, 感) and response (ying, 应), the agent is expected to subdue her own ego and its desire to impose itself onto particulars. This imposition would be an obstruction that impedes the free flow of interactions between particulars and so acts an impediment to participating in the “universal.” The Chinese conception of universalism reconstructed here resonates with the self-reflexive understanding of Modernity of which the works Enrique Dussel speak. It also fleshes out Aimé Césaire’s conception of the universal as the deepening and coexistence of all particulars.

Victor Nweke

Campbell Shittu Momoh is widely known among his academic peers and protege as the first scholar in the world to obtain a PhD in African philosophy. In this essay, we show how Momoh blazes a trail as one of the foremost indigenous Nigerian professional philosophers that attempts to substantiate the possibility of doing African philosophy as a critical reflection of an individual on the historical and existential experiences of the African as documented in the oral and written intellectual heritage of Africa. This claim has its éclat encapsulation in Momoh’s theory of many-many truths. Generally, Momoh’s theory is a systematic repudiation of the fundamental propositions of the founding-fathers of modern philosophy that give credence to the view that philosophy is an unbiased quest for the truth, and the Eurocentric approach to philosophy is the only legitimate approach to the truth. Momoh’s position is that there is no absolute truth in the history of academic philosophy. What exists is the projection of a context-biased theory of truth to the status of the truth by leading philosophers. The idea of the truth or a method for the truth is inherently deceptive. In view of this, we argue that Momoh’s of many-many truths is an exemplar of postmodern thinking in African philosophy because its core propositions have a sort of family resemblance with the position of postmodern thinkers in philosophy. To ground the above contention, we adopt a fundamentally expository and argumentative approach. First, we present a lucid exposition of Momoh’s theory of many-many truths, and then proceed to explicate why the theory of many-many truths is an exemplar of postmodern thinking in African philosophy. We strengthen the plausibility of this argument by unveiling how the basic propositions of Momoh’s theory of many-many truths necessarily incorporate, corroborate and amplify the position of notable postmodern thinkers in philosophy and vice versa. Consequently, we proceed to conclude that Momoh’s theory of many-many truths is a prototype of postmodern thinking in African philosophy because it fundamentally repudiates the hegemonic projection of the Western philosophical tradition as the sole legitimate paradigm of philosophy and universal truth.

Ephraim T Gwaravanda

We argue that African philosophy scholars are sometimes blinded by Eurocentric tendencies in the practice of African philosophy, and that it is important to identify and overcome these problems. The research gap we intend to fill is that the route of self-examination, self-criticism and self-evaluation has been underexplored in the practice of African philosophy at universities in Africa. The self-understanding of African philosophy is necessary for the reconstruction of indigenous elements for the purpose of African development. Firstly, African philosophy is divided along Eurocentric lines of analytic and continental philosophy. We argue that such a dualism closes other approaches to African philosophy. Secondly, the practice of African philosophy is done in the language of the colonisers; however, concepts from indigenous African languages remain largely unexplored. Thirdly, the Eurocentric approach of making philosophy “universal” and “transcultural,” results in African scholars...

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Foluke Adebisi

Education in many African states is comparatively characterised by inadequate availability, accessibility, acceptability and adaptability of education. Nevertheless, evaluations focusing on lack of educational infrastructure and personnel usually ignore the contextual inadequacies of educational provision in the region and the inability of such education to equip its citizens to fit in with and benefit the societies they live in. This educational incompatibility has led to a significant level of unemployment/underemployment, underdevelopment and ‘brain-drain’, as well as some erosion of languages and cultures. The colonial experience reduced education to a tool of communication between the coloniser and the colonised. Emphasis on the individual and de-emphasis on community and culture resulted in ideological dissonance. Despite post-independence attempts to reverse this, vestiges of postcoloniality in contemporary education remain and perpetuate a myth of inferiority of indigenous k...

Asian Journal of Education and Social Studies

Emmanuel Lukong

The debates and anguish expressed by emerging Africentric thoughts such as (Tani, 2015), indicates the continuous negligence of culturally relevant curriculum which meets and fits the contextual needs of Africans. The spat in this conceptual yet analytical paper is that the advent of modern type western education has resulted in the drought of the importance of indigenous forms of knowledge in Cameroon in particular and Africa in general. The paper unfolds by highlighting some of the areas in which the modern Eurocentric philosophy of education has alienated and affected some of Africa’s indigenous education systems. Using the modernization paradigm as the framework, the paper’s contention is that following missionary excursions in Africa and the subsequent colonisation, modern forms of schooling were introduced and expanded phenomenally and with it came notions of cultural imperialism, which tended to denigrate many if not all forms of indigenous knowledge education systems. Some i...

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Ethno-philosophy, as a philosophical project, has had its fair share of criticism from some professional African philosophers, with Paulin Hountondji as an outstanding critic. Ethno-philosophy is believed to be deficient in criticality and analyticity, which are considered hallmarks of good philosophy anywhere. In this paper I engage Fainos Mangena, a tireless defender of ethno-philosophy, in a critical conversation. In making a case for the continuing relevance of ethno-philosophy, while acknowledging its shortcomings, I argue that the universalist critique of ethno-philosophy has exposed the philosophical poverty of this specific form of thought. I assert that the equation of ethno-philosophy with substantive African philosophy will lead to the emergence of an impoverished African philosophical tradition, notwithstanding the desirability of a unique African philosophy distinguishable from non-African philosophical traditions—in particular the Western philosophical tradition. I poi...

Philip Higgs

The liberation of Africa and its peoples from centuries of racially discriminatory colonial rule and domination has far-reaching implications for educational thought and practice. The transformation of educational discourse in Africa requires a philosophical framework that respects diversity, acknowledges lived experience and challenges the hegemony of Western forms of universal knowledge. In this article I reflect critically on whether African philosophy, as a system of African knowledge(s), can provide a useful philosophical framework for the construction of empowering knowledge that will enable communities in Africa to participate in their own educational development.

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Critical Analysis of Mathematics Education Doctoral Dissertations in the Philippines: 2009–2021

• First Online: 18 May 2023

Cite this chapter

• Bill Atweh 6 ,
• Minie Rose C. Lapinid 7 ,
• Auxencia A. Limjap 8 ,
• Levi E. Elipane 9 ,
• Michel Basister 10 &
• Rosie L. Conde 9  

Part of the book series: Mathematics Education – An Asian Perspective ((MATHEDUCASPER))

181 Accesses

• The original version of this chapter was revised: The author name Michel Basister has been updated. The correction to this chapter is available at https://doi.org/10.1007/978-981-99-0643-7_9 .

This chapter presents a critical analysis of educational research as reflected in doctoral dissertations completed during the past decade in mathematics education in the Philippines. It analyzes the published dissertations with respect to the topics in the discipline they address, the targeted participants in terms of educational level and roles of stakeholders and theoretical frameworks used to construct the research. The analysis revealed a strong emphasis on research on teaching educational goals of mathematics, teacher development, and the use of technology in teaching. The less traversed areas were the research on social goals of education, the relationship of mathematics teaching and learning in other disciplines, the equity in terms of language and access to quality mathematics education due to poverty, elementary and kindergarten mathematics, assessment, technology used in informal settings, and research areas that are informed by critical and sociopolitical perspectives. The analysis calls for the need for better articulation of the role of the theory in a dissertation and a greater diversification of theoretical stances, in particular the critical and sociopolitical perspectives that remain underutilized.

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Changing Landscapes

Educational Research on Learning and Teaching Mathematics

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Change history, 16 june 2023.

A correction has been published.

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Minie Rose C. Lapinid

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Philippines Normal University, Manila, Philippines

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Atweh, B., Lapinid, M.R.C., Limjap, A.A., Elipane, L.E., Basister, M., Conde, R.L. (2023). Critical Analysis of Mathematics Education Doctoral Dissertations in the Philippines: 2009–2021. In: Atweh, B., Fan, L., Vistro-Yu, C.P. (eds) Asian Research in Mathematics Education. Mathematics Education – An Asian Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-99-0643-7_4

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Graduate Education

Office of graduate and postdoctoral education, phd defense by jianshu zhao, july 9, 2024.

In partial fulfillment of the requirements for the degree of Doctor of Philosophy in Bioinformatics in the School of Biological Sciences Jianshu Zhao

Defends his thesis: Bioinformatic Software Development for Large-Scale Microbial Genome Analysis with Applications in Disturbance Ecology and SAR11 Species Evolution

Tuesday, July 9, 2024 3:00pm Eastern

Room: 3229 ES&T building

Zoom link: https://gatech.zoom.us/j/92904499229

Thesis Advisor: 

Dr. Konstantinos T. Konstantinidis, School of Civil and Environmental Engineering and School of Biological Sciences (by courtesy), Georgia Institute of Technology, USA

Committee Members: 

Dr. Luis M. Rodriguez-R, Department of Microbiology & Digital Science Center (DiSC), University of Innsbruck, Austria

Dr. I. King Jordan, School of Biological Sciences, Georgia Institute of Technology, USA

Dr. Joel E. Kostka, School of Biological Sciences, Georgia Institute of Technology, USA

Dr. Frank J. Stewart, Department of Microbiology & Cell Biology, Montana State University, USA

Microbial genome analysis has become increasingly challenging due to the rapidly growing volume of genomic data (e.g., metagenomes, single-cell genomes). In this thesis, several bioinformatic tools were developed to efficiently perform large-scale microbial genome comparison, genome search, genome classification and dimension reduction (or visualization). To achieve computational efficiency, these tools employed cutting-edge probabilistic data structures and small-word graph-based algorithms, in addition to concurrent and parallel programming. Subsequently, the tools were applied to genomic and metagenomic datasets to test prevailing theories about how microbial species evolve and respond to environmental disturbance. Analysis of time-series data from a costal microbial community disturbance ecology experiment, together with the development of a quantitative method to define rare biosphere showed that natural bacterial populations are remarkably resilient, and that the rare biosphere contributes to this resilience. Additionally, the analysis of single-cell genomes from the oxygen minimum zones of the oceans showed that SAR11, the most abundant heterotrophic marine group, is an outlier to the widely recognized species boundaries at the 95% ANI threshold due to highly promiscuous and unbiased across the genome homologous recombination (cohesive force for species). Consistent with the latter interpretation, recombination has caused gene (as opposed to genome) sweeps for metabolic functions under strong in-situ (positive) selection, such as the respiratory nitrate reductase (NarG), within the SAR11 genomospecies. In summary, the bioinformatic tools and the eco-evolutionary insights obtained in this thesis advance the means to study and our understanding of natural microbial communities, respectively.

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