Ed.D in School Improvement

Learn More about the School Improvement Doctoral Program

University of West Georgia Recognized for 8 Top Degree Programs in the U.S.

Applications are currently closed for the Summer 2020 Cohort.  Applicants will be notified of admissions decisions by March 15, 2020.

Mandatory 2020 Summer Orientation for newly admitted Cohort 21 doctoral students will take place June 4-5, 2020 at our Carrollton, Georgia campus.

Why Choose the Doctor of Education in School Improvement Program?

The Doctor of Education in School Improvement Program offers a unique opportunity for educators looking for an interdisciplinary, inquiry-based doctoral program that prepares graduates to become change agents in the PK - 12 schools they serve. Coursework is offered 100% online.

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  The Doctor of Education in School Improvement Program offers a unique opportunity for educators looking for an interdisciplinary, inquiry-based doctoral program that prepares graduates to become change agents in the PK - 12 schools they serve. Coursework is offered 100% online.

  
  
  

There are several unique features of the Doctor of Education in School Improvement. These include the following:

• All coursework is delivered through an asynchronous online environment, using a wide variety of instructional technologies. 
• Students are required to come to the Carrollton, GA campus for an intensive two day orientation during the first summer, and participate in an intensive Virtual Dissertation Prep Seminar.
• The program may be completed in three years; however, many students take four years or more to complete.
• Faculty are nationally recognized, committed to school improvement, and understand the needs of adult learners.

 

Congratulations to the 2019 School Improvement Dissertation of the Year Award recipient, Dr. Rebecca Owen!

Her dissertation, "Exploring the Relationship Between Rural Young Adolescents' Expectancy-Values in Reading and their Reading Performance" investigated a critical issue and has valuable practical applications in the field of school improvement. With reading education being a vital part of the American school system, school improvment inevitably includes providing educators with better training on reading education in K-12 school systems, particularly in rural schools that need more support.

Dr. Owen's dissertation sheds a different light on reading education, calling attention to a motivational approach to reading, investigating rural adolescents reading performance and their expectancy and value beliefs in the important subject, and studying the relationship between their motivational beliefs and their reading performance.

Congratulations, Dr. Owen!