Educational Culture, Policy and Society (ECPS)

The Educational Culture, Policy and Society (ECPS) program at the University at Buffalo focuses on the role that education, including but not limited to P – 16+, plays in the larger society. We pay special attention to institutions, policies and practices that facilitate individuals’ well-being and social and economic outcomes, as well as those that […]

The Educational Culture, Policy and Society (ECPS) program at the University at Buffalo focuses on the role that education, including but not limited to P – 16+, plays in the larger society. We pay special attention to institutions, policies and practices that facilitate individuals’ well-being and social and economic outcomes, as well as those that limit them. We focus on the links between educational institutions and broader social, cultural, political and economic forces.

Our faculty members have expertise in areas including the social psychology and sociology of education, global studies, and policy studies. We focus much of our research on underserved populations, including historically marginalized racial/ethnic groups in the United States such as African Americans, and Latino/a, and others who may not be proficient in English. We additionally direct our attention towards gender disparities in educational, social and economic opportunities, as well as among populations with limited financial resources.

ECPS additionally focuses on cross-national comparisons of educational policies and practices central to policymakers and school leaders around the world. These include reforms related to the teaching profession, teaching and learning, as well as key policy issues such as accountability, high-stakes testing, school choice, government support of education, and access to higher education for underrepresented groups.

Who is this program for?

ECPS is for anyone who is interested in the relationship between schooling (P – 16+) and social and economic forces and consequences in national and global context. Specific areas of focus include, but are not limited to:

  • Differentiated curricula for students related to socioeconomic status, race/ethnicity, second language, gender, or national origin.
    • Academic tracking that leads to differential access to knowledge and subsequent opportunities among student groups;
    • Differential access to rigorous course content, especially in the areas of mathematics and science;
    • Grade retention;
  • Dropout and push-out patterns in secondary school that contribute to pipeline constriction;
  • Discipline practices, accompanied by security measures in schools, that exclude student groups disproportionately, beyond that explained by students’ misbehavior or threat to others;
  • Popular culture, youth culture, and schooling;
  • Academic achievement, academic attainment, and school opportunity structures for varying groups in the population;
  • Educational policies, practice and outcomes in cross-national perspective;
  • Transitions from high school to college, including matriculation, persistence and graduation rates;
  • Schooling and socioeconomic structures in new global circumstances.

I.  ADMISSIONS
Admission decisions regarding the Ph.D. program are made twice per year (March 1st and November 1st). In addition to the completed online application, applicants must submit:

  1. Transcripts from any undergraduate and graduate institutions attended (Unofficial transcripts uploaded to your application are preferred)
  2. Graduate Record Exam (GRE) or Miller Analogies Test (MAT) scores
  3. Statement of career goals and objectives
  4. Writing sample
  5. Three academic letters of recommendation
  6. Admission interview upon department request
  7. $50.00 non-refundable application fee

II. CURRICULUM

All classes are chosen in consultation with the student’s advisor. A minimum of 72 hours is required to complete the PhD program, 12 of which can be dissertation credits.

The following courses are required, unless specifically waived by the advisor:

ELP 585 Sociological Bases in Education (3 credits)
ELP 544 Sociology of School Knowledge (3 credits)
ELP 593 Qualitative Research Methods (full year course; 6 credits)
ELP 589 Education and Socialization (3 credits)
ELP 566 Comparative and Global Studies in Education (3 credits)
ELP 590 Education and Social Stratification (3 credits)
ELP 599 Proposal Writing (3 credits)

A minimum of 6 credits quantitative/statistical methods (one full year). This requirement may be met through a combination of the below listed courses, pending advisor approval.

CEP 500 Fundamentals of Educational Research (3 credits) (This can be coupled with CEP
522 or CEP 532 to meet the full year requirement)
CEP 532 Understanding Statistical Research (3 credits)
CEP 522-523 Statistical Methods: Inference I and II (4 credits each course)
CEP 528 Hierarchical Linear Modeling: Multilevel and Longitudinal Data Analysis (3 credits)
CEP 527 Large Database Analysis

Recommended Electives:

ELP 592 American Education for International Students (3 credits) (as appropriate)
ELP 575 Education and Globalization (3 credits)
ELP 511 Comparative Higher Education (3 credits)
CEP 533 Doctoral Seminar: Topics in Education Policy (3 credits)
ELP 450 Language, Culture and Education in a Global Context (3 credits)
ELP 586 Educational Transitions P-20 (3 credits)
ELP 510 College Access and Choice in US (3 credits)
ELP 543 Economics of Education (3 credits)

III. QUALIFYING EXAMINATION
All students in ECPS must take a qualifying examination either December 15 (due January 15) or August 15 (due September 15). All coursework must be completed before the examination may be taken, and students may not sign up for dissertation credit hours until they have passed the exam. The qualifying examination is generally taken after completing the equivalent of two and one half full years of course work.

IV. ADVANCEMENT TO CANDIDACY
Upon completion of most of the course work, students will file a Ph.D. Application to Candidacy. The adviser, tentative dissertation committee, and the department chair must approve the application.

V. DISSERTATION RESEARCH
A minimum of 9 credit hours of ELP702 Dissertation Guidance is required.

FACULTY

Dr. Greg Dimitriadis (Ph.D., University of Illinois, Urbana/Champaign) is Professor of Educational Culture, Policy and Society and is interested in new ways of thinking about urban education and policies that serve urban youth. More specifically, he is interested in the potential value and importance of non-traditional educational curricula (e.g., popular culture), programs (e.g., arts-based initiatives), and institutions (e.g., community centers) in the lives of disenfranchised young people. His most recent work has dealt with the contemporary complexities of qualitative inquiry, including its history and philosophical and theoretical underpinnings, as well as the ways “theory” generated outside of the field of education can be brought to bear on the questions and concerns facing educational researchers and practitioners. His work has appeared in numerous journals, including Annals of the American Academy of Political and Social Science, Anthropology and Education Quarterly, British Journal of Sociology of Education, Journal of Education Policy, and Teachers College Record, among others. He is the author of Performing Identity/Performing Culture: Hip Hop as Text, Pedagogy, and Lived Practice (Peter Lang), and Friendship, Cliques, and Gangs: Young Black Men Coming of Age in Urban America (Teachers College Press, Columbia University). Dimitriadis’s Critical Dispositions: Evidence and Expertise in Education was awarded a Division B Outstanding Book Award, AERA, 2013. He has held visiting appointments at York University, The CUNY Graduate Center, Cardiff University, and Monash University.

Dr. Jeremy D. Finn (Ph.D., The University of Chicago) is a member of the program in Educational Culture, Policy and Society and Director of Programs in Educational Psychology and Quantitative Methods. He has been a Visiting Professor at Stanford University and the Ontario Institute for Studies in Education, held fellowships with the National Research Council, Educational Testing Service, National Center for Education Statistics, and the International Association for the Evaluation of Educational Achievement in Stockholm. Jeremy Finn’s research spans a number of policy areas. He was lead evaluator for Project STAR, the four-year study of the effects of class-size reduction in the elementary grades (K-3), and continues to analyze STAR data to understand the impact of small classes on students through young adulthood. Other areas in which he has made major contributions include the study of gender differences in educational outcomes, academic resilience among students at risk, school discipline and security measures, and student engagement and dropping out. His work on engagement and dropping out began with publication of the now-classic paper “Withdrawing from School” (Review of Educational Research, 1989). The article explains how dropping out and other forms of withdrawal from school have their roots in the earliest grades and result from myriad interactions between students and their schools. His papers have been published in a wide array of venues, including Journal of Applied Psychology, Harvard Educational Review, the 2006 government report “The Adult Lives of At-Risk Students: The Roles of Attainment and Engagement in High School”), and the Handbook of Research on Student Engagement. He was a member of the six-person panel to produce the recent U.S. Department of Education’s Dropout Prevention, and has received research grants from the U.S. Department of Education, the Spencer Foundation, and the William T. Grant Foundation.

Dr. Seong Won Han (Ph.D., University of Wisconsin-Madison) is an Assistant Professor of Educational Culture, Policy and Society. Her research interests include international and comparative education, gender inequalities in STEM, educational policy, and teacher quality. Using large-scale international surveys and student achievement data, her current project focuses on cross-national differences in occupational expectations for STEM careers among students in a wide range of nations. She also investigates the factors that support improvement of instruction and student outcomes in urban public schools in the United States, with specific focus on how comprehensive school reform efforts can support instructional change among teachers, and how educational leaders can support teachers’ improvement efforts. Her research has been published in the Review of Higher Education, Teachers College Record, and as part of an edited collection on leadership and instructional change. Seong Won Han’s research has been supported by a dissertation grant from the American Education Research Association.

Dr. Jaekyung Lee (Ph.D., University of Chicago) is Dean of the Graduate School of Education and a member of the program in Educational Culture, Policy and Society as well as the program in Educational Psychology and Quantitative Methods. Jaekyung Lee’s research focuses on issues of educational equity and accountability, including high-stakes testing and achievement gaps among racial and socioeconomic groups. He specializes in educational policy analysis and program evaluation using large-scale national databases. He also conducts research in the area of international and comparative education, with focus on the comparison of American vs. Asian education systems. His primary research interests focus on addressing pressing social issues in the areas of educational accountability and equity, high-stakes testing, and educational achievement gaps. His work has been supported by grants from the American Educational Research Association, the U.S. Department of Education, and the National Science Foundation, and has been published in numerous journals. He also is the author of the book “The Testing Gap: Scientific Trials of Test-Driven School Accountability Systems for Excellence and Equity.” Jaekyung Lee is an AERA Fellow, a Fellow of the Center for Advanced Study in the Behavioral Sciences at Stanford University and a Fellow of the National Education Policy Center at the University of Colorado-Boulder. He is the recipient of the 2007 AERA Early Career Award.

Dr. Lois Weis (Ph.D., Educational Policy Studies, University of Wisconsin-Madison) is State University of New York Distinguished Professor and a member of the program in Educational Culture, Policy and Society. She has written extensively about the current predicament of White, African-American, and Latino/a working class and poor youth and young adults, and the complex role gender and race play in their lives in light of contemporary dynamics associated with the global knowledge economy, new patterns of emigration, and the movement of cultural and economic capital across national boundaries. She is the author and/or editor of numerous books and articles relating race, class, gender, education and the economy, including her most recent book, Class Warfare: Class, race, and college admissions in top-tier secondary schools (with Kristin Cipollone and Heather Jenkins, University of Chicago Press) and Education and Social Class: Global Perspectives (with Nadine Dolby). Her articles appear in a wide range of journals, including American Educational Research Journal, Review of Educational Research, Harvard Educational Review, Signs, and Anthropology and Education Quarterly, among others. She is a winner of the outstanding book award from the Gustavus Meyers Center for the Study of Bigotry and Human Rights in North America, and past Editor of the American Educational Research Journal-Social and Institutional Analysis section. Lois Weis is member of the National Academy of Education (NAEd), and an Honorary Fellow of the American Educational Research Association. She has received grants from the Spencer Foundation, Carnegie Foundation, National Science Foundation, and Association for Institutional Research.


Educational Administration

Doctor of Philosophy (Ph.D.) with a major in Educational Administration Admission to the Ph.D. program requires a master’s degree. Students who have completed UB’s master’s program in Educational Administration will need to complete at least an additional 43 credit hours. Students who have completed an approved master’s degree, or postmaster’s certification, elsewhere will need to […]

Doctor of Philosophy (Ph.D.) with a major in Educational Administration

Admission to the Ph.D. program requires a master’s degree. Students who have completed UB’s master’s program in Educational Administration will need to complete at least an additional 43 credit hours. Students who have completed an approved master’s degree, or postmaster’s certification, elsewhere will need to complete at least an additional 52 hours. Transfer hours up to 24 credits will be awarded on a course-by-course basis and should be requested soon after admission to the program. A special justification must be made in writing to the Graduate School for transferring any courses that were completed over 10 years ago. A minimum of 76 credit hours are required for graduation. These requirements for the Ph.D. degree must be met within seven years from matriculation, one year of which must be full-time residency.

Degree requirements are as follows:

A. Educational Administration                                                        A minimum of 24 cr.

Students select courses in order to obtain both a breadth of understanding across the field of Educational Administration (e.g., instructional, managerial and political areas) and a depth of understanding or specialization within a particular area of interest to the student (e.g., business administration, curriculum and instructional leadership, economics and finance, organizations, personnel, school reform, staff development, urban education).

B. Cognates                                                                                            A minimum of 18 cr.

Students are expected to develop two cognates (with a minimum of 9 credits in each): (A) a cognate in at least two areas of educational foundations (such as sociology of education, philosophy of education, educational psychology, and history of education); and (B) a cognate in a discipline or field outside of educational administration (e.g., any of the educational foundations areas listed in (a), comparative education, counseling, English as a second language, economics, cognitive psychology, law, political science, management, sociology).

C. Research                                                                                           A minimum of 15 cr.

At least one quantitative methods course and at least one qualitative methods course with at least one advanced course in either quantitative or qualitative methods. No more than one introductory course can be taken in any particular research method.

D. Dissertation                                                                                   10 – 12 crs.

Total Required Credits                                                                                                  76 cr.


Comparative and Global Education (CGE)

Description Students who select this concentration will receive the Master’s of Education (Ed.M.) degree in Education Studies. The concentration in Comparative and Global Education (CGE) is noted on the diploma. The CGE concentration is designed for students who are interested in studying education in broad-based social, cultural, and linguistic contexts. Students in this concentration seek […]

Description

Students who select this concentration will receive the Master’s of Education (Ed.M.) degree in Education Studies. The concentration in Comparative and Global Education (CGE) is noted on the diploma.

The CGE concentration is designed for students who are interested in studying education in broad-based social, cultural, and linguistic contexts. Students in this concentration seek to understand the global issues that affect educational practices and outcomes in schools, communities, and educational systems on local and global levels. The CGE concentration prepares students with both foundational and advanced knowledge, skills, and dispositions to become global educational leaders. Students in this concentration will be prepared to contribute to the most current and pressing discussions around educational policy as they are happening around the world.

Degree Concentration

Prospective Students

Format

Comparative and Global Education

(CGE)

Anyone interested in the study of education in global contexts including those aspiring to be a successful professional or academic in educational leadership. Careers include but are not limited to the following:

·         Faculty and researchers of comparative education or related fields in higher education;

·        Teachers and administrators in K-12 schools;

·        Policy makers and analysts in government and non-governmental agencies.

Hybrid

 

Successful graduates typically take jobs in:

  • Colleges/Universities–as faculty/scholars of comparative and global education or administrators in international (e.g., study abroad) programs;
  • Schools–as supervisors or school administrators;
  • Ministries–as policy makers and analysts;
  • International development or human service agencies–as analysts, program officers, or administrators;
  • Non-governmental agencies–as researchers, analysts, program officers, or administrators.


Program of Study

The strength of the CGE concentration program of study lies in the maximum flexibility in designing the program according to the dynamic needs and interests of the student. Individualized programs are built and optimized in continuous consultation with and guidance from their academic advisors.

Consider the program guide below as a guiding reference, instead of a pre-determined program universal to all students (see Course Descriptions online at: http://gse.buffalo.edu/admissions/course-descriptions).

I.    Core courses (Take a minimum of 12 credit hours from the courses below.)

  • Nature of Inquiry (ELP500)
  • Comparative Higher Education (ELP511)
  • Structure and Reform of Education (ELP530)
  • Economics of Education (ELP543)
  • Comparative and Global Studies in Education (ELP566)
  • Education and Globalization (ELP575)

II. Breadth courses (Select from University-wide course offerings. See select GSE courses below.)

  • Cultural Diversity in Higher Education (ELP513)
  • Education in a Global Economy (ELP525)
  • Culture and Schools (ELP540)
  • Foundations of Education (ELP548)
  • Women in Educational Comparative Perspective (ELP571)
  • Education in Asia (ELP574)
  • Multicultural Education: Theory and Practice (ELP582)
  • Gender and Education (ELP583)
  • Sociological Bases of Education (ELP585)
  • Education and Socialization (ELP589)
  • American Education for International Students (ELP592)
  • Qualitative Research Methods in Education (ELP593)
  • Applied Social Research (ELP685)
  • Independent Study (ELP703)

III. Culminating event (Select one of the 3 options below.)

  • Comprehensive exam (1 credit hour; twice a year, in January and May; can take up to twice)
  • Master’s Project (ELP700: 1-3 credit hours)
  • Master’s Thesis (ELP701: 1-3 credit hours)

Program Procedure

A. Initial Program

  • Upon admission to the CGE concentration program, the student designs his or her initial program using CGE Concentration Program Planner in consultation with the initial advisor and begins coursework.
  • Transfer courses, if any, should be approved by the initial advisor and the department before the end of the 2nd semester. A maximum of 6 graduate-level credit hours may be transferred into the CGE concentration program with the advisor’s approval.

B. Application to Candidacy

  • Application to Candidacy (ATC) for the Ed.M. in Education Studies agreed and signed by the permanent advisor should be filed with the department for submission to the GSE Graduate Studies Committee after completion of 12 credit hours and prior to completion of 24 credit hours.

Admissions Requirements

The CGE concentration program welcomes applications to the program on a rolling basis. All applicants are required to fulfill the following to complete their application to the CGE concentration program.

1.     Academic background

a.  A baccalaureate degree from an accredited institution prior to enrolling

2.  Application fee

a.  $50, non-refundable, paid electronically or by check

3.  Transcripts

a.  Official transcripts from all colleges/universities attended. Applicants who are
currently at UB or have studied at or graduated from UB do not need to request an official UB transcript. GSE’s Office of Admissions can download and print the transcript.

b.  Please be sure to provide us with your former/maiden name if you have one. When requesting transcripts, please ask the sending institution to indicate both your current name and former/maiden name.

4.  Two recommendation letters (either from an academic or a professional reference)

5.  A sample of academic writing (approximately 5 pages long)

6.  Online application with all supporting documents (http://gse.buffalo.edu/apply).

a.  According to new policies and procedures regarding the application process effective fall 2013, all supporting documents must be uploaded and attached to your online application. This includes unofficial copies of your transcripts, recommendation letters, and any other documents required for review.

7.  English language proficiency (for international students)

a.  All applicants, including those who are transferring from or who have completed degree programs at other U.S. colleges or universities, must have their score in the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) reported directly to the University. The score report must be dated within 2 years of intended enrollment at UB.

8.  Financial documentation (for international students)

a.  Complete and return the Foreign Applicant Financial Statement along with supporting documentation as outlined in the instructions.

Financial Assistance Opportunities

The Department, the Graduate School of Education, and the University offer a wide range of financial assistance opportunities to incoming and continuing students. Students should apply through a special application form to the Department. The University offers a number of competitive fellowships for which students should apply. The Graduate School provides information concerning the nature, availability, and qualifications of these fellowships. Other opportunities for financial assistance become available from time to time, and students are encouraged to keep in touch with the Department on a regular basis if financial aid is required.

Faculty

William Barba, Clinical Professor of Higher Education. Research interests include educational leadership and policy. Courses include Foundations of Higher Education, Historical Bases of Higher Education, Critical Issues in Higher Education, Higher Education in U.S., Intercollegiate Athletics in Higher Education, Supervised Professional Experience, and Law & Education.

Janina Brutt-Griffler, Professor of Foreign Language Education, ELP Department Chair, and Director of the Center for Comparative and Global Studies in Education. Research interests include the understanding of language use in society, educational and language policy, and higher education. Courses include Doctoral Seminar in Sociolinguistics, Principles of First and Second Language Acquisition, and Linguistics for Second Language Education.

Nathan Daun-Barnett, Assistant Professor of Higher Education. Research interests include college access and choice in U.S. higher education and public policy in higher education. Courses include  Financing Higher Education, Program Evaluation and Assessment, Organization and Governance in Higher Education, and College Choice and Access in U.S.

Greg Dimitriadis, Professor of Educational Culture, Policy and Society and GSE Associate Dean for Academic Affairs. Research interests include qualitative methods, urban education, educational policy, and popular culture. Courses include Sociological Bases of Education, Qualitative Research Methods, Sociology of School Knowledge, and Education and Globalization.

Seong Won Han, Assistant Professor of Educational Culture, Policy and Society. Research interests include international and comparative education, gender inequality in STEM, educational policy, and teacher quality. Courses include Comparative and Global Studies in Education, Education and Social Stratification, and Foundations of Education.

Megan Holland, Assistant Professor of Higher Education and Educational Administration. Research interests include sociology of education K-20, educational transition, college access, and racial and ethnic diversity. Courses include Higher Education in U.S., Changing Social Contexts for Education Leaders, Organization and Governance in Higher Education, and Educational Transitions P-20.

Stephen L. Jacobson, UB Distinguished Professor of Educational Administration. Research interests include effective principal leadership in challenging, high needs schools, the reform of school leadership preparation and practice, and teacher compensation and labor market behavior. Courses include American Education for International Students, Reforming Teacher Compensation, and School & District Capacity Building.

D. Bruce Johnstone, SUNY Distinguished Service Professor of Higher and Comparative Education Emeritus and Director of the International Comparative Higher Education Finance and Accessibility Project. Research interests include higher education finance, higher education governance, and international comparative higher education. Courses include Comparative Higher Education and International Comparative Education Finance.

Namsook Kim, Clinical Assistant Professor of Educational Leadership and Policy and Assistant Director of the Center for Comparative and Global Studies in Education. Research interests include transformative education in a multilingual, multicultural, global society. Courses include Multicultural Education: Theory and Practice, Cultural Diversity in Higher Education, Language, Culture, and Education in a Global Society, Principles of First and Second Language Acquisition, and Linguistics for Second Language Education.

Raechele Pope, Associate Professor of Higher Education and Student Affairs. Research interests include multicultural competence, psychosocial development of students of color, multicultural organization development, and transformative leadership. Courses include The American College Student, Cultural Diversity in Higher Education, New Futures for Higher Education, Student Development, and Practicum in Higher Education Research.

Thomas M. Ramming, Clinical Associate Professor of Educational Administration. Research interests include leadership in schools. Courses include Collective Bargaining, Clinical Seminar Interns, Leading and Effective School District, and School Business Administration.

Margaret Sallee, Assistant Professor of Higher Education. Research interests include faculty work, graduate student socialization, work/life balance, and gender and masculinities. Courses include Historical Bases of Higher Education, Student Affairs Administration, The College Professoriate, and Organization and Governance in Higher Education.

Steven Simpson, Assistant Professor of Educational Leadership and Policy. Research interests include economics of education. Courses include Economics of Education, Financing Higher Education, Education in a Global Economy, and Critical Issues in Higher Education.

Corrie Stone-Johnson, Assistant Professor of Educational Administration. Research interests include educational change, educational leadership, teacher cultures, and micropolitics. Courses include Nature of Inquiry, Curriculum & Instruction Leadership, and Problems & Paradigms in Educational Administration.

Lois Weis, SUNY Distinguished Professor of Educational Culture, Policy and Society. Research interests include race, class, and gender in American schools. Courses include Qualitative Research Methods in Education, Education and Socialization, and Writing Dissertation Proposals.

Contacts

  • For questions regarding admissions:
    Mr. Ryan Taughrin
    Office of Graduate Admissions and Student Services
    Graduate School of Education
    University at Buffalo
    366 Baldy Hall
    Buffalo, NY 14260
    Phone: (716) 645-2110
    Email: ryantaug@buffalo.edu
  • For questions regarding CGSE concentration program:     Dr. Namsook Kim
    Department of Educational Leadership and Policy
    Graduate School of Education
    University at Buffalo
    475 Baldy Hall
    Buffalo, NY 14260
    Phone: (716) 645-1094
    Email: nkim3@buffalo.eduDownload CGE Concentration Program Guide & Planner. The hard copy is also available in the Center for Comparative and Global Studies in Education (CCGSE) (475 Baldy Hall) and the Department of Educational Leadership and Policy (ELP) office (468 Baldy Hall).

     


 


Comparative and Global Education

Description Students who select this focus area in Comparative and Global Education (CGE) will receive the Master’s of Education (Ed.M.) degree in Education Studies. The CGE is designed for students who are interested in studying education in broad-based social, cultural, and linguistic contexts. Students in this focus area seek to understand the global issues that […]

Description

Students who select this focus area in Comparative and Global Education (CGE) will receive the Master’s of Education (Ed.M.) degree in Education Studies.

The CGE is designed for students who are interested in studying education in broad-based social, cultural, and linguistic contexts. Students in this focus area seek to understand the global issues that affect educational practices and outcomes in schools, communities, and educational systems on local and global levels. The CGE prepares students with both foundational and advanced knowledge, skills, and dispositions to become global educational leaders. Students in this focus area will be prepared to contribute to the most current and pressing discussions around educational policy as they are happening around the world.

Degree Focus Area

Prospective Students

Format

Comparative and Global Education

(CGE)

Anyone interested in the study of education in global contexts including those aspiring to be a successful professional or academic in educational leadership. Careers include but are not limited to the following:

·         Faculty and researchers of comparative education or related fields in higher education;

·        Teachers and administrators in K-12 schools;

·        Policy makers and analysts in government and non-governmental agencies.

Hybrid

 

Successful graduates typically take jobs in:

  • Colleges/Universities–as faculty/scholars of comparative and global education or administrators in international (e.g., study abroad) programs;
  • Schools–as supervisors or school administrators;
  • Ministries–as policy makers and analysts;
  • International development or human service agencies–as analysts, program officers, or administrators;
  • Non-governmental agencies–as researchers, analysts, program officers, or administrators.


Program of Study

The strength of the CGE program of study lies in the maximum flexibility in designing the program according to the dynamic needs and interests of the student. Individualized programs are built and optimized in continuous consultation with and guidance from their academic advisors.

Consider the program guide below as a guiding reference, instead of a pre-determined program universal to all students (see Course Descriptions online at: http://gse.buffalo.edu/admissions/course-descriptions).

I.    Core courses (Take a minimum of 12 credit hours from the courses below.)

  • Nature of Inquiry (ELP500)
  • Comparative Higher Education (ELP511)
  • Structure and Reform of Education (ELP530)
  • Economics of Education (ELP543)
  • Comparative and Global Studies in Education (ELP566)
  • Education and Globalization (ELP575)

 

II. Breadth courses (Select from University-wide course offerings. See select GSE courses below.)

  • Cultural Diversity in Higher Education (ELP513)
  • Education in a Global Economy (ELP525)
  • Culture and Schools (ELP540)
  • Foundations of Education (ELP548)
  • Women in Educational Comparative Perspective (ELP571)
  • Education in Asia (ELP574)
  • Multicultural Education: Theory and Practice (ELP582)
  • Gender and Education (ELP583)
  • Sociological Bases of Education (ELP585)
  • Education and Socialization (ELP589)
  • American Education for International Students (ELP592)
  • Qualitative Research Methods in Education (ELP593)
  • Applied Social Research (ELP685)
  • Independent Study (ELP703)

 

III. Culminating event (Select one of the 3 options below.)

  • Comprehensive exam (1 credit hour; twice a year, in January and May; can take up to twice)
  • Master’s Project (ELP700: 1-3 credit hours)
  • Master’s Thesis (ELP701: 1-3 credit hours)

 

Program Procedure

A. Initial Program

  • Upon admission to the CGE focus area, the student designs his or her initial program using CGE Focus Area Program Planner in consultation with the initial advisor and begins coursework.
  • Transfer courses, if any, should be approved by the initial advisor and the department before the end of the 2nd semester. A maximum of 6 graduate-level credit hours may be transferred into the CGE focus area program with the advisor’s approval.

 

B. Application to Candidacy

  • Application to Candidacy (ATC) for the Ed.M. in Education Studies agreed and signed by the permanent advisor should be filed with the department for submission to the GSE Graduate Studies Committee after completion of 12 credit hours and prior to completion of 24 credit hours.

 

Admissions Requirements

The CGE welcomes applications to the program on a rolling basis. All applicants are required to fulfill the following to complete their application to the Education Studies/CGE focus area.

1.     Academic background

a.  A baccalaureate degree from an accredited institution prior to enrolling

2.  Application fee

a.  $50, non-refundable, paid electronically or by check

3.  Transcripts

a.  Official transcripts from all colleges/universities attended. Applicants who are
currently at UB or have studied at or graduated from UB do not need to request an official UB transcript. GSE’s Office of Admissions can download and print the transcript.

b.  Please be sure to provide us with your former/maiden name if you have one. When requesting transcripts, please ask the sending institution to indicate both your current name and former/maiden name.

4.  Two recommendation letters (either from an academic or a professional reference)

5.  A sample of academic writing (approximately 5 pages long)

6.  Online application with all supporting documents (http://gse.buffalo.edu/apply).

a.  According to new policies and procedures regarding the application process effective fall 2013, all supporting documents must be uploaded and attached to your online application. This includes unofficial copies of your transcripts, recommendation letters, and any other documents required for review.

7.  English language proficiency (for international students)

a.  All applicants, including those who are transferring from or who have completed degree programs at other U.S. colleges or universities, must have their score in the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS), Pearson Test of English (PTE) Academic, Cambridge English Advanced (CAE), or Cambridge English Proficiency (CPE) reported directly to the University. The score report must be dated within 2 years of intended enrollment at UB.

8.  Financial documentation (for international students)

a.  Complete and return the Foreign Applicant Financial Statement along with supporting documentation as outlined in the instructions.

Financial Assistance Opportunities

The University offers some fellowships incoming and continuing students can apply.  Students are encouraged to seek information concerning the nature, availability, and qualifications of these fellowships that the Graduate School provides if financial aid is required.

Faculty

William Barba, Clinical Professor of Higher Education. Research interests include educational leadership and policy. Courses include Foundations of Higher Education, Historical Bases of Higher Education, Critical Issues in Higher Education, Higher Education in U.S., Intercollegiate Athletics in Higher Education, Supervised Professional Experience, and Law & Education.

Janina Brutt-Griffler, Professor of Foreign Language Education, ELP Department Chair, and Director of the Center for Comparative and Global Studies in Education. Research interests include the understanding of language use in society, educational and language policy, and higher education. Courses include Doctoral Seminar in Sociolinguistics, Principles of First and Second Language Acquisition, and Linguistics for Second Language Education.

Nathan Daun-Barnett, Associate Professor of Higher Education. Research interests include college access and choice in U.S. higher education and public policy in higher education. Courses include  Financing Higher Education, Program Evaluation and Assessment, Organization and Governance in Higher Education, and College Choice and Access in U.S.

Seong Won Han, Assistant Professor of Educational Culture, Policy and Society. Research interests include international and comparative education, gender inequality in STEM, educational policy, and teacher quality. Courses include Comparative and Global Studies in Education, Education and Social Stratification, and Foundations of Education.

Megan Holland, Assistant Professor of Higher Education and Educational Administration. Research interests include sociology of education K-20, educational transition, college access, and racial and ethnic diversity. Courses include Higher Education in U.S., Changing Social Contexts for Education Leaders, Organization and Governance in Higher Education, and Educational Transitions P-20.

Stephen L. Jacobson, UB Distinguished Professor of Educational Administration. Research interests include effective principal leadership in challenging, high needs schools, the reform of school leadership preparation and practice, and teacher compensation and labor market behavior. Courses include American Education for International Students, Reforming Teacher Compensation, and School & District Capacity Building.

D. Bruce Johnstone, SUNY Distinguished Service Professor of Higher and Comparative Education Emeritus and Director of the International Comparative Higher Education Finance and Accessibility Project. Research interests include higher education finance, higher education governance, and international comparative higher education. Courses include Comparative Higher Education and International Comparative Education Finance.

Namsook Kim, Clinical Assistant Professor of Educational Leadership and Policy and Assistant Director of the Center for Comparative and Global Studies in Education. Research interests include transformative education in a multilingual, multicultural, global society. Courses include Multicultural Education: Theory and Practice, Cultural Diversity in Higher Education, Language, Culture, and Education in a Global Society, Sociology of Education, Principles of First and Second Language Acquisition, and Linguistics for Second Language Education.

Raechele Pope, Associate Professor of Higher Education and Student Affairs. Research interests include multicultural competence, psychosocial development of students of color, multicultural organization development, and transformative leadership. Courses include The American College Student, Cultural Diversity in Higher Education, New Futures for Higher Education, Student Development, and Practicum in Higher Education Research.

Thomas M. Ramming, Clinical Associate Professor of Educational Administration. Research interests include leadership in schools. Courses include Collective Bargaining, Clinical Seminar Interns, Leading and Effective School District, and School Business Administration.

Margaret Sallee, Assistant Professor of Higher Education. Research interests include faculty work, graduate student socialization, work/life balance, and gender and masculinities. Courses include Historical Bases of Higher Education, Student Affairs Administration, The College Professoriate, and Organization and Governance in Higher Education.

Corrie Stone-Johnson, Assistant Professor of Educational Administration. Research interests include educational change, educational leadership, teacher cultures, and micropolitics. Courses include Nature of Inquiry, Curriculum & Instruction Leadership, and Problems & Paradigms in Educational Administration.

Lois Weis, SUNY Distinguished Professor of Educational Culture, Policy and Society. Research interests include race, class, and gender in American schools. Courses include Qualitative Research Methods in Education, Education and Socialization, and Writing Dissertation Proposals.

Contacts

  • For questions regarding admissions:
    Ms. Veronica Kase
    Office of Graduate Admissions and Student Services
    Graduate School of Education
    University at Buffalo
    366 Baldy Hall
    Buffalo, NY 14260-1000
    Phone: (716) 645-2110
    Email: vakase@buffalo.edu
  • For questions regarding CGE focus area:
    Dr. Namsook Kim
    Department of Educational Leadership and Policy
    Graduate School of Education
    University at Buffalo
    475 Baldy Hall
    Buffalo, NY 14260-1000
    Phone: (716) 645-1094
    Email: nkim3@buffalo.edu

 

  • Contact us for CGE Focus Area Program Guide & Planner.
    The hard copy is available in the Center for Comparative and Global Studies in Education (CCGSE) (475 Baldy Hall).


 


Education Studies

The Master’s degree in Education Studies is a graduate degree program designed to meet the interests and needs of graduate students wishing to pursue a degree program tailored to their professional and academic needs. This program of study is targeted to students whose goals are broad, interdisciplinary, and flexible. Graduate students can pursue academic concentrations […]

The Master’s degree in Education Studies is a graduate degree program designed to meet the interests and needs of graduate students wishing to pursue a degree program tailored to their professional and academic needs. This program of study is targeted to students whose goals are broad, interdisciplinary, and flexible. Graduate students can pursue academic concentrations allowing them to take maximum advantage of courses and resources in the Graduate School of Education (GSE). The concentrations are offered in two departments: the Department of Educational Leadership and Policy (ELP) and the Department of Learning and Instruction (LAI).
  • Adult Education (LAI)
  • Comparative and Global Education (ELP)
  • Early Childhood-Foreign Language Education (LAI)
  • Educational Culture, Policy and Society (ELP)
  • Education Informatics (LAI)
  • Leadership in Schools (ELP)
  • Literacy Education (LAI)
  • Educational Technology/New Literacies Advanced Certificate (LAI)

General Degree Requirements

All concentrations in Education Studies Ed.M. degree program require students to fulfill the following requirements for conferral. Each concentration may require concentration-specific requirements in addition to the following program-general requirements. Applicants are encouraged to contact the concentration coordinator for details.

1.     Students are required to maintain continuous registration.
2.     Students are required to complete a minimum of 32 credit hours of graduate study.

a.     Sixteen of the 32 credit hours are required to be taken within the GSE.
b.     A maximum of 6 hours of transfer credit of graduate courses, completed with
grades of “B” or above from an accredited institution, may be included in the student’s program if approved by the advisor and the department.
3.     Students are required to file an Application to Candidacy (ATC) for the Ed.M. degree in
Education Studies with the department for submission to the GSE Graduate Degrees Committee after completion of 12 credit hours and prior to completion of 24 credit hours.
a.     Students’ program of study designed in consultation with the advisor should
represent a coherent academic plan directly linked to the rationale, i.e., the relationship of the program to the student’s educational goals, in the ATC.
b.     If the student takes an informal course, e.g., Independent Study, as a part of the
program, the Informal Course Description form, approved before the student registers for the course, is required to the attached to the ATC.
4.     Students are required to pass a comprehension exam or complete a master’s project
or thesis.
5.     Students are required to complete the program within 5 years.