Duration
3 years
Intakes
Study mode
Full-time
Other costs
Other costs apply

About this course

The Doctor of Education is a research degree at an equivalent level to the PhD which is aimed at experienced educational professionals. It differs from the PhD in providing formally assessed research training during the first year. 

The Doctor of Education offers a comprehensive programme of study which will train you in both quantitative and qualitative research techniques. Our course recruits from a wide variety of educational contexts which allows the study of a greater diversity of education-related subjects in the first stages of study, focusing on a single topic only at the end. One of the strengths of the course is the sense of group cohesion, which is developed in year one. 

Research in education
There are a wide range of research activities which connect with the EdD programme. There are students studying both full-time and part-time for MPhil/PhD degrees, supported by a large number of academic staff who spend a considerable time in research-related activities. 

There are a wide range of research activities which connect with the EdD programme. Our research students are supported by a large number of academic staff who spend a considerable amount of time in research-related activities. Ongoing research underpins the School’s reputation for developing professionals. This is complemented by a substantial body of research students at masters and doctoral level and a vibrant and dynamic research culture with activities that include a seminar series, lectures by external speakers, funded research projects, book publications and journal articles. Our two Research Centres and active research clusters reflect emergent research areas led by our senior academics. 

The School has a designated Research Centre; Centre for Research in Post-Compulsory Education 
Culture, Values and Education 

These centres are broadly based and act as a focus for activities such as seminars, applications for research funding and publications. Research underpins the School’s excellent reputation for developing professionals in the education sector and is complemented by the presence of a large number of research students. 

The School of Education offers a supportive and stimulating environment for postgraduate research students from a wide range of professional and cultural backgrounds. The School has provided opportunities for study at PhD, EdD and Masters level for more than twenty years, and many of the graduates from our postgraduate research programmes now occupy senior positions in the education systems of the UK and countries overseas. 

In the last Research Assessment Exercise, a substantial proportion of our School’s research activity was deemed to be of international importance in terms of its originality, significance and rigour, with much of it representing quality that is both excellent and world leading. 

The following current research titles (July 2010) give an indication of the breadth of research: 
* An investigation to determine whether student expectations and perceptions of a collaborative online learning environment change as a result of their undertaking a course of online study. 
* Assessing religious affiliation and socio-cultural influences on ethnic minorities' degree choices within a thriving West Yorkshire research institution. 
* Stress and aggression: Southern Jordanian teachers' perspective. 
* An evaluation of vocational programmes of study and their influence on young adults' attitudes, aspirations and achievements.
* Expectation and motivation: How do we widen participation and encourage the 18-21 demographic to access higher education. 
* A beautiful idea, teachers teaching and students learning: Youth cultures and teaching and learning in further education examined through literacy practices. 
* Who me? - What did I do? A case study to explore learner perceptions of reasons for persistent disruptive behaviour and the possible outcome of this in level two classes in a college of further education. 
* Tales from the Cardio verse: The lived experience of learning through online entertainment-education. 
* The impact of initial teacher training on the learning and skills sector: Scrutinising the synergy between standards and vocational needs. 
* Recognising risk: Evaluating an intervention to improve Registered Mental Health Nurses (Staff Nurses) understanding of the management of people displaying suicidal/para suicidal behaviours in acute in-patient mental health wards. 
* An investigation of the contributory factors of school self-evaluation: A case study. 
* A systematic evaluation of a collaboration between a university school of education and a secondary school 'gifted and talented' group of students with the aim of developing a flexible methodology for such work. 
* Trainee teachers in the further education staffroom: Interactions, conversations and influences. 
* From 'Teaching Assistant' to 'Assistant Teacher' - the changing role of classroom support staff in the primary school. 
* Seven years at the coal face: A longitudinal investigation of undergraduate student success and persistence on a business studies degree at a new university. 
* Formative assessment and formative feedback: Its real value and impact on student learning. 
* Developing creative teaching: A case study of facilitating and inhibiting factors in PCET teacher training courses. 
* Academic identities: Voices from the Edge. 
* Developing optimal skills in acute care - an analytical case study of an 'Acute Illness' course. 
* Community renewal in ethnic minorities: A case study of the United Jewish Israel Appeals' educational initiative to promote Jewish communal renewal within British Jewry (1996-2000).

Entry Requirements

Entry Requirements
You need to have a relevant Master’s degree or equivalent or a relevant Postgraduate Diploma, a professional qualification in education and three years professional experience.