The doctor of education with a concentration in reading is designed to deliver specialized training in reading instruction. Graduates of the program will have comprehensive knowledge of current and historical theories concerning reading instruction in order to make key decisions regarding teaching strategies and policy development. This concentration will examine multicultural and diverse mainstream classrooms and define critical issues, perspectives, and solutions when teaching reading to a heterogeneous audience. The doctoral program with a concentration in reading will emphasize the importance of incorporating intervention strategies as a means of identifying reading deficiencies and implementing the proper remedial tools.
Practicing educators in grades K–12 who wish to pursue advanced training in reading instruction
or
Individuals with master’s degrees or above in education who wish to obtain doctoral degrees and increase their knowledge and skills in reading instruction
Completed admission application packet, including nonrefundable application fee made payable to Nova Southeastern University
Official transcripts indicating conferral of a master’s degree by a regionally accredited institution (minimum 3.0 grade point average required) or the completion of one of the alternative admission requirements
Official transcripts from all previously attended postsecondary institutions
Two professional letters of recommendation by two different individuals who can attest to the applicant’s ability to succeed in a doctoral program
Employment in or access to professional field(s) appropriate to applicant’s selected concentration
A test score report showing that the applicant received a raw score of 37 (scaled score 391–396) on the Miller Analogies Test (MAT) or a combined score of 1000 on the verbal and quantitative sections of the Graduate Record Examination (GRE).
The test must have been taken within the past five years. Applicants who do not meet the minimum recommended test score are not required to submit additional information or retake the exam to be considered for admission
Complete Personal Statement of Goals
FOR NON-NATIVE ENGLISH SPEAKERS
Applicants whose native language is not English are required to demonstrate English proficiency by providing proof of a minimum score of 213 on the computer-based, 550 on the paper-based, or 79–80 on the Internet-based Test of English as a Foreign Language (TOEFL) or 6.0 on the International English Language Testing System (IELTS) exam.
FOR INTERNATIONAL APPLICANTS
Students taking classes in certain FSEHS international clusters may be exempt from submitting MAT, GRE, and TOEFL scores. Please contact a FSEHS enrollment representative regarding requirements for your international cluster.
Coursework for the Doctor of Education with a concentration in Reading may not meet state department of education requirements for certification and/or licensure. It is the responsibility of the student to contact his or her state department of education for specific requirements and current information regarding teacher certification/licensure.
(66 credits minimum)
DSO 8000 Doctoral Studies Orientation (online)
FSC 8000 Summer Conference (onsite)
CORE SEMINARS (18 CREDITS)
* EDD 9100 Leadership (3 credits)
* EDD 9100 S Simulation (3 credits)
EDD 9200 Trends and Issues (6 credits)
EDD 9300 Methods of Inquiry (6 credits)
* (EDD 9100 and EDD 9100 S must be taken together.)
CONCENTRATION AREA (18-24 CREDITS)
* EDD 9001 Advanced Perspectives on Literacy Issues (3 credits)
* EDD 9002 Reading Theory: Research and Practice (3 credits)
EDD 9003 Advanced Seminar in Foundations of Reading Education (3 credits)
EDD 9004 Teaching Reading in Multicultural Classrooms (3 credits)
EDD 9005 Literacy across the Curriculum (3 credits)
EDD 9006 Reading Intervention: Research and Practice (3 credits)
EDD 9007 Research and Practice in Literature for K–12 Classrooms (3 credits)
EDD 9008 Literacy Assessments in K–Grade 4 (3 credits)
*EDD 9001 and *EDD 9002 were developed especially for those students who might not have a strong background in reading methods. These students should take these two courses as prerequisites to, and/or corequisites with, the other reading courses. Both are foundation classes that offer substantial basic knowledge of the reading process in general and reading in content areas in particular. Without taking these courses, students without a reading Background will find it extremely difficult to flourish in the remaining courses. (Students who already have knowledge of reading methods and/or degrees in reading will not need to take these courses and may substitute them with electives.)
RESEARCH ELECTIVES (3 credits—choose one)
ARC 8912 Statistical Methods
*ARC 8913 Program Evaluation
*ARC 8914 Educational Assessment
*ARC 8915 Survey Research
*ARC 8916 Qualitative Research
**ARC 8917 Advanced Program Evaluation
***ARC 8918 Advanced Statistical Methods
*ARC 8919 Single Subject Research
****ARC 8920 Mixed Methods Research
*Prerequisite EDD 9300
**Prerequisite ARC 8913
***Prerequisite ARC 8912
****Prerequisites ARC 8912 or ARC 8916
ELECTIVES/MINORS (9–24 CREDITS)
Through the electives component, students can individualize their doctoral degrees. Depending on the number of credits required in their main concentration, students must complete the minimum 66-credit requirement using electives. These electives also may be applied toward a second concentration (18–24 CREDITS) or a minor (15 CREDITS). Elective courses must be taken online
APPLIED DISSERTATION (12 CREDITS)
The applied dissertation is a detailed, accurate, and cohesive account of a scholarly investigation designed to answer a research question directed toward the improvement of practice in education and human services. Research is distinguished by a theory-to-practice model encompassing a diversity of disciplines. Each student is assigned a faculty committee to facilitate and supervise the process.
| ARC 8966 | Applied Dissertation Seminar 1—Concept Paper | (2 CREDITS) |
| ARC 8967 | Applied Dissertation Seminar 2—Proposal | (5 CREDITS) |
| ARC 8968 | Applied Dissertation Seminar 3—Dissertation | (5 CREDITS) |
CONTINUING DISSERTATION SERVICES
If the program is not completed within 24 months, continuing dissertation services will begin on the 25th month. Students must enroll in ADS 8090 between the 25th and 36th months of their program and in ADS 8091 beginning the 37th month of their program in order to receive dissertation services from their committee chairs and/or the applied research center.
| ARC 8090 | Applied Dissertation Services I | |
| ARC 8091 | Applied Dissertation Services II |
Coursework for the Doctor of Education is offered in a variety of formats—completely online or in a combination of on-site and online (blended). This allows busy professionals to complete their degrees without leaving their jobs or traveling great distances. Students may elect to take their core seminars at the sites or completely online. Concentration and elective courses will be delivered completely online.
Online courses allow students to interact in a virtual classroom.
Blended programs combine on-site and online instruction. On-site courses are offered periodically over weekends and supplemented with online study.
In addition to coursework, all doctoral students are required to participate in the Conference on Global Leadership, Learning, and Research in Florida.
The Doctoral Studies Orientation is an online course that provides students with an overview of six distinct areas related to doctoral studies: program overview, enrollment services, applied research, technology, distance library services, and debt management. Completion of this non-credit course is a mandatory requirement for all students entering a doctoral program at the Fischler School. Students should complete DSO 8000 prior to beginning their first doctoral course.
The Conference on Global Leadership, Learning, and Research is a three-day summer conference designed for firstyear doctoral students. Students will be able to schedule individual sessions with their applied dissertation committee chairs to discuss dissertation work, as well as with representatives from various service areas, including distance library services, student financial assistance, and program advising. The conference will offer applied dissertation workshops enabling students to learn valuable information about the dissertation process, as well as roundtable sessions affording students the opportunity to present their dissertation work to a group of peers and receive immediate feedback. A general conference strand will be adhered to with featured speakers related to the themes of leadership, learning, and research.
Completion of the Doctoral Studies Orientation
Attend the Conference on Global Leadership, Learning, and Research at Summer Conference
Satisfactory completion of all required courses
Successful completion of an applied dissertation
Cumulative maintained grade point average of 3.0 or higher
Completed application for degree
Faculty members for the Doctor of Education are recognized scholars and educators from Nova Southeastern University and other major universities and institutions throughout the country. In addition, many are also highly respected professional practitioners. They are carefully selected on the basis of their subject expertise, teaching abilities, and professional involvement. Most important, they are united in their desire to not only educate, but to inspire students to use what they learn to inspire others.