Ed.D.

The program prepares educational leaders to recognize the varied levels of social and educational inequity and to serve as advocates for the disenfranchised and under-served that results in their personal and political empowerment. Candidates are consistently encouraged to analyze, debate, and develop productive strategies in response to the principles, challenges, and opportunities of equity and educational justice.

The Doctorate in Leadership for Educational Justice (Ed.D.) is a nationally unique program that engages about 20 students per cohort in rigorous study, debate, research, and practice. Our driving mission is to produce scholarly practitioners who are sought for leadership roles in schools, districts, agencies, and public service, as well as faculty positions in institutions of higher education.

Doctorate in Leadership for Educational Justice (Ed.D.)

Our energetic, highly qualified faculty constantly strive to help doctoral students develop academically and professionally. At the same time, candidates are pushed to consider innovative ways they can make a difference in the world of education, improving the lives of learners and strengthening the work of schools.

The Doctorate in Leadership for Educational Justice (Ed.D.) program prepares educators to recognize varying levels of social and educational inequity and to serve as advocates for disenfranchised and under-served students, resulting in their personal and political empowerment. Candidates are consistently encouraged to analyze, debate, and develop productive strategies in response to educational justice principles and challenges and opportunities for equity. Graduates become informed educational leaders who actively work to develop ideas and expressions of social justice across educational systems. 

A Mission-Focused Doctorate

This nationally-recognized program engages about 20 students per cohort in rigorous study, debate, research, and practice. Created for working educators with a flexible schedule, the program has a 3-year and 4-year pathway. Our driving mission is to produce scholarly practitioners who are sought after for leadership roles in schools, districts, agencies, and public service, as well as faculty positions in institutions of higher education.

An Ed.D. for Visionary Leaders of Educational Justice

The Doctorate in Leadership for Educational Justice is intended for students of exceptional drive and ambition who are determined to uphold and promote values of equity and access across educational systems. Our energetic, highly qualified faculty constantly strive to help doctoral students develop academically and professionally. At the same time, candidates are pushed to consider innovative ways they can make a difference in the world of education, improving the lives of learners and strengthening the work of schools.

Through this one-of-a-kind program, students develop the skills and deep understanding of educational justice required to create real change in school systems and other educational institutions - a change that makes a lasting impact on the lives of those who matter the most: the students.

Scholarships and Assistantships

The University of Redlands School of Education has several scholarships and assistantships available for doctoral students of outstanding character and academic performance. To learn more about each of these opportunities, visit our scholarships and assistantships page

Admission Requirements

The Ed.D. applications are accepted three times throughout the year in December, March, and June, though priority is given to applications received by the December and March deadlines. For full application requirements and admission guidelines, please visit our Ed.D. admission page.

Earn a Doctorate in Leadership for Educational Justice

The University of Redlands Ed.D. program for Educational Justice is built to fit into the lives of working educators, so you can earn your degree without giving up your current career. Achieve your goals and establish a career focused on promoting equity and justice across educational systems. Ready to take the next step? Request information today. 

Program Overview

Designed for working educators, this flexible doctoral degree includes evening and weekend classes for students determined to earn a degree without compromising their careers. With both 3 and 4 year pathways, this degree can be completed on a flexible schedule - research included.

The doctoral program requires 60 units for degree completion. Students can satisfy up to 6 units as elective units with master's or higher level coursework in their area of study from advanced graduate work at the University of Redlands, or transferred from another accredited institution (e.g., clear administrative services credential work, counseling credential, or specialty service credentials) with advisor approval. Transfer credit acceptability is determined during the admissions process.

Program requirements may be waived only where the course content equates with a University of Redlands course and when obsolescence is not a factor. No course that has been completed more than ten years before the anticipated date of graduation shall be counted toward University of Redlands program.

Program Learning Outcomes

Graduates are able to:

1) Employ a sophisticated understanding of social justice theories to identify and propose responses to educational inequities.

2) Demonstrate understanding of transformative leadership practices.

3) Analyze how judicial decisions, policy, and educational finance systems address educational justice issues.

4) Effectively advocate for equitable human rights for the disenfranchised.

5) Critically analyze a range of scholarship to inform professional practice and applied research activity.

6) Design and implement inquiry relevant to educational justice practices/principles.

Coursework & Pathways

EDUC 830: Foundations & Social Justice Leadership (3)  

Examines social justice theories and their implications in developing leadership in school reform. Identifies the social, cultural, political, and economic factors that influence schooling in a diverse society. Provides leadership knowledge, skills, and abilities for dealing with societal and institutional barriers to academic success and personal growth of all learners.  

Prerequisite: admission to Ed.D. program. 

EDUC 840: Educational Inquiry (3) 

Explores research theories within the context of an inquiry framework on issues related to educational leadership. Develops an understanding of the range of research methodologies to plan, conduct, and evaluate qualitative and quantitative research. Develops ways of thinking and knowing about educational inquiry that contribute to the field of study.  

Prerequisite: admission to Ed.D. program.  

EDUC 850A: Research to Practice - 1A (1) 
A topical seminar that links research to practice relating to social justice and educational leadership. 

Numeric grading only. 

EDUC 841: Quantitative Research (3) 

Introduces the purpose and means of various statistical practices within academic research. Acquaints students with the language of quantitative research; different understandings of the purpose and use of statistical research; various ways of framing research questions and designing studies; and generally accepted procedures for generating, analyzing, and interpreting statistical data.  

Prerequisite: admission to Ed.D. program. 

EDUC 833: Educ Finance & Budget (3) 

Explores how revenues are generated, negotiated, distributed, and budgeted to achieve desired educational outcomes. Topics include the underlying social, political, and economic tensions associated with planning, developing, delivering, and managing educational finance resources, funding sources, facilities, and means of resolving programmatic tensions related to revenue generation, negotiation, distribution, and budgeting.  

Prerequisite: admission to Ed.D. program. 

EDUC 850B: Research to Practice -1B (1) 

A topical seminar that links research to practice relating to social justice and educational leadership. 

Numeric grading only. 

EDUC 832: Ed Policy: Multi Perspective (3) 

This course explores federal, state, and local policy development, implementation, and analysis. Topics include school governance, boardsmanship, and working with contracts and state and federal agencies to assure equitable access to all students.  

Prerequisite: admission to Ed.D. program. 

EDUC 842: Qualitative Research (3) 

An in-depth study of the major paradigms and perspectives of qualitative research. Strategies of inquiry, methods of data collection and analysis, interpretation, evaluation, and representation will be the focus of the course.  

Prerequisite: admission to Ed.D. program. 

EDUC 850C: Research to Practice - 1C (1) 

A topical seminar that links research to practice relating to social justice and educational leadership. 
Numeric grading only. 

EDUC 831: Legal & Ethical Issues (3) 

Explores legal and ethical issues in educational leadership in the context of the current policy environment. Course topics focus on laws affecting education and the application of legal and ethical practices in areas of personnel management, student services, and curriculum and program development.  

Prerequisite: admission to Ed.D. program. 

 

EDUC 843: Evidence Based Practice (3) 

This course focuses on the use of evidence by educational leaders to improve student and organizational outcomes.

Prerequisites:
EDUC-840 - Must be completed prior to taking this course.
EDUC-841 - Must be completed prior to taking this course.
AND EDUC-842. - Must be completed prior to taking this course.

 

EDUC 851A: Research to Practice - 2A (1) 

Topical seminar examining additional methodological areas. Topics depend on instructor. 

Numeric grading only. 

EDUC 860 A: Dissertation Development (1) 

Writing of the dissertation proposal under the supervision of the student’s dissertation chair. 

Prerequisite: EDUC 842.  

EDUC 844: Social Justice Leadership (3) 

Engagement in social justice discourse in analyzing organizations as paradigmatic political environments impacting one’s work within them and the use of systemic leadership in change agentry.  

Prerequisite: admission to the Ed.D. program. 

EDUC 851B: Research to Practice - 2B (1) 

Topical seminar examining additional methodological areas. Topics depend on instructor. 

Numeric grading only. 

EDUC 860B: Dissertation Development (1) 

Writing of the dissertation proposal under the supervision of the student’s dissertation chair. 

Prerequisite: EDUC 860A. 

EDUC 835: Theory & Appl Critical Pedagogy (3) 

Explores pragmatics of educational leadership models grounded in social justice scholarship. Presents a range of school-reform models oriented toward equity-based, professional development goals within diverse contexts. Examines research-supported school improvement relative to transformation-based leadership policies. Guides candidates to develop a comprehensive model of school leadership practices relative to specific professional settings.  

Prerequisite: admission to Ed.D. program. 

EDUC 851C: Research to Practice - 2C (1) 

Topical seminar examining additional methodological areas. Topics depend on instructor. 

Numeric grading only. 

EDUC 860C: Dissertation Development (1) 

Writing of the dissertation proposal under the supervision of the student’s dissertation chair. 

Prerequisite: EDUC 860B.  

EDUC 861: Dissertation Writing (1-9) 

Dissertation writing is completed under the supervision of the candidate’s faculty research chair and the dissertation committee. Normally, candidates enroll in EDUC 861 for three terms for 3 credits each term. If the dissertation process extends longer than 9 credits, candidates enroll in EDUC 862 for 0 credits until finished.  

Credit/no credit only. 

Prerequisite: dissertation proposal acceptance. 

EDUC 862: Dissertation Writing Extension (0) 

If the dissertation is not complete and accepted after the awarding of 9 credits, candidates will need to enroll in this course until the dissertation is completed and accepted. There is a seven-year deadline from last term of enrollment in EDUC 861 to complete the dissertation.  

Credit/no credit only. 

Doctorate for Leadership in Educational Justice Pathway

Ed.D. Dissertations in Leadership for Educational Justice

 

See additional published dissertations

Featured Articles

Doctoral student sheds light on issues for LGBTQ teachers 

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What are some of the challenges that LGBTQ teachers face in the classroom? Recent Ed.D. graduate Amy Cecilio ’14, ’18 addressed this question in her University of Redlands School of Education dissertation titled “The Perceptions and Experiences of Queer Teachers.”

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Redlands doctoral student presents to the nation’s top educational scholars

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Sara Durazo-DeMoss ’13, ’19 was among those presenting recently at the national conference of the Association for the Study of Higher Education (ASHE).

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School of Education alumnus named California Teacher of the Year

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Brian McDaniel ’11 uses innovative methods to reach middle school music students 

After four years of excelling as the director of bands and choirs at Painted Hills Middle School in Desert Hot Springs, Calif., McDaniel was named a California Teacher of the Year. 

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