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The Early Childhood Education concentration in DePaul's EdD program recognizes the current shortage of highly trained early childhood professionals for colleges and universities at the national level. The program focuses not only on analyzing theory and practice in early childhood education today, but also on the policy issues influencing the field of early childhood education.
All the coursework in this program is designed based on best practice guidelines from a variety of leading national early childhood education professional and research organizations, such as National Association of Education of Young Children, Council for Exceptional Children and Zero to Three. The program is rooted in applied child development as well as curricular theory that embraces the notion of learner self-efficacy, inquiry-based curricula, and partnerships with families.
Recognizing the need for hands-on training in research and higher academic teaching, part of the focus of this program is on mentoring doctoral candidates in acquiring these skills through two research and teaching internships prior to their dissertation work. The program is designed to prepare early childhood professionals who might come from a variety of backgrounds such as teachers, leaders or administrators, professionals working in the early childhood or related fields, or instructors at the college level.
Superintendent Endorsement Option
Students pursuing a doctoral degree in Early Childhood Education are also eligible for the Superintendent Endorsement program, which requires additional coursework, along with four quarter hours for the superintendent internship course. ISBE states the following guidelines:
Individuals seeking the Superintendent endorsement must possess:
- a master’s degree with a GPA of 3.0 or better on a 4.0 scale
- proof of two years of teaching experience on a valid Illinois teaching license
- proof of two years of full-time administrative experience on a valid administrative license with the general administrative endorsement
- proof of passing the Basic Skills/TAP and Superintendent content-area tests.
Upon completion of the Superintendent program and the endorsement’s additional requirements, students must apply for the endorsement. Students are to work with the College of Education’s Licensure Officer when applying for the endorsement.
Teacher Leader Endorsement Option
To be eligible for the Teacher Leader endorsement program, students must possess:
- a bachelor’s degree and master's degree from an accredited college or university,
- a valid teaching license
- at least two years of teaching experience
- proof of passing the Basic Skills or Test of Academic Proficiency.
The principal licensure program at DePaul University is an approved Illinois State Board of Education (ISBE) program. It is a rigorous program preparing principals and assistant principals for work service in public and private schools in the state of Illinois.
To be eligible for the Principal Licensure program, students must possess:
- a master’s degree from an accredited college or university with a GPA of 2.75 or higher at the undergraduate level and a 3.25 or higher at the graduate level.
- a valid Illinois teaching license
- at least two years of full-time successful teaching experience
- proof of passing the basic skills or test of academic proficiency.
- Early Childhood Education (degree only)
- Early Childhood Education plus Superintendent Endorsement
- Early Childhood Education plus Teacher Leader Endorsement
- Early Childhood Education plus Principal Licensure
|Program Requirements||Quarter Hours|
|Total hours required||88|
Students will be able to:
- Critically research, analyze, and argue (orally and in writing) various theories about child development (e.g., genetics, epigenetics), using the most up-to-date research literature on the science of development, and identify their implications for early childhood education and social policy.
- Effectively demonstrate (orally and in writing) an advocacy stance for children's well-being and that of their families, using the most up-to-date research on factors affecting development such as risk and resilience, culture, race, ethnicity, and language.
- Critically examine and conduct program evaluations of curricula, instructional approaches, assessment, and other elements of early childhood programming in the service of information the design of early childhood programs that consider neurological development, families, culture, class, race, ethnicity, as well as educational and social program environments.
- Create syllabi and demonstrate a high level of professional knowledge, competence, and communication skills in teaching about the field of early childhood education and care, applying critical knowledge of current research.
- Demonstrate an ability to conduct and compete quantitative and/or qualitative research studies (i.e., develop hypothesis and research questions, collect and analyze data, write results) focused upon the field of early childhood education.
The academic programs within the College of Education have set forth these dispositions as educational and professional expectations for all students. Students should be aware that failing to abide by DePaul University or College of Education policies including, under certain circumstances, these dispositions, could result in adverse consequences for the student, including removal from his or her program, the College of Education, or the University.
- Is receptive to faculty feedback and acts meaningfully and professionally upon suggestions
- Reflects on his or her own progress and identifies strengths and weaknesses, including evaluating strategies for success, finding alternatives for inappropriate strategies, and modifying future practices
- Demonstrates a positive attitude and commitment to the profession
- Demonstrates thoughtful, effective verbal and non-verbal communication and listening skills
- Respects and considers cultural contexts in order to determine how to be responsive to learners and to proactively promote all students' learning
- Is committed to collaboration with colleagues, families, and communities in order to promote all students' learning and development
- Demonstrates professional ethical and legal behavior as defined by the respective codes of ethics and laws
- Recognizes and fulfills professional responsibilities and habits of conduct (e.g., dress, language, preparedness, attendance, punctuality, etc.)
- Demonstrates concern for and protection of safety and well-being of others
Degree Conferral and Graduation
The awarding of a degree is not automatic. You must submit an application to be considered for the degree. DePaul awards and posts degrees at the end of each regular academic term (autumn, winter, spring, summer).
It is your responsibility to initiate the degree conferral application process by submitting an online application. Submitting an application means you intend to finish your degree requirements by the end of the term for which you have applied.
Graduate students must be approved for student teaching and complete student teaching, seminar, and induction courses to be cleared for the degree. Student must submit graduation application for the quarter you are completing the final course (student teaching is considered a course).
After you submit the application, you cannot register for any term after the one selected in the application.
To apply for degree conferral, log on to Campus Connection. Select FOR STUDENTS, then GRADUATION, then APPLY FOR DEGREE CONFERRAL. On screen instructions will take you through the application process.
Provided that all requirements and financial obligations are met, degrees are posted 30 days after the official end of the term. Official dates are listed on the Academic Calendar.
DePaul holds one commencement ceremony each year in June. If you intend to participate, you must first apply for degree conferral for the current academic year and then submit a cap and gown order. Honors are not announced at the ceremony for undergraduates completing their final courses in spring quarter because a final GPA is not available at the time of the ceremony.
Additional information about degree conferral and graduation can be found on the College of Education website.
Students must maintain an overall GPA of 3.0 prior to the completion of 36 credit hours and 3.3 after the completion of 36 credit hours. Students are allowed no more than two grades of “C.” Upon receiving a third grade of “C,” students must retake the class in which the grade was received. Grades of “D” and “F” require that the course be retaken.
Core Courses: 28 quarter hours required
|A&S 801||LEADERSHIP: THEORY AND PRACTICE||4|
|A&S 811||ASSESSMENT AND ACCOUNTABILITY||4|
|CS 704||CURRICULUM DISCOURSES/PERSPECTIVES OVER TIME||4|
|CS 751||CURRICULUM FOR HUMAN AND COMMUNITY DEVELOPMENT||4|
|SCG 701||PHILOSOPHY OF ETHICS IN EDUCATION||4|
|SCG 711||CULTURE, POWER AND EDUCATION||4|
|SCG 721||HUMAN DEVELOPMENT AND THE EDUCATIONAL PROCESS||4|
Research Courses: 20 quarter hours required
The research courses are sequenced and must be taken in the following order:
|The research courses are sequenced and must be taken in the following order:|
|SCG 775||SEMINAR: FRAMEWORKS OF INQUIRY IN EDUCATIONAL RESEARCH I||4|
|SCG 785||SEMINAR: FRAMEWORKS OF INQUIRY IN EDUCATIONAL RESEARCH II||4|
|SCG 735||QUANTITATIVE RESEARCH METHODS I||4|
|SCG 745||QUALITATIVE RESEARCH METHODS I||4|
|SCG 755||QUANTITATIVE RESEARCH METHODS II||4|
|or SCG 765||QUALITATIVE RESEARCH METHODS II|
Elective Requirement: 4 quarter hours required
|Select one elective (4 quarter hours) from the following:||4|
Any doctoral course (700 or above) for which the student qualifies
|GLOBAL ISSUES IN EDUCATION SEMINAR|
|PHILOSOPHICAL STUDIES IN EDUCATION, CULTURE AND ETHICS SEMINAR|
|CREATIVITY AND CRITICAL THINKING - VYGOTSKY, BAKHTIN, MAKIGUCHI, IKEDA|
|INDEPENDENT STUDY IN CURRICULUM STUDIES|
|INDEPENDENT STUDY IN EDUCATIONAL LEADERSHIP|
|LANGUAGE, LITERACY AND CULTURE|
|FIRST AND SECOND LANGUAGE ACQUISITION|
|SOCIOCULTURAL AND HISTORICAL PERSPECTIVES IN BILINGUAL EDUCATION|
|SPECIAL TOPICS IN LANGUAGE EDUCATION AND CULTURE|
|THEORETICAL FOUNDATIONS OF TEACHING ESL AND WLE|
|LATINOS AND EDUCATION|
Other options need to be approved by the Ed.D. Program
Concentration Courses: 28 quarter hours
|ECE 704||SEMINAR IN RESEARCH IN CHILD DEVELOPMENT||4|
|ECE 714||SEMINAR IN DEVELOPMENT, RISK, AND RESILIENCE||4|
|ECE 724||SEMINAR IN CURRICULAR APPROACHES IN EARLY CHILDHOOD EDUCATION||4|
|ECE 734||SEMINAR IN EARLY CHILDHOOD PROGRAM DESIGN AND EVALUATION||4|
|ECE 744||SEMINAR IN CULTURE, LANGUAGE AND LEARNING||4|
|ECE 759||TEACHING INTERNSHIP IN EARLY CHILDHOOD EDUCATION||4|
|ECE 769||RESEARCH INTERNSHIP IN EARLY CHILDHOOD EDUCATION||4|
Candidacy Course: Non-credit, non-tuition
|ECE 706||CANDIDACY PAPER||0|
Dissertation Courses: 8 quarter hours required
|ECE 849||SUPERVISED DISSERTATION PROPOSAL DEVELOPMENT||4|
|ECE 859||INDEPENDENT DISSERTATION RESEARCH: EARLY CHILDHOOD EDUCATION||4|