Educ Inquiry, Measurement, & Evaluation PHD

Program Purpose


The mission of the Educational Inquiry, Measurement, and Evaluation (EIME) program is to produce graduates with PhD degress who have the knowledge, expertise, experience, and character traits to work productively as researchers, evaluators, policy analysts, assessment specialists, and/or professors in a variety of settings including (a) universities, (b) goverment agencies (including local or regional school district offices, state offices of education, and federal education agencies), and (c) contract research and development firms.

Graduates of this program are expected to be proficient in conceptualizing substantive issues in terms that are amenable to inquiry, and applying their inquiry expertise in ways that illuminate these issues and lead to improvements in educations theory and practice.

The goal of this program is to produce scholars who have a combination of four characteristics:  (a) an understanding of the historical and philosophical foundations of inquiry in education, (b) methodological expertise in multiple modes of disciplined inquiry, (c) practical experience in designing and conducting inquiry resulting from mentored internship opportunities, and (d) in-depth knowledge and understanding of the subject matter in a selected content area.

Curricular Structure

The EIME program is designed to provide students with a balance between depth and breadth and between theory and practice.  The program consists of six interrelated components that provide a common core as well as choice and flexibility to accommodate the needs and interests of individual students.  The six components are as follows:  (1) A set of required courses (21 hours) designed to help students better understand the nature, limits, and sources of human inquiry and knowledge, and become proficient in planning, conducting, and interpreting the findings of Educational Research and Inquiry Methods; (2) Additional elective courses (12 credits) designed to help students acquire a deeper understanding of the foundations of educational inquiry, and expertise in selecting and using appropriate inquiry methods and analytical tools; (3) A content-area focus (at least 12 hours) in one of four cross-disciplinary specialty areas taught within the David O. McKay School of Education; (4) A seminar (2 hours) where faculty, students, and guests will present on research, exposing students to a variety of research topics and designs; (5) Mentored internships ( 6 hours) and apprenticeship opportuniities as a means of acquiring practical experience in the conduct of inquiry; and (6) A capstone experience in completing a dissertation (18 hours) that involoves practical experice in designing and conducting inquiry and analyzing and reporting the results.

Graduate Catalog

Learning Outcomes


Apply to Current Issue

1. Conduct a search of completed research literature and/or evaluation reports related to a current issue or policy question of interest to public school educators and policymakers at the state or local level.  Interpret the research/evaluation evidence and prepare a written summary of the findings, including defensible recommendations for action based on the findings.

Courses that Contribute: None
Linked to BYU Aims: Quantitative reasoning, Competence
Analysis

2. Analyze and evaluate written reports of completed research or evaluation studies including published journal articles and/or unpublished evaluation reports.

Courses that Contribute: None
Linked to BYU Aims: Communicate effectively, Competence
Evaluate

3. Evaluate written proposals prepared by other scholars for conducting a research, evaluation, or measurement study and formulate constructive suggestions for improving the proposed study.

Courses that Contribute: None
Linked to BYU Aims: Communicate effectively, Competence
Prepare a Study

4. Plan original research, evaluation, or measurement studies that is (a) likely to contribute to improving educational theory, practice, or policy, or (b) focuses on an unresolved methodological issue.

Courses that Contribute: IP&T 653
Linked to BYU Aims: Quantitative reasoning, Competence
Prepare Reports

5. Prepare written and oral reports of completed research, evaluation, and measurement studies that are suitable for publication or dissemination to clients and other stakeholders.

Courses that Contribute: None
Linked to BYU Aims: Communicate effectively, Quantitative reasoning

Evidence of Learning


1.  An example from the student's portfolio.

2.  Element 1 of the EIME Comprehensive Exam.

3.  A written proposal submitted in fulfillment of the requirements of the required course in Project Management and Proposal Writing (IP&T 682).

4.  The written dissertation proposal submitted by each student.

5.  A written or oral report of a completed inquiry (research, evaluation, or measurement study) submitted by each student as part of their portfolio.

6.  Dissertation completed by each student.

7.  A written critique of a research/evaluation proposal, submitted by each student as part of their portfolio.

8.  Element 2 of the EIME Comprehensive Exam.

9.  A written report that includes a summary and evaluation of the research evidence submitted by each student.

Learning and Teaching Assessment and Improvement