Foundations of Education I | ||
Foundations of Education II | ||
Special Topics (taken twice for a total of 6 credits) | ||
12 credits of doctoral-level research methods coursework, selected in consultation with advisor. At least one course must be in quantitative research methods and one in qualitative research methods. | ||
Dissertation Research (taken for at least 12 credits) | ||
Successful completion of second-year research project. | ||
Successful completion of the comprehensive examination. | ||
Oral defense of both the dissertation proposal and the dissertation. |
Code | Title | Credits |
---|---|---|
Special Topics (Social Theory in Comparative and International Education) | ||
Special Topics (Research in International/Intercultural Contexts) | ||
18 additional credits in graduate-level courses determined in consultation with the advisor. Course selections are determined by the focus of the concentration and the specific interests of the student. |
GSEHD’s Office of Admissions invites you to apply for a spot in our program. Please review the following admission and financial information.
Ready to take the next step in your career? Review our step-by-step guide to applying to GSEHD >
To learn more about the program, admission process, and upcoming events, please connect with the GSEHD Admissions Team at [email protected] or 202-994-9283.
To be considered for admission, applicants must submit the online application form as well as the following required supporting documents. There is no application fee.
Please note: The GRE is not required.
*Additional application requirements may exist for international applicants .
The deadline for Fall 2024 has passed, but applications may be accepted on a case-by-case basis . For more information or to inquire about the next admissions cycle, contact the GSEHD Admissions Team at [email protected] or 202-994-9283. We encourage you to apply as early as possible.
Priority Deadline | Nov 1, 2023 |
Round 1 Deadline | Dec 15, 2023 |
Round 2 Deadline | Jan 16, 2024 |
We know embarking upon graduate school is a big decision - due in part to the costs of attending. At GW, we understand the time and thought behind making graduate school work for you. Please take a moment to learn more about the options and opportunities available to help fund your graduate education.
Learn more about scholarships, grants & financial aid
Graduate tuition is charged per credit hour, unless otherwise noted. Rates vary by program and location.
The tuition rate for the PhD in Education - Comparative and International Education Concentration program is $1,905 per credit hour . This program requires 60 credits .
Please note: Additional fees may apply for international students, late fees, etc. Current tuition rates may be updated during the year.
*Summer 2024, Fall 2024 and Spring 2025
View the current fee chart
Scholarships are available to eligible admitted students. Review eligibility requirements and learn more about funding your education >
My academic pursuit has become clearer: To ensure equitable and quality education for children in urban slums and children with refugee backgrounds. Such pursuit and endeavor of mine were driven by my advisor, faculty members, and colleagues/classmates, who are my dream team continuing to motivate me to stride forward with confidence, perseverance, and will.
InJung Cho Current Student, PhD in Education, Comparative and International Education Concentration
A PhD in Education with a concentration in Comparative and International Education opens up various career opportunities in the field of education, research, policy analysis, and international development.
Examples of potential career paths include:
Associate Professor, Educational Research
Assistant Professor, International Education and International Affairs
Professor, International Education and International Affairs
Associate Professor, Curriculum and Pedagogy
Research Professor, Education Policy
Associate Professor, International Education and International Affairs
Program info sessions.
Schedule a Meeting to Learn More
View All Events
international education in the news.
ETS-GW Research Summer Internship Program is Underway
July 3, 2024
The ETS-George Washington University Research Summer Interns started their program at the ETS Campus in Princeton at the beginning of June.
GSEHD Faculty and Alumna Organize First International Inclusive Education Symposium in Ghana
May 3, 2024
Drs. Gresham and Engel collaborated with GSEHD alumna Elaine Walton to organize the inaugural International Inclusive Education Symposium in Ghana.
Drs. Cha and Nakamura Receive GW Sigur Center for Asian Studies Summer Research Grants
April 10, 2024
Dr. Jihae Cha and Dr. Yoshie Nakamura were each awarded a GW Sigur Center for Asian Studies Summer Research Grant for proposed research studies.
GSEHD Student, Nina Balandina, Awarded GW Presidential Fellowship
April 4, 2024
International Education master's student (and incoming Ph.D. candidate), Nina Balandina, has been awarded a GW Presidential Fellowship.
Doctoral Students Attend Curriculum Camp
March 5, 2024
Six GSEHD students shared their work in the areas of curriculum theory, studies, and education at the annual "Curriculum Camp" Conference at LSU.
College of Education and Human Development
Department of Organizational Leadership, Policy, and Development
This Comparative and International Development Education (CIDE) track program prepares you to conduct research and provide sophisticated consultation into how schools and educational systems across the world reflect varied cultural, economic, and political contexts, and how forces like globalization, internationalization, and intercultural and educational exchanges influence individual and community learning and experiences.
Your contributions to research will help policymakers, scholars, and school systems all over the world to understand more deeply how education can aid in the creation of equitable and just communities through the design of policies and programs that support authentic learning and development.
A unique feature of this program is its cohort approach to doctoral education. Students in both the on-campus program and in the blended Leadership in Intercultural and International Education (LIIE) cohort form life-long professional relationships with their peers through common courses designed to build community and establish supportive networks. Although the curriculum allows students to select many of their own classes, our graduates consistently note the beneficial nature of the common core courses for their professional development.
Doctoral students in Comparative and International Development Education gain the capacity to:
Here are some career paths taken by recent PhD alumni:
Quote from obafemi ogunleye.
In thinking of what it will take to develop African countries for the 21st century and beyond, the most effective solution, I see, is quality education. Specifically, quality higher education is key due to its ability to produce a pool of working professionals while supporting the development of growing industries. My role as a scholar is to observe and critically analyze how institutions might benefit, or be harmed, by the effects of an increasingly globalized higher education system. Obafemi Ogunleye
72 credits (48 coursework / 24 thesis) completed in 3-5 years for full time students.
Professional socialization seminar
Research courses
Includes the OLPD 8121 series, specialization courses for one of the two CIDE specializations, and CIDE electives; courses not specifically listed below should have advisor approval.
Doctoral seminars in CIDE
Take 9 credits; 3 credits in each of 3 semesters starting in the spring term of the first year.
Minimum of 12 credits required. These credits can be used to meet the requirement that a minimum of 12 credits be taken outside the CIDE track or for a minor. Courses not specifically listed should have advisor approval.
Take at least 5 credits from the following list. Any specialization core course not being used as core class can become an elective.
Take 6 credits in a specialization; at least one course must be at 8xxx level.
Specialization: Comparative and International Development Education
Specialization: Intercultural/international education
All Ph.D. students are required to register for 24 semester thesis credits after completing the preliminary oral exam. The 24 credits must be taken over two or more terms.
Admission deadline.
December 1 for a Fall semester start. Fall semester start only.
Applicants may only apply to one OLPD track.
Applications are not complete until ALL required materials and fees have been received. If anything is missing, your application may not be considered until the next review date the following year. It is strongly recommended to apply at least two weeks before any submission deadlines.
Applications are processed by the Graduate School. A decision for admission notice will be emailed to you once your application is carefully reviewed by the department's admission committee and your transcripts and any credentials (test reports, diploma copies, etc.) are authenticated by Graduate School officials.
Degree: Master's degree or equivalent
GPA: Undergraduate 3.0; Graduate 3.5
Note: Applicants should not submit GRE scores, as they will not be considered in the review process.
TOEFL/IELTS Scores (Not required for U.S. students):
Online application and instructions
Tuition information: CEHD | OneStop
Financial aid: CEHD | OneStop
If a graduate student in an OLPD program has become inactive they must follow the readmission procedures .
Whether you seek reactivation after accidentally being discontinued this term or want to return after a long absence these are the steps needed to re-apply.
Individual department programs and tracks reserve the right to require readmitted students to retake coursework if they deem it appropriate. Readmitted students are also required to abide by current time-to-degree policies as determined by the University, which may differ from the policy in place when they first started the degree program.
Individuals seeking readmission to the Ph.D., Ed.D., and M.A. program tracks in the former EDPA, WHRE, and WCFE majors can only reapply to the appropriate program track under the Organizational Leadership, Policy, and Development (OLPD) major name.
We’re here to help. Simply complete this form and a member of our department will be in touch.
Prepare for a faculty position in comparative and international education, or for a career as a professional educator in international and multinational settings. Develop a course of study that concentrates on a cultural area of the world, with options to study abroad, and take courses in specialized research methods, social science or humanities disciplines, globalization, and educational policy.
Official degree title.
PhD in International Education
The International Education doctoral program will not be accepting applications in Fall of 2024 for full-time students with Steinhardt Fellowships who would start their studies in Fall of 2025. Applications for students who would enroll in studies part time are still encouraged, but note that, as always, part-time students are not eligible to receive Steinhardt Fellowship funding.
This short-term admissions adjustment has been implemented to focus efforts on launching a new doctoral program in Statistics and Computational Social Science in our department. The International Education doctoral program intends to return to accepting full-time applications and offering Steinhardt Fellowships during the cycle opening in Fall 2025 for intended enrollment in Fall of 2026. For more information about applying to this program as a full-time student in the future, please contact the Program Director Dana Burde by email [email protected] .
Alumni placements, funding for full-time phd students.
Our curriculum includes doctoral seminars, core courses in international education, specialized research methods, areas studies courses, and course work in your area of interest.
You can tailor your program of study by choosing one of the following concentrations:
The list below includes initial or current positions for graduates of the International Education doctoral program in the past decade.
NYU Steinhardt offers a competitive funding package for PhD students who study full time. Learn more about Steinhardt's funding opportunities .
Drawing mainly from the fields of cultural and organizational sociology, I ask questions about how educational practices and institutions are shaped, how they undergo change, and how this varies across comparative contexts. Jonathan Z. Friedman, International Education PhD
Vice dean for faculty affairs and professor of international education & politics.
Associate professor of international education.
Vice dean for research and equity; associate professor of international education.
Clinical assistant professor and deputy director of international education, associated and affiliated faculty.
Clinical professor of higher education and international education.
Associate professor, questions .
If you have any additional questions about our degree, please feel free to contact us at [email protected] .
Advance your personal and professional journey – apply to join our community of students.
|
The International Education Policy (IEP) program offers M.A. and Ph.D. degrees designed to provide an interdisciplinary understanding of today's educational policy and practice. The focus is on the relation of education to economic, political, and social development in both developing and developed countries at local, national, regional, and global levels. The IEP program offers comprehensive treatment of all levels of education, from formal schooling—pre-school to higher education—to non-formal, adult, and community-based education.
In the 21st century, marked by the rapid pace of global change, comparative and international education has become of paramount importance. Needed improvements in equity, social justice, and our ability to promote sustainable development and international peace at a global level require transforming our educational and social institutions. New actors in these processes, notably non-governmental organizations and coalitions of civil society, have gained much greater importance. By understanding and critically reflecting on current policies, practices, and conditions, the goal of the IEP program is to contribute to progressive educational and social change. The IEP program aims at creating a community of faculty, students, and development professionals that strives to further cross-cultural and multicultural understanding and bridge the gap between scholars and practitioners. The IEP program is one of the top programs of its kind in the country. One of the biggest strenghts of our program is our students. Meet some of them here .
IEP courses give students knowledge of the foundations of educational theory and practice, the nature of comparative and international education, and the application of cultural, economic, political, and sociological perspectives to gain an understanding of education and its contribution to development. Beyond the core courses, an individually tailored program is designed for each student that uniquely reflects their background and career goals. Students are encouraged to draw upon the entire range of resources the University of Maryland has to offer and to choose courses appropriate to their interests in the social sciences, the humanities, cross-cutting areas (e.g., focusing on gender or race issues), professional educational specializations (e.g., early childhood, international exchange, or higher education), and regional emphases (e.g., Africa, Asia, or Latin America). The University of Maryland has made a specific and strong commitment to internationalization throughout its programs and policies.
Advantages of Washington, D. C. The University of Maryland is located a few miles from the Washington, D.C. border, is a stop on Washington’s green metro line, and therefore provides easy access to everywhere in the District. Our geographic proximity to Washington, D.C. offers unique advantages to the IEP program in terms of internships, employment possibilities, and access to seminars, workshops, and internationally renowned speakers. Cooperative arrangements with universities in the area, such as American University and George Washington University, give students access to courses and seminars offered by other strong programs in related areas.
Ph. D. Program The Ph.D. program in International Education Policy (IEP) is looking for first-rate students with an interest in the field of comparative and international education. We especially welcome applications from underrepresented minority groups. This degree seeks to form professionals with a deep understanding of the complex array of issues concerning educational policies and practices in developing as well as industrialized countries. It also seeks to form professionals who will either join institutions working on national development efforts in which education is a main sector or who will work in academic settings and international institutions conducting research or helping develop public policies in education for all levels and types.
The Ph.D. requires a minimum of 90 credits beyond the B.A. Twenty-four credits are usually accepted for transfer from a previous M.A. degree and 12 credits are awarded for dissertation research, which means the degree generally requires 54 credits of coursework which can be completed in 2 to 3 years. The program is distinguished by the development of a unique program of study to suit the needs of each student. Initial program plans are flexible and are usually revised throughout a student's graduate work as particular directions and their implications for coursework develop. The Ph.D. program allows a student to specialize in one or multiple areas, as will be illustrated below.
Core Courses: 9-12 credits EDHI605 — Comparative Education EDHI606 — Political Economy of Education in a Global Context EDHI607 — Education and Culture in a Global Context EDHI750— International Higher Education PROSEMINAR—Attendance required in at least 4 proseminars per academic year for first and second year students (0 credits)
Research Methods: 15 credits EDHI 672 — Modes of Inquiry Plus one quantitative course, one qualitative course, and two others in the methodological approaches most relevant to the student’s research interests.
International Education Specialization Course Electives: 12 credits Select four of the following or equivalents: EDHI 608—Gender and Education EDHI 680—Gender, Education, and Development EDHI 681—Education for Global Peace EDHI 682—Ecological Ethics and Education EDHI 683—World Religions and Implications for Education EDHI 684—Alternative Education, Alternative Development EDHI 788—International Education and Cultural Exchange: Policies and Practices EDHI788—Contemplative Inquiry and Holistic Education EDHI 805––Seminar in Comparative Education EDPS 624––Culture in Education Policy and Practice
Disciplinary and Professional Course Electives: 12 credits For example, courses may be selected in the areas of public policy, communications, anthropology, economics, sociology, gender studies, higher education, early childhood education, or from elsewhere in the College of Education, the University, or the Washington Regional Consortium.
Internship -- Optional: 3 credits EDHI889 — Internship in Education
Transfer from previous master’s program: Maximum of 24 credits
Comprehensive Exam: 3 credits EDHI 898 — Pre-Candidacy Research
Doctoral Dissertation: Minimum of 12 credits EDHI 899 — Dissertation Research
Total: 90 credits
Specializations:
All IEP students are expected to take both disciplinary courses and professional specialty courses. Disciplinary courses refer to those in the social sciences and humanities, such as Anthropology, Economics, or History. While some courses in these areas are offered within the Department, it is expected that doctoral students will also take coursework outside the Department and College of Education. Professional specialty courses refer to those that develop expertise in areas relevant to working in education. For example, students may want to specialize in higher education, early childhood education, curriculum development, or distance education. Courses in a variety of departments and colleges provide specializations in these areas.
This division between disciplinary and professional courses is not meant to be interpreted rigidly. Some of the areas in which students wish to develop expertise may not be easily classified as one or another, for example, gender studies, public policy, Latin American studies, and others. The division above should therefore not be seen as constraining, but interpreted in a way that allows students to develop the best program of study for their own needs.
While graduate degrees have traditionally encouraged high levels of specialization, the field of comparative and international education comprises many researchers and practitioners who are generalists or have multiple areas of specialization. This is especially important in our field, as over a person’s career they will likely work across considerable substantive and geographical diversity. The flexibility built into the IEP program structure is designed specifically to prepare students for this kind of diversity.
Both MA and PhD students may pursue specializations, although the longer period of study for PhD students gives them more options. For example, a PhD student could decide to become a specialist in the economics of international higher education. As part of their PhD program in IEP they could take substantial coursework both in the College’s offerings in higher education and in the Department of Economics or School of Public Policy. If desired they could even pursue M.A. degrees in one or both of these areas as part of their PhD program in IEP.
A much more generalist approach is also possible. An IEP student may want to have a primary focus on distance education in developing countries, for example. While this could be combined with a disciplinary specialty it could also be combined with an interdisciplinary strength in issues of development, honed through coursework in anthropology, economics, and sociology. The student's interest in distance education might for instance be focused on secondary and higher education with appropriate coursework in these areas.
There are five organized specializations in the IEP program. These are listed below, with example courses.
Education in Conflict and Emergencies: This specialization examines educational issues in contexts of conflict and emergencies, such as under conditions of war, forced migration, epidemic and pandemic, and climate disaster. Students gain familiarity with global humanitarian frameworks and interventions in Education in Emergencies, as well as national, local, and school-based responses in different parts of the world. Through critical and reflective exploration of theoretical, conceptual, and practical dimensions, students work to advance their contributions to related research, institutions, and educational contexts. Possible courses include:
Education in Conflict and Emergencies (EDHI788J) Education for Global Peace (EDHI 681) Global Climate Change and Education: Policy and Practice (EDHI788F)
Intercultural Education and International Student Exchange. Intercultural education is of paramount importance in today’s world where contact across cultures is increasing exponentially. This specialization offers an examination of the fundamental issues that combines culture, education, and development. These issues have recently been gaining importance to universities as they respond to globalization through internationalization initiatives, programming, and policy. This specialization offers an examination of the higher education context in which those initiatives take place. Possible courses include:
Education and Culture in a Global Context (EDHI607) International Higher Education (EDHI750) International Education and Cultural Exchange: Policies and Practices (EDHI788T) International Investigations in Cuban Education (EDHI788X)
Gender and Development. Though attention to class, gender, race, and ethnicity permeates the courses in the IEP program, students can develop a specialization in gender and development which seeks to enhance their understanding of how gender operates in society and thus influences a variety of educational outcomes. Students are prepared to draw policy implications and design concrete practices to diminish the negative impact of gender and to increase individual and collective action toward its transformation. Possible courses include
Gender, Development and Education (EDHI680) Approaches to Women’s Studies (WMST602) Gender and Development (WMST698R)
Peace and Environmental Education. This specialization provides students with an understanding of conditions, global and local, that lead to wars, conflicts, environmental destruction and climate change. It informs students of theories and practices in peace and sustainability education for peace building and preservation of nature. Also emphasized are understanding of political, economic, cultural, religious, and educational contexts for peace and sustainability. Peace is defined as a deep respect for each other as human beings, and for nature with sustainable ecological ethics. Further, peace is seen as being achieved through both external efforts and internal endeavors to cultivate wisdom and equanimity. Through coursework, students study alternative and transformative paradigms and acquire practical knowledge for peace and sustainability education. Possible courses include:
Education for Global Peace (EDHI681) World Religions and Implication for Education (EDHI683) Global Climate Change and Education: Policy and Practice (EDHI788F) Contemplative Inquiry and Holistic Education (EDHI788)
Political Economy of Education and Development. The term “political economy” is a contested one but generally has to do with a broad and integrated understanding of the politics and economics of issues. This specialization offers students an understanding of the debates about the theory and practice of political economy, current educational policies, and their relationship to development. Possible courses include:
Political Economy of Education and Development (EDHI606) Alternative Education, Alternative Development (EDHI684) International Investigations in Cuban Education (EDHI788X)
NOTE: In addition to the above specializations, others are possible. For example, students have developed specializations in professional areas such as Early Childhood Education, Special Education, Primary and Secondary Education, Teacher Education, Education Leadership, Education Policy, Higher Education, and Public Health Education. Specializations have also been developed in social science disciplines and applied areas such as Anthropology, Economics, Public Policy, Sociology, and Women’s Studies. The University of Maryland is a strong multiversity, offering many specializations, and we strongly encourage students to take additional courses outside of the IEP program from elsewhere in the Department, the College, the University, and the Region. (See the UMD DC Consortium webpage for details on schools where UMD students can enroll in classes.) A SAMPLE OF POSITIONS HELD BY IEP PH. D. GRADUATES
PhD concentration in Comparative and International Education (CIE)
The IICE is closely aligned with the newly-formed PhD concentration in Comparative and International Education (CIE) offered through the Leadership in Education Department in the College of Education and Human Development. The CIE concentration is designed to develop leaders concerned with global urban education issues and the interrelationships between our local and global educational contexts.
The CIE concentration will appeal to leaders seeking to expand their work to address international and transnational problems related to urban education, and will prepare students considering careers in the following areas:
MEd Program in Educational Administration
The MEd Program in Educational Administration – China Cohort is designed for Chinese applicants who are interested in studying educational leadership in schools or related institutions. The program also serves as a foundation for further graduate study.
All students in the program enroll in core courses providing a comprehensive view of educational leadership, which includes classes in leadership, organizations and change, as well as courses in curriculum, personnel supervision, school law, budgeting, multicultural perspectives in education, and how to use data for school improvement.
The program uses a cohort model and accepts students once a year.
Institute for International and Comparative Education
100 Morrissey Blvd. Boston, MA 02125 617.287.4873 [email protected]
This institute is part of the College of Education and Human Development.
Indiana University Bloomington Indiana University Bloomington IU Bloomington
M.s.ed in international and comparative education (online asynchronous), international and comparative education, m.s.ed. in international and comparative education (online).
This asynchronous online master's program is designed to develop budding scholars’ and practitioners’ abilities to research and understand the relationship between education and the economic, social, political, and cultural developments that shape national and regional systems of schooling. Issues of access, opportunity, and equity provide a common focus in the program.
Professionals can take this degree to broaden their intellectual outlook and develop important analytic and research skills. Other students can take this degree as a first step toward a Ph.D. program. Depending on course availability, the concentration requirement provides the ability to specialize in practical areas like higher education administration or educational leadership; or in thematic areas like literacy and language education, development studies, or public policy.
In addition, students may receive credit for relevant international travel and study as well as research and practicum experiences tailored to students’ individual circumstances and learning needs. The degree requires 30 hours of coursework.
Fall | Mar 1 | |
Spring | Nov 1 | |
Summer | Mar 1 | |
|
The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.
If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »
Learn more about how to apply
Costs listed are per credit hour.
Indiana Resident | $490.60 | $39.00 | $529.60 |
Non-resident | $588.66 | $39.00 | $627.66 |
Indiana Resident | $500.36 | $39.00 | $539.36 |
Non-resident | $600.43 | $39.00 | $639.43 |
Find more information and calculate your expected costs at Student Central .
Below is a list of potential resources for graduate students. Note: graduate assistantships are generally intended for students studying and working on the Bloomington campus.
for applicants with a degree from an accredited U.S. institution
Professor, international and comparative education program chair.
Professor; director, center for evaluation and education policy (ceep).
Associate professor.
Patricia Kubow ED 3210 (812) 855-0172 pkubow@indiana.edu
Additional links and resources.
Indiana University Bloomington School of Education
SoE Knowledge Base
SoE Intranet (Legacy)
Transnational education (TNE) has experienced significant growth recently, with more students enrolling in TNE programs and more institutions involved in TNE. This article develops a framework that captures the impacts of TNE on local education systems and explores the host country’s perspective on TNE. TNE is crucial in bridging the gap between supply and demand for higher education, supporting access for disadvantaged groups, and capacity building. It supports nations’ aspirations for an international student hub.
Janet b. ilieva, education insight.
Janet B. Ilieva is the founder and director of Education Insight, a research consultancy specialising in international higher education, Bristol, United Kingdom. E-mail: [email protected].
Eduardo Ramos is director of international and professional services at the Quality Assurance Agency, Gloucester, United Kingdom. E-mail: [email protected].
Michael Peak is head of education research at the British Council, the United Kingdom’s international cultural relations organization. E-mail: Michael. [email protected].
Copyright (c) 2024 International Higher Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License .
Authors who publish with this journal agree to the following terms:
A Word document containing the License Agreement is available for download here .
International Higher Education is sponsored by the Boston College Center for International Higher Education .
The Center for International Higher Education has a close partnership with University World News (UWN) , the global online publication that provides its readers with a free newspaper on higher education. UWN links its readers to International Higher E ducation ( IHE ).
Master's Handbook
Students must complete at least 48 units at Stanford to receive a Master's degree in ICE or IEPA. The following constraints are placed on those 48 units:
Note: All course information is subject to change. Please consult ExploreCourses and Axess for final course offerings.
*EDUC 206D will be offered in Summer 2023-24 (Wotipka, C.; Santos, H.; Song, J.) (3)
Students in the program are required to take the EDUC 206 series to complete their Master's (MA) Paper requirement. By enrolling in EDUC 206A, B, C and D, students are advised through the process of developing their projects through to the completion of their papers at the end of Summer Quarter. To make satisfactory academic progress in the ICE/IEPA program, students must have their MA Paper proposals approved by the start of Spring quarter. Failure to do so means that the student is not making satisfactory progress and will trigger an academic review.
Choose two from the following:
Other Research Methods courses with program director’s approval.
Students who plan to collect their own data for their MA Papers are required to enroll in EDUC 206B for 3 units and take no more than three additional courses in both Winter and Spring quarters. In addition, in Spring quarter, they must enroll in a Directed Reading or Directed Research with one of their advisors.
Students who plan to use qualitative methods for their MA Papers must take both EDUC 200A (or the equivalent) and EDUC 200B.
For those who plan to conduct quantitative data analyses, in addition to (or in place of) EDUC 200A, students have the option of enrolling in one or more the following courses: EDUC 326, 400B, 423A, 423B, 430A, 430B, 430C, ECON 102B, or an equivalent with approval from the program director. Students often take more than one of these courses and are highly encouraged to take a mini course in methodology (e.g., Stata).
Students who plan to collect their own quantitative data using survey methods (interviews, questionnaires) for their MA Papers are required to take EDUC 399A: Designing Surveys.
Students enrolling in EDUC 215: Education Internship Workshop are eligible to apply up to 6 units toward their degree; students are allowed to enroll up to 3 units per quarter.
Enroll in two of the following:
Students are encouraged to enroll in one of the following policy courses:
Choose one of the following (students are encouraged to enroll in at least two):
Enroll in one of the following:
Non-fluent speakers of English are strongly encouraged to take one of the following writing courses:
Project: MA Paper (Due Friday, August 2, 2024)
PhD students, please contact
MA POLS and MA/PP students, please contact
EDS, ICE/IEPA, Individually Designed, LDT, MA/JD, MA/MBA students, please contact
Stanford Graduate School of Education
482 Galvez Mall Stanford, CA 94305-3096 Tel: (650) 723-2109
Improving lives through learning
© Stanford University , Stanford , California 94305 .
The george w. perkins memorial scholarship, the carmela and marie f. volpe fellowship, financial support for doctoral students, doctoral fellowship, tc office of financial aid, the matilda levy paper award on environmental sustainability.
Program Director : Garnett Russell, Associate Professor of International & Comparative Education
Teachers College, Columbia University 374 Grace Dodge Hall
Contact Person: Michelle Guo, Program Assistant
Phone: 212-678-3184 Fax: 212-678-8237
Email: iceinfo@tc.columbia.edu
University of cincinnati well-represented in 2024 paris summer games.
Bearcats are heading to Paris.
A number of past, present and future University of Cincinnati athletes will represent countries across the globe in a variety of sports at the 2024 Paris Summer Olympic Games.
Meet the newest class of UC Olympic athletes.
Jordan Thompson at UC in 2017. Photo/Andrew Higley/UC Marketing + Brand
Jordan thompson.
Sport : Women’s volleyball Country : USA Hometown : Edina, Minnesota UC connection : Alumna (CECH ’18, M ’19)
More to know : Already an Olympic champion, Thompson competed in the Tokyo 2020 Games (which took place in 2021), where she made history as part of Team USA’s first indoor volleyball team to win gold. Thompson was the sixth Bearcat to bring home a gold medal and started her professional career in Turkey in 2020.
Sport : Women’s track and field — hammer throw Country : USA Hometown : Pickerington, Ohio UC connection : Alumna (A&S ’18, Bus ’19)
More to know : Echikunwoke is UC’s first national champion in track and field. She originally qualified for the 2020 Summer Olympics, representing Nigeria, but due to an error by the country, she did not compete. Four years later, she’s back at the Olympics, this time for Team USA. Echikunwoke is the 2023 recipient of the Outstanding Alumni Awards - UC Athletics.
Annette Echikunwoke in 2017. Photo/Andrew Higley/UC Marketing + Brand
Sport : Women’s soccer Country : Canada Hometown : Ottawa, Ontario UC connection : Alumna (CECH ’18)
More to know : Like Thompson, Gilles also competed in the last Summer Olympics — and brought home gold, becoming the fifth UC Bearcat to do so. She was a 2022 recipient of the Outstanding Alumni Awards - UC Athletics. Gilles was originally a competitive tennis player, but switched to soccer at age 16.
Sport : Men’s track — 100-meter dash Country : Haiti UC connection : Alumnus (A&S '22)
Sport : Men’s track — 100-meter dash Country : St. Kitts & Nevis UC connection : Current graduate student
Sport : Men’s diving — 10-meter dive Country : Egypt UC connection : Incoming first-year student
The Summer Games run Friday, July 26 to Sunday, Aug. 11.
The 2024 Paris games kick off with the opening ceremony on the Seine River July 26.
The Summer Games will be broadcast on NBC and Telemundo and streaming on Peacock, Hulu and other platforms.
The opening and closing ceremonies will be available on the NBC Olympics website .
Follow UC Olympics and other athletics coverage at gobearcats.com .
Oscar Robertson/UC Archives
Mary Wineberg (Ed ’02) Year : 2008 Country : USA Sport : Track — 4x400-meter relay
Jenny Kemp (att ’75) Year : 1972 Country : USA Sport : Swimming — 4x100 freestyle relay George Wilson (Ed ’64) Year : 1964 Country : USA Sport : Basketball Oscar Robertson (Bus ’60, HonDoc ’07) Year : 1960 Country : USA Sport : Basketball
David Payne (att ’04) Year : 2008 Country : USA Sport : Track — 110-meter hurdles Tina Gustafsson (att ’82) Year : 1980 Country : Sweden Sport : Swimming — 4x100 freestyle relay
Michelle MacPherson (Ed ’90) Year : 1984 Country : Canada Sport : Swimming — 4x100 medley relay 1980 Canadian Olympic team
Ted Corbitt at the 1952 Olympics/UC Archives
Ted Corbitt (Ed ’42) Year : 1952 Country : USA Sport : Track First black U.S. marathoner in Olympic history Kelly Salchow MacArthur (DAAP ’96) Year : 2000, 2004 Country : USA Sport : Rowing — Quadruple sculls Becky Ruehl (DAAP ’00) Year : 1996 Country : USA Sport : Diving — Platform Finished fourth place Nicole Hayes (A&S ’07) Year : 2000 Country : Palau Sport : Swimming — 100-meter freestyle Carlo Piccio (Bus ’05) Year : 2000 Country : Philippines Sport : Swimming — 400-meter individual medley; 1,500-meter freestyle Jeppe Nielsen (A&S ’98) Year : 2000 Country : Denmark Sport : Swimming — 800 freestyle relay Honza Vitazka (Bus ’99) Year : 2000 Country : Czech Republic Sport : Swimming — 100 butterfly, 200 and 400 individual medley Pelle Wikstrom (att ’82) Year : 1980 Country : Sweden Sport : Swimming — 100 and 200 freestyle Joe Morris (Eng ’17) Year : 1912 Country : USA Sport : Swimming — 100-meter freestyle
Sharon Moore Furlong (A&S ’74) qualified for the 1980 U.S Olympic volleyball team but never got to compete because the U.S. boycotted the Moscow Games.
Cheryl Cook (Ed ’85) helped the U.S. basketball team win gold at the 1983 Pan American Games and silver at world championships, but an ankle injury during Olympic tryouts stopped her from making the 1984 team.
While UC Hall of Famer and track star Lewis Johnson (A&S ’92, HonDoc ’17) never made it to the Olympics as an athlete, he’s covered the games as a broadcaster for NBC since 2000. Paris will mark his 13th Olympics.
Whether you’re a first-generation student or from a family of Bearcats, UC is proud to support you at every step along your journey. We want to make sure you succeed — and feel right at home.
Uc student athlete alum spends career paying it forward.
June 3, 2021
Maggie McKinley-Maric, A&S ’00, was running hurdles for the University of Cincinnati track and field team when life placed different types of hurdles in her path. She was a rising sophomore when her mother was diagnosed with breast cancer. And she was a gay woman striving to find her way in a pre-enlightened world while sometimes feeling that she and her gay friends were “part of a secret society.”
July 22, 2021
Five former University of Cincinnati athletes and one current second-year student prepare to compete in the 2021 Tokyo Olympics in July and August, representing four nations in five athletic competitions. Former Bearcats include Annette Echikunwoke, hammer throw (Nigeria); Vanessa Gilles, women's soccer (Canada); Nate Fish, baseball (Israel); Jordan Thompson, volleyball (U.S.) and Lewis Johnson (NBC Sports TV broadcaster). Lawrence Sapp, second-year UC student will compete in the Paralympic swim competition in late August.
June 11, 2021
Former University of Cincinnati volleyball player Jordan Thompson was selected for the 2020 U.S. Olympic Women's Indoor Volleyball Team which will compete at the Summer Olympics in Tokyo, Japan.
COMMENTS
Learn about the International Comparative Education (ICE) concentration at Stanford, a multidisciplinary, international, cross-national program that places educational problems into a comparative framework. Explore the master's and doctoral degree options, curriculum, faculty, and career opportunities in ICE.
This process must be completed through the International and Comparative Education program office with the assistance of the International and Comparative Education Program Assistant. Fieldwork Outside of the United States. Students who are conducting fieldwork outside of the United States may register for ITSF 6200 for one or two semesters.
Learn how to make an impact on a global scale with this PhD concentration that examines education in global contexts. Explore the curriculum, faculty, research questions, and career opportunities at George Washington University.
The International and Comparative Education Program brings together faculty committed to the improvement of education policies and practices around the world. ... Our Master's students typically aim to work in support of educational practices and programs upon graduation, while our doctoral students are poised to enter academia and/or assume ...
Our graduate programs International & Comparative Education prepare critical thinkers and innovators to develop programs, create policies, and conduct research that seek to ensure equity, equality, peace, and sustainability. ... Comparative and International Education is focused on deep academic study in the social sciences, ...
Learn how to conduct research and provide consultation on education across the world with a PhD in Comparative and International Development Education (CIDE). Explore the curriculum, specializations, application process, and funding options for this cohort-based program.
Program Information. The International Comparative Education master's program at Stanford GSE addresses educational practice in a rapidly changing global context and in a wide array of countries. Students examine problems from comparative and interdisciplinary perspectives, including economics, history, political science, and sociology.
Learn about the Global, International, and Comparative Education (GICE) Concentration at Harvard Graduate School of Education. This concentration prepares you for work in education in low- and middle-income countries, with a focus on marginalized learners.
Learn how to apply for the International Comparative Education and International Education Policy Analysis (ICE-IEPA) Master's Program at Stanford Graduate School of Education. Find out the application form, fee, statement, resume, recommendations, transcripts, and TOEFL requirements.
December 1. The International Education doctoral program will not be accepting applications in Fall of 2024 for full-time students with Steinhardt Fellowships who would start their studies in Fall of 2025. Applications for students who would enroll in studies part time are still encouraged, but note that, as always, part-time students are not ...
The IEP program offers comprehensive treatment of all levels of education, from formal schooling—pre-school to higher education—to non-formal, adult, and community-based education. In the 21st century, marked by the rapid pace of global change, comparative and international education has become of paramount importance.
The program uses a cohort model and accepts students once a year. Institute for International and Comparative Education. 100 Morrissey Blvd. Boston, MA 02125. 617.287.4873. [email protected]. This institute is part of the College of Education and Human Development. UMass. 100 Morrissey Blvd.
Contact Person: Bridget Bartolini. Address: 357 Grace Dodge Hall. Box: 211Phone: (212) 678-3947Fax: (212) 678-8237. Email: [email protected]. The Department of International & Transcultural Studies offers graduate programs in Anthropology and International & Comparative Education that train students for careers in the US and around the ...
M.S.Ed. in International and Comparative Education (Online) This asynchronous online master's program is designed to develop budding scholars' and practitioners' abilities to research and understand the relationship between education and the economic, social, political, and cultural developments that shape national and regional systems of ...
The International Comparative Education program draws students from diverse backgrounds. They represent many countries, undergraduate majors, and experiences. ICE students are willing to question conventional beliefs about the role of education in society, and value learning from others with different perspectives.
The university was founded on 14 October 1944, when the Council of People's Commissars transformed the International Faculty of Lomonosov Moscow State University, which has been created a year earlier, into an independent institute. Since 1946, students from foreign countries began enrol to MGIMO for studying. The university had three faculties ...
Double Degree Programs. PhD programs are implemented since 1932. Those who have Master's degree or a Specialist's degree in the fields related to the programs of aspired postgraduate studies are best suited for these programs. List of PhD degree programs: Code and name of scientific specialty. The number of budget places.
Ministries of education in the Middle East and North Africa are still resistant to accrediting online learning programs. For instance, if a graduate student from Saudi Arabia completes an online doctorate in educational leadership from an online accredited program like that of Drexel's University in Philadelphia, the Ministry will not grant ...
Transnational education (TNE) has experienced significant growth recently, with more students enrolling in TNE programs and more institutions involved in TNE. This article develops a framework that captures the impacts of TNE on local education systems and explores the host country's perspective on TNE. TNE is crucial in bridging the gap between supply and demand for higher education ...
Procedure and rules for admission applications and list of required documents. Via e-mail: [email protected]. Or you can do that personally by address: Moscow, Leninsky Prospekt 6, block 3, room G-369 (College of Mining/G-building). Division for International Students +7 499 230-24-09.
Overview There are two tracks at the Master's level of the ICE concentration: International Comparative Education (ICE) and International Education Policy Analysis (IEPA). The ICE and IEPA MA programs are run jointly and concurrently in the Graduate School of Education. The Master's ICE/IEPA program provides an interdisciplinary overview of the major theoretical and empirical issues in ...
Methods for Comparative Public Policy: Academia and Government in Dialogue", held at the University of Leuven (Belgium), 27-30, November 2013. The 11th ICPA-Forum Workshop continues a dialogue on the contribution of the Journal of Comparative Policy Analysis to "comparative theory development, advancement of comparative evaluation of research
PhD, International and Comparative Education, Sociology and Political Science, 2021. ... Prior to joining the PhD program, Samaya worked as a researcher and consultant for the MENA region on several large-scale projects that focus on education reform and school improvement, education policy in the MENA region, teacher training and wellbeing ...
updated 7/16/2024 Master in Urban Planning International and Comparative Planning Concentration 2024-2025 Advisors: Diane Davis and Magda Maaoui Email: [email protected] and Magda Maaoui Other Concentration Faculty: Eve Blau, Ann Forsyth, Li Hou, Rahul Mehrotra, Peter Rowe This concentration within the MUP program is intended to provide a solid professional and academic
Program Requirements Students must complete at least 48 units at Stanford to receive a Master's degree in ICE or IEPA. The following constraints are placed on those 48 units: All courses must be at or above the 100 level - courses numbered below 100 do not count toward the MA degree. At least 24 units must be at or above the 200 level (EDUC 180 or 190 count toward this requirement). At least ...
Program Director: Garnett Russell, Associate Professor of International & Comparative Education. Box: 55. Teachers College, Columbia University 374 Grace Dodge Hall. Contact Person: Michelle Guo, Program Assistant. Phone: 212-678-3184 Fax: 212-678-8237. Email: [email protected]
Sport: Women's volleyball Country: USA Hometown: Edina, Minnesota UC connection: Alumna (CECH '18, M '19). More to know: Already an Olympic champion, Thompson competed in the Tokyo 2020 Games (which took place in 2021), where she made history as part of Team USA's first indoor volleyball team to win gold.Thompson was the sixth Bearcat to bring home a gold medal and started her ...