EFOP 2004 - THEORIES OF EDUCATIONAL INEQUALITY
This course is the first of a required two-course sequence designed for students to explore the meaning and expectations of doctoral study in the department of administrative and policy studies. The doctoral core is planned with a curriculum for radical transition to doctoral studies as students increasingly are called upon to take responsibility for their doctoral experience. Students have the opportunity to organize their own learning proclivities by managing resources such as study group and faculty-led deliberations, readings, computer-based technologies, individual research, and field activities. Students cultivate their identities as practitioner/scholar/citizens.