College of Education

The Educational Psychology PhD with a concentration in Research Methodology, Measurement, and Statistics (RMS) is designed to prepare scholars and researchers in both quantitative and qualitative methodology.  

Students are initially exposed to the same foundational courses in intermediate statistics, research methods, and qualitative inquiry that all other doctoral students acquire in the College of Education. You will also be exposed to foundational courses in educational psychology (learning theory, foundations of educational psychology, and human development) as part of the core portion of the EPSY PhD, similar to doctoral students in the other two concentrations (Human Development and Family Science, and Gifted/Talented).  

Beyond these foundational experiences, RMS students will receive more advanced training, primarily in quantitative methods, however additional coursework includes advanced data analysis in qualitative investigations. Entry to advanced training begins with a course in Multiple Regression. A two-course sequence is usually required in measurement and psychometrics, and students also receive additional training in latent variable modeling through coursework in multivariate statistics and structural equation models. Training is provided in courses such as multi-level modeling, simulation, and the use of advanced software for statistical analysis. Coursework is followed by a comprehensive examination prior to completion of a dissertation under a faculty member of the RMS program. 

Admission to the program occurs through a standard application process, and students are assigned an initial advisor following admission to guide them through coursework. It is possible to change the initial advisor as students become more familiar with their research interests and how those interests align with faculty. 

All course instruction is provided in the evening hours since UNT serves a large local DFW population and many students opt to pursue the program in addition to holding a full-time job elsewhere. Flexibility in the course schedule is provided to accelerate students through the program or permit students to take courses at a pace that allows the program to fit with busy family and/or work lives.  

For those students that wish to pursue the program full time, it is possible to complete the coursework in approximately three years (depending on course sequencing and timing related to when the student begins). For these full-time students there are competitive opportunities for Graduate Assistantships (Research or Teaching). Assistantships usually require students to work 20 hours per week and provide tuition compensation in addition to a stipend for the work performed. These positions allow students to gain additional experience working alongside faculty on a research project, providing consulting in the College’s Office of Research Consulting (ORC), on grant-related activities, and experience in teaching. This preparation supplies most of the necessary skills for pursuing an academic career, although approximately half of our graduates opt to pursue careers in corporations conducting research or in development (such as in test development) or in school districts directing assessment, evaluation, or accountability functions.