t_ruth

I work exactly at the intersection of education, psychology, and data science/statistics. PM me if you want and we can chat!

That stinks. I'm sorry you had to go through this. It is too common a story unfortunately.
I think the most likely scenario is that they would only call/email the rotten PI if they were friends with her (or at least friendly with her)...and if they are friends with her, probably not the type of lab you would want to work in.

When I teach a first-year doctoral seminar I have my students do an activity. I have them write ten "I wonder" questions every week...I wonder whether...I wonder how...I wonder why. At first, I tell them don't even worry about the topic. You can say, "I wonder whether my dog knows when I come home from work." It can be just anything. However, these tend to converge around a topic area in their field/sub-field.
I also encourage them to ask these questions when reading academic articles. Think about what you might do if you conducted the study--what would you ask that is different? What would you want to follow up on?
For those who are in a tighter timeline (like trying to decide a research interest in a few months), I might increase the frequency of these questions to 5-10 a day instead of 10 a week. Keep a journal of them. Both the content and the form (e.g., asking whether vs. how) will be telling regarding both your research interests and the epistemic frame with which you will approach your work.
Best of luck!

That stinks. I'm sorry you had to go through this. It is too common a story unfortunately.
I think the most likely scenario is that they would only call/email the rotten PI if they were friends with her (or at least friendly with her)...and if they are friends with her, probably not the type of lab you would want to work in.

That stinks. I'm sorry you had to go through this. It is too common a story unfortunately.
I think the most likely scenario is that they would only call/email the rotten PI if they were friends with her (or at least friendly with her)...and if they are friends with her, probably not the type of lab you would want to work in.

When I teach a first-year doctoral seminar I have my students do an activity. I have them write ten "I wonder" questions every week...I wonder whether...I wonder how...I wonder why. At first, I tell them don't even worry about the topic. You can say, "I wonder whether my dog knows when I come home from work." It can be just anything. However, these tend to converge around a topic area in their field/sub-field.
I also encourage them to ask these questions when reading academic articles. Think about what you might do if you conducted the study--what would you ask that is different? What would you want to follow up on?
For those who are in a tighter timeline (like trying to decide a research interest in a few months), I might increase the frequency of these questions to 5-10 a day instead of 10 a week. Keep a journal of them. Both the content and the form (e.g., asking whether vs. how) will be telling regarding both your research interests and the epistemic frame with which you will approach your work.
Best of luck!

When I teach a first-year doctoral seminar I have my students do an activity. I have them write ten "I wonder" questions every week...I wonder whether...I wonder how...I wonder why. At first, I tell them don't even worry about the topic. You can say, "I wonder whether my dog knows when I come home from work." It can be just anything. However, these tend to converge around a topic area in their field/sub-field.
I also encourage them to ask these questions when reading academic articles. Think about what you might do if you conducted the study--what would you ask that is different? What would you want to follow up on?
For those who are in a tighter timeline (like trying to decide a research interest in a few months), I might increase the frequency of these questions to 5-10 a day instead of 10 a week. Keep a journal of them. Both the content and the form (e.g., asking whether vs. how) will be telling regarding both your research interests and the epistemic frame with which you will approach your work.
Best of luck!

You can 100% make the switch--many come to Ed PhDs from other fields (and/or with limited research experience)! Yes, this will likely be harder in programs where classes are minimal in the PhD and the focus is on research. They may not view your application favorably or require you to have a different degree before applying, but they also might teach those things through an apprentice ship model just as well (or better) as you would learn in classes.
Is there a particular reason you are applying to these programs? Is it that your niche area of interest has PIs scattered throughout the world? If that is the case, then reach out and have a conversation, because it is likely that getting PhD students in that niche area is also difficult and the PIs will help you overcome any background-related hurdles. If it is just that you think it would be fun to study in X country, then that will be a harder case to make.
You can also start getting research experience and maybe even taking some classes now. With so much online this fall, it might be a good time to take an intro to research methods grad course as a non-degree-seeking student. You can also reach out to PIs whose work you are interested in and ask if you can volunteer in their lab. Classes/degrees are great, but there is nothing like hands-on experience.

When I teach a first-year doctoral seminar I have my students do an activity. I have them write ten "I wonder" questions every week...I wonder whether...I wonder how...I wonder why. At first, I tell them don't even worry about the topic. You can say, "I wonder whether my dog knows when I come home from work." It can be just anything. However, these tend to converge around a topic area in their field/sub-field.
I also encourage them to ask these questions when reading academic articles. Think about what you might do if you conducted the study--what would you ask that is different? What would you want to follow up on?
For those who are in a tighter timeline (like trying to decide a research interest in a few months), I might increase the frequency of these questions to 5-10 a day instead of 10 a week. Keep a journal of them. Both the content and the form (e.g., asking whether vs. how) will be telling regarding both your research interests and the epistemic frame with which you will approach your work.
Best of luck!

Happy to offer advice if you want to PM...

When I teach a first-year doctoral seminar I have my students do an activity. I have them write ten "I wonder" questions every week...I wonder whether...I wonder how...I wonder why. At first, I tell them don't even worry about the topic. You can say, "I wonder whether my dog knows when I come home from work." It can be just anything. However, these tend to converge around a topic area in their field/sub-field.
I also encourage them to ask these questions when reading academic articles. Think about what you might do if you conducted the study--what would you ask that is different? What would you want to follow up on?
For those who are in a tighter timeline (like trying to decide a research interest in a few months), I might increase the frequency of these questions to 5-10 a day instead of 10 a week. Keep a journal of them. Both the content and the form (e.g., asking whether vs. how) will be telling regarding both your research interests and the epistemic frame with which you will approach your work.
Best of luck!

Agree that asking about international students in particular is a good idea.
You might also say something like: Dear Professor <last name>, I was excited to see you are taking graduate students for next year. I am extremely interested in your research, especially <detail here>. In particular, I am interested in <some extension of their work or something related to their work that you would like to pursue>. Does this seem a good fit for your lab?
Thank you and I look forward to hearing from you, <your name>

Hi all,
I know I've said this on a few threads, but I wanted to post to get some more eyes on this and urge those of you interested in developmental, cognitive, social, experimental, or quantitative psychology to consider educational psychology and/or learning sciences. In our field, we are able to investigate any of those areas or a combination of all of those areas--one thing I love about this field!
In addition, the job market for Ed Psych and Learning Sciences expands easily beyond academia--we are hired by think tanks, research firms, school districts, government agencies, and curriculum and software designers. The methods training you will receive will likely be stronger than that in most psychology programs (often on par with quant psych), making you more appealing for some of these alt-ac jobs. It is common to do consulting in these areas even as a student. In addition, our faculty market is robust. We are able to earn faculty positions in Education Schools/Departments, some Psychology Departments, and also as leads for Centers of Teaching and Learning, or as faculty in professional schools, such as nursing or medicine (hiring Ed Psych faculty in these positions is a growing trend).
Lastly, the grant funding for Ed Psych/Learning Sciences is plentiful. It is common for graduate students to work on federally-funded projects and to gain experience grant writing and managing grants. As faculty, we often lead our own federal grants or are asked to partner with those in the sciences to serve as evaluator, outreach developer, or co-PI.
If you are interested, feel from to post questions here or PM me. I have been faculty in Ed Psych/Learning Sciences for over five years.
Thanks!

Another thing to ask is maybe about 'current research directions' the lab is taking. Since there's usually a 2 -3 year delay in research being preformed + published. Maybe there has been a recent grant, a new interest, etc.

When I teach a first-year doctoral seminar I have my students do an activity. I have them write ten "I wonder" questions every week...I wonder whether...I wonder how...I wonder why. At first, I tell them don't even worry about the topic. You can say, "I wonder whether my dog knows when I come home from work." It can be just anything. However, these tend to converge around a topic area in their field/sub-field.
I also encourage them to ask these questions when reading academic articles. Think about what you might do if you conducted the study--what would you ask that is different? What would you want to follow up on?
For those who are in a tighter timeline (like trying to decide a research interest in a few months), I might increase the frequency of these questions to 5-10 a day instead of 10 a week. Keep a journal of them. Both the content and the form (e.g., asking whether vs. how) will be telling regarding both your research interests and the epistemic frame with which you will approach your work.
Best of luck!

When I teach a first-year doctoral seminar I have my students do an activity. I have them write ten "I wonder" questions every week...I wonder whether...I wonder how...I wonder why. At first, I tell them don't even worry about the topic. You can say, "I wonder whether my dog knows when I come home from work." It can be just anything. However, these tend to converge around a topic area in their field/sub-field.
I also encourage them to ask these questions when reading academic articles. Think about what you might do if you conducted the study--what would you ask that is different? What would you want to follow up on?
For those who are in a tighter timeline (like trying to decide a research interest in a few months), I might increase the frequency of these questions to 5-10 a day instead of 10 a week. Keep a journal of them. Both the content and the form (e.g., asking whether vs. how) will be telling regarding both your research interests and the epistemic frame with which you will approach your work.
Best of luck!

So great to see Dev Psych PhDs talking about a focus on Education
You may find some Learning Sciences/Ed Psych programs that fit as well if you are looking to broaden your list.

Right. Most places here will expect students to at least have a general idea of the sub-topic they want to study. You don't need a research plan or even research question, but what you have formed is good enough and then maybe some specific ideas you *might* like to explore that you could talk about or relate to the faculty member you are interested in working with.

Ok. That sounds like a PhD is more appropriate than an EdD. You will want to search for articles that interest you related to your topic and then pay attention to the faculty members who are authors on those articles (look at all the authors--not just the first author). Good luck!

You just need to make a choice, for admission's sake. It's going to be unnecessarily challenging to get accepted if you try to craft an SoP and incorporate all of those things. I'm not sure what kind(s) of program(s) you're applying to, but if you're thinking full-time and funded, then you'll have to make a direct connection with a professor or a department. This professor will most likely have very focused interests and their willingness to bring you in as an advisee will often be based on how your interests align with theirs.  Personally, I crafted a super-focused SoP, but assessed the schools that I got into based on my ability to branch out and learn a number of different things if I were to enroll. I spent my first doctoral year all over the place. Psychology, law, foreign languages, jazz guitar, business. It wasn't easy, but it helped me to narrow in on a focus. To find my little corner of academia. You have to have a focus as a late-stage doctoral student, but I think you'd be able to do some really interesting interdisciplinary work if you pursue your interests broadly during the first few years. Just make it easy for someone at a university to imagine you in their department as a first step. Best of luck. Glad to chat more if you'd like.

My first recommendation would be to do an EdD rather than a Phd if you want to work as a school administrator.

Hi! When I applied for programs last year, I waited two weeks before sending a follow-up email. One tip that I have is to send the follow-up email in the same thread that you sent your initial email so that the PI can see that you tried to reach out before. Here is the follow-up email template that I used:
Dear Dr. [PI's last name], 
I am following up regarding an email that I sent about two weeks ago. I realize that your schedule is probably very busy, but would greatly appreciate any information that you can provide in relation to my following question. I hope to apply to the [program of interest] at [school name] and I am highly interested in your lab, will you be accepting new graduate students for [Fall 2021]?
Best,
[your first/last name]
Hope this helps! 

I don't have specific wording advice, but can advise you to appeal to ego: read studies of the PI you are interested in working with and ask them about the study. You can say something like: I really enjoyed your paper on X. I was wondering how [some topic you are interested in studying] would relate to your finding that [whatever their finding was]. Then, you could say you would love to talk to them about those ideas.

There isn't an easy percentage to give. If you do a Masters with a PI and you do a good job, they will move heaven and earth to make sure you get into the PhD program.

Phd is a process of learning. If you were fully capable of designing an experiment from scratch, you would not need to become a phd student. Do not forget that it is a school and the goal is learning and becoming equipped. I would search what was done in the past research and what was used as a method. Nobody expects you to have fully designed ideas. Because even during the conducting a research your hypothesis can change.
Good luck!!