Abstract
The cohort model has emerged as a transformative approach in graduate schools of education for fostering a collaborative learning environment, providing professional networking opportunities, increasing community, and fostering a sense of belonging. This analysis is framed within Mead, Vygotsky’s, and Wenger’s theoretical framework on the interconnectedness of social interaction and cognitive development. Increased engagement, learning opportunities, promoting student success, enhanced leadership development, and improved program components are noted benefits of utilizing the cohort model in graduate schools of education. These authors noted some challenges to the cohort model, such as group dynamics and cohesion, diversity and inclusion, rigid structure, pressure to conform, resources and faculty challenges, retention and attrition, and compatibility with adult learners. The future implications of graduate programs utilizing a cohort model are replete with leveraging student support, sharing of experiences, and social integration. The gaps that were identified resonated in the areas of intentional cohort design, faculty training, integrated support systems, and continuous assessment. More research is needed in these areas to augment the transformative aspect of the cohort model in graduate schools of education.
Recommended Citation
Young, K., Mixon, J. R., Williams, D., & Williams, D. (2025). Transforming Education Through the Cohort Model in Graduate Schools of Education. The Journal of the Research Association of Minority Professors, 27(2). Retrieved from https://digitalcommons.pvamu.edu/jramp/vol27/iss2/2
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