Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch006
This chapter presents the structures of the field-specific and cognate courses designed to help the doctoral candidates develop specific expertise within the focus of the program. This is again illustrated with the same three programs. Similarities and differences in the structure and intent of this specialized coursework within each of these programs are explored.
{"title":"Field-Specific Courses and Cognate Courses","authors":"","doi":"10.4018/978-1-7998-2656-9.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch006","url":null,"abstract":"This chapter presents the structures of the field-specific and cognate courses designed to help the doctoral candidates develop specific expertise within the focus of the program. This is again illustrated with the same three programs. Similarities and differences in the structure and intent of this specialized coursework within each of these programs are explored.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129141339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch004
This chapter begins the detailed description of doctoral program components by focusing on the coursework for the philosophic and practical underpinnings of the field. Three specific doctoral programs are used to illustrate the content and format of these core courses. The programs represent three different universities and three different areas of specialization within the field of education. This examination of diverse programs highlights both the similarities in structure and the variety of content and delivery unique to each program.
{"title":"The Core of Philosophic and Practical Underpinnings","authors":"","doi":"10.4018/978-1-7998-2656-9.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch004","url":null,"abstract":"This chapter begins the detailed description of doctoral program components by focusing on the coursework for the philosophic and practical underpinnings of the field. Three specific doctoral programs are used to illustrate the content and format of these core courses. The programs represent three different universities and three different areas of specialization within the field of education. This examination of diverse programs highlights both the similarities in structure and the variety of content and delivery unique to each program.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117047206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch005
This chapter parallels the previous chapter in format but uses the same three programs to examine the coursework specific to research methodology and dissemination. This includes methodology for both quantitative and qualitative research, with each program having their own balance between quantitative or qualitative emphasis. Dissemination includes the format for writing research reports, making scholarly presentations, and the development of manuscripts for publication.
{"title":"Coursework in Scholarly Habits of Research Methodology and Dissemination","authors":"","doi":"10.4018/978-1-7998-2656-9.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch005","url":null,"abstract":"This chapter parallels the previous chapter in format but uses the same three programs to examine the coursework specific to research methodology and dissemination. This includes methodology for both quantitative and qualitative research, with each program having their own balance between quantitative or qualitative emphasis. Dissemination includes the format for writing research reports, making scholarly presentations, and the development of manuscripts for publication.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126741468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch015
This chapter discusses some of the roles of the doctoral faculty. As seen through the four aspects of the proposed framework, this includes roles in coursework, advising, mentoring, encouraging professional experiences, and service on doctoral committees. Although these topics were introduced in earlier chapters, this chapter examines them from the perspective of the doctoral faculty member.
{"title":"Implementing a Doctoral Program in the Role of Professor","authors":"","doi":"10.4018/978-1-7998-2656-9.ch015","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch015","url":null,"abstract":"This chapter discusses some of the roles of the doctoral faculty. As seen through the four aspects of the proposed framework, this includes roles in coursework, advising, mentoring, encouraging professional experiences, and service on doctoral committees. Although these topics were introduced in earlier chapters, this chapter examines them from the perspective of the doctoral faculty member.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132384039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch007
This chapter concludes the discussion of typical coursework structure of doctoral programs in education. The dissertation is the culminating experience of both the Ph.D. and the Ed.D. in education. It is presented here because it falls within the coursework structure of doctoral programs. The last credit hours of the doctoral program are dissertation hours. Chapter 7 highlights the many ways the dissertation can be viewed. It is the final learning opportunity, the largest assessment, a form of apprenticeship, a professional discourse opportunity, and a rite of passage. The chapter finishes with a brief description of some alternative forms that some innovative programs offer.
{"title":"The Dissertation as Assessment and More","authors":"","doi":"10.4018/978-1-7998-2656-9.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch007","url":null,"abstract":"This chapter concludes the discussion of typical coursework structure of doctoral programs in education. The dissertation is the culminating experience of both the Ph.D. and the Ed.D. in education. It is presented here because it falls within the coursework structure of doctoral programs. The last credit hours of the doctoral program are dissertation hours. Chapter 7 highlights the many ways the dissertation can be viewed. It is the final learning opportunity, the largest assessment, a form of apprenticeship, a professional discourse opportunity, and a rite of passage. The chapter finishes with a brief description of some alternative forms that some innovative programs offer.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130012734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch001
This chapter lays the foundation for the book by describing two parts of the proposed framework for the examination of doctoral programs in education. Communities of practice is defined for the purposes of this framework and examples are given to help the reader further understand the underlying concepts. The history of graduate programs is set forth as another fundamental tool for understanding doctoral programs. This leads into Chapter 2, which focuses on that history.
{"title":"Understanding the Nature of Academia and Doctoral Programs","authors":"","doi":"10.4018/978-1-7998-2656-9.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch001","url":null,"abstract":"This chapter lays the foundation for the book by describing two parts of the proposed framework for the examination of doctoral programs in education. Communities of practice is defined for the purposes of this framework and examples are given to help the reader further understand the underlying concepts. The history of graduate programs is set forth as another fundamental tool for understanding doctoral programs. This leads into Chapter 2, which focuses on that history.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115777635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch003
This chapter continues to discuss developments in the history of doctoral program, including the initial Ph.D. degree in education and the move towards the new Educational Doctorate degree (Ed.D.). The chapter moves to more recent history of Ph.D. and Ed.D. programs in America and the consistent movement towards specialization. A renewed focus on standardization is illustrated by discussing some of the developments in the specialized field of mathematics education over the last 20 years. The chapter finishes by listing the basic components that are typical of most doctoral programs in education in America. These common features are the focus of the next several chapters.
{"title":"Features of Doctoral Programs in America and Their Historical Roots","authors":"","doi":"10.4018/978-1-7998-2656-9.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch003","url":null,"abstract":"This chapter continues to discuss developments in the history of doctoral program, including the initial Ph.D. degree in education and the move towards the new Educational Doctorate degree (Ed.D.). The chapter moves to more recent history of Ph.D. and Ed.D. programs in America and the consistent movement towards specialization. A renewed focus on standardization is illustrated by discussing some of the developments in the specialized field of mathematics education over the last 20 years. The chapter finishes by listing the basic components that are typical of most doctoral programs in education in America. These common features are the focus of the next several chapters.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128809502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch016
This chapter discusses the issues and responsibilities of the faculty member that serves as the director of a specific doctoral program specialization within her/his education department. The program director is often charged with administrative tasks as well as managing the labyrinth that is supporting the people involved in the program. The proposed framework guides the discussion of how to shepherd both the doctoral faculty as well as the doctoral students.
{"title":"Implementing a Doctoral Program as Director of a Doctoral Specialization Program","authors":"","doi":"10.4018/978-1-7998-2656-9.ch016","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch016","url":null,"abstract":"This chapter discusses the issues and responsibilities of the faculty member that serves as the director of a specific doctoral program specialization within her/his education department. The program director is often charged with administrative tasks as well as managing the labyrinth that is supporting the people involved in the program. The proposed framework guides the discussion of how to shepherd both the doctoral faculty as well as the doctoral students.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131647472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch023
S. Bhattacharyya
This chapter discusses how the proposed framework for examining doctoral programs might be used to generate discussion about and study doctoral programs. Specific ideas are addressed for researching and assessing an existing doctoral program. The book ends with encouragement and ideas for using the framework for studying across institutional boundaries.
{"title":"Emerging Research and Opportunities","authors":"S. Bhattacharyya","doi":"10.4018/978-1-7998-2656-9.ch023","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch023","url":null,"abstract":"This chapter discusses how the proposed framework for examining doctoral programs might be used to generate discussion about and study doctoral programs. Specific ideas are addressed for researching and assessing an existing doctoral program. The book ends with encouragement and ideas for using the framework for studying across institutional boundaries.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127375265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-2656-9.ch017
This chapter discusses the challenges of implementing the online doctoral program as it should have been developed according to the guidelines described in Chapter 14. Special attention is paid to those aspects of implementing an online doctoral program. Lists are included of what things must be the same as on-ground programs and what things must differ from on-ground programs. Highlights include technology use to support interaction, mentoring, and pedagogy. Perhaps the most important idea in Chapter 17 is the idea of availability of professors for ongoing support and interactions comparing on-ground availability and the equivalent forms of online availability.
{"title":"Considerations for Implementing an Online Doctoral Program","authors":"","doi":"10.4018/978-1-7998-2656-9.ch017","DOIUrl":"https://doi.org/10.4018/978-1-7998-2656-9.ch017","url":null,"abstract":"This chapter discusses the challenges of implementing the online doctoral program as it should have been developed according to the guidelines described in Chapter 14. Special attention is paid to those aspects of implementing an online doctoral program. Lists are included of what things must be the same as on-ground programs and what things must differ from on-ground programs. Highlights include technology use to support interaction, mentoring, and pedagogy. Perhaps the most important idea in Chapter 17 is the idea of availability of professors for ongoing support and interactions comparing on-ground availability and the equivalent forms of online availability.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134264404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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