Reclaiming the Education Doctorate
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Transcript of Reclaiming the Education Doctorate
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8/14/2019 Reclaiming the Education Doctorate
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CPED ConveningOctober 21-23, 2009
Duquesne University - Pittsburgh, PA
Derived from the Dissertation of Jill A. Perry, Program Director, CPED October 2009
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Rise of the Ed.D.
Late 1800s-1900: Professions attach to universities to improve training and status
Harvard (law), Johns Hopkins (medicine), Columbia (education)
Educations experience
1893Graduate courses in Ed (Minnesota, Iowa, Michigan) 1898Teachers College: Russels PhD Courses: educational psychology, the history of education, and the philosophy of education
Other: two practica in specialized areas, graduate work outside of education, and a dissertationthat demonstrated power of independent thought and capacity to advance knowledge
Realitypractica were more knowledge than skill based; dissertations were historical, not technical
Derived from the Dissertation of Jill A. Perry, Program Director, CPED October 2009
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1865: President Hill: distinction between liberal education and professional education forgoals of becoming a university. the general perfection and improvement of the pupil while
professional education provided the culture and instruction which fitsfor some chosen
walk of life
1890: President Eliot: specialization to foster social usefulness
Normal Coursefor teachers Paul Hanusmove to administrators1920: $2million, Henry Holmes, GSE
Ed.D. for students who had had a successful teaching experience and possessed aworking knowledge of biology, psychology and the social sciences (Cremin, 1978, p. 15)
and who sought a higher position in the school system.
Curriculum: study in social theory of education, history of education, and educational
psychology.
Dissertation: teach the student to conduct an independent investigation utilizing existingknowledge and producing a constructive result of importance and value.
Designed to be different independence, claim over field, but similar, no interest inResearch, banned women, and refused to give clear definition
Harvard
Derived from the Dissertation of Jill A. Perry, Program Director, CPED October 2009
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1934Teachers College: Russels (son) EdD3years of coursework, written/oral exams, project report.
Courses included work covering issues common to workers in the educational
field foundation courses and educational administration, guidance, andcurriculum and instruction
1900-1940sproliferation of EdDWhy? Separation from GSAS, Control, SOE statusProblems?
Confusion between the two degrees
Difficulty getting professional status for those tied to GSAS
Unclear programmatic goals & content of degrees
Two types of professors with different goals
TC and beyond
Derived from the Dissertation of Jill A. Perry, Program Director, CPED October 2009
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Ed.D. vs. Ph.D: A Century of Debate
1930: Monroe
6 insts Ed.D. as a supplement to
or substitute for the Ph.D.
degreeBoston University,Harvard, Johns Hopkins,
University of Southern
California, and Stanford
Findings: set up somewhatdifferent requirements [than
those] for the traditional
requirements for the Ph.D.
1931:Freeman
added 13 inst
Findings:
eliminated language
required professional experience
Ed.D. degree was expected to
organize existing knowledge
instead of discovering new truths
Derived from the Dissertation of Jill A. Perry, Program Director, CPED October 2009
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1950s-1990s
1950-60s AACTE studies Ludlow= 91 inst;
Findings: career & motivation same;distinct definitions understood by faculty,but no difference in intelligence or abilities
Brown= Follow up to Ludlow with more
students, Finding: back to same job had before
1983: UW-Pullman
Anderson= issues of distinction
Findings: program and career similar;strong similarity in admissions,
preparation, and graduation requirementsfor both degrees
EdD dissertation practical; growth of EdD
Dissertation: substantial differencebetween the two degrees in theacceptance of a practical problem for theEd.D. as a substitute for a basic research
study
1980s: Calls for Elimination1988: Clifford & Guthrie
Call for elimination of PhD to enhance EdLeaders
productive professional training mighthold the promise of maintaining and perhaps
enhancing the effectiveness of the teacherworkforce
1988: Deering Response
Eliminate EdD -- too much confusion andlittle distinction; both work in Ed leadershipand get professorial jobs in all types of
universities1991: Brown Response
Used data to show enrollment in both strong
Finding: doctoral programs in schools ofeducation are structurally well within thetradition of doctoral programs throughout the
university
Derived from the Dissertation of Jill A. Perry, Program Director, CPED October 2009
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21st Century
Call for change2006: Shulman, Golde, Bueschel, & Garabedian Based on CID findings.Call to Reclaim Ed.D. as professional degree to prepare educational leaders
2007: LevineArgues distinction will never be made too profitable for SOE, too easy to get approval, control of SOE
MBA-type better
2007: CPEDHere we are.What are we going to do? Contribute or Define?2009: Harvard Ed.D. in Educational Leadership
Welcome to the innovative, three-year, practice-based Doctor of Education Leadership(Ed.L.D.) Program at the Harvard Graduate School of Education. Inspired by the recentendeavors and initiatives of some of the world's best education practitioners,researchers, policymakers, and scholars, this new, multidimensional doctoral program isthe very first of its kind.(
http://www.gse.harvard.edu/academics/doctorate/edld/index.html )
Traditional Ed.D.= research focused.Jill A. Derived from the Dissertation of Jill A. Perry, Program Director, CPED October 2009
http://www.gse.harvard.edu/academics/doctorate/edld/index.htmlhttp://www.gse.harvard.edu/academics/doctorate/edld/index.html -
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2007-2009
Call: Reclaim Ed.D
Stewards of Practice; Distinguish from Ph.D.
Mutual Commitment: we agree to commit ourselves to the pursuit of excellence indoctoral education, focusing on the concept of the professional practice doctorateand what it means for the successful practice of advanced professional practitionersin schools, colleges and other learning organizations. CPED MOU
3 PhasesConceptual and Design, Experimental, Deliberation and Dissemination Phases
Goal: Proofing sites
What have we done?-Pushed the national conversation.-Developed definitions-Program designs and research agenda
What more are we going to do? Phase II
Derived from the Dissertation of Jill A. Perry, Program Director, CPED October2009