The observation that many doctoral students in education in most countries do not plan on a research career is not a new one. As argued by Shulman, Golde, Bueschel, and Garabedian (2006), for example, many of these students come to graduate studies after years of practice in education as supervisors, school principals, curriculum or program designers, administrators, policy makers and officials. To accommodate these students, a more applied, professional doctorate in education (Ed.D.) was established at Harvard University in 1931, followed by a few universities in the United Kingdom and, much later, in Australia and Europe. Since its inception, significant differences between the Ed.D. and the Ph.D. have been envisioned. The Ph.D. was oriented towards rigorous and relatively narrowly focused research questions, systematic analysis, and the advancement of theory, thus tending toward abstraction. In contrast, the professional doctorate was intended to be more oriented toward the real, multivariate, and complex world of education, focusing on actual changes and design of education systems and practices (Gregory, 1995).
|Title of host publication||The Nurturing of New Educational Researchers|
|Subtitle of host publication||Dialogues and Debates|
|Number of pages||8|
|ISBN (Print)||9462096988, 9789462096967|
|State||Published - 1 Nov 2014|
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ASJC Scopus subject areas
- Social Sciences (all)