Reclaiming the Education Doctorate

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



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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



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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



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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



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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



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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

Documents

Reclaiming the Education Doctorate