Doctoral Study in Graduate Schools of Education: Conflict between Research Ethos and Professional Mission. ASHE 1985 Annual Meeting Paper.

Overview & Synopsis

Impacts of conflicting academic and professional pressures on graduate schools of education in research universities are examined, along with reforms to reduce these conflicts. Information was obtained from reports and interviews at graduate schools of education, including the University of California at Berkeley, George Peabody College for Teachers at Vanderbilt University; Stanford University, Columbia University's Teachers College, the University of California at Los Angeles; and the University of Michigan. In schools offering both Ph.D. and Ed.D. degrees, most enrollments in education are in Ph.D. programs, most of which are applied, compared to the arts and sciences disciplines. In research universities an applied Ph.D. in education (as in other professional fields) is perceived by the "core" campus arts and sciences departments as illegitimate. At the University of California at Berkeley reforms were enacted to strengthen practice-oriented training through a revitalized Ed.D. program, while also maintaining separate research-oriented Ph.D. programs. Additional questions for doctoral study in education are included, along with a list of reviews of graduate schools of education. (SW)