Білім беру докторы: мазмұны, тарихы және ерекшеліктері

Doctoral degree
The Doctor of Education (EdD or DEd; Latin Educationis Doctor or Doctor Educationis) is (depending on region and university) a research or professional doctoral degree that focuses on the field of education. It prepares the holder for academic, research, administrative, clinical, or professional positions in educational, civil, private organizations, or public institutions. Considerable differences exist in structure, content and aims between regions.

The history and roots of the EdD were in the United States. Other countries or regions have adopted or developed the award, often following different conventions and with different structures. This section, therefore, concerns the United States; for some other regions, information can be found under the regional headings below. When research universities were established in the late 19th century in the United States, they primarily awarded doctorates in the sciences and later the arts. By the early 20th century, these universities began to offer doctoral degrees in professional fields. The first professional degrees were awarded in medicine and law. Shortly thereafter, in response to the societal demand for expert practitioners, doctorates began to be awarded in education. The first Doctor of Philosophy (PhD) degree in the field of education was granted at Teachers College, Columbia University in 1893. and established doctorate of education, or Ed. D., for students who had had a successful teaching experience, possessed a "working knowledge of biology, psychology, and the social sciences", and who sought a higher position within the school system. The program of study comprised five areas of education plus the study of social theory in education, history of education, and educational psychology. The purpose of the Ed. D. was to offer a rigorous course of study that would enhance candidates’ prior knowledge and skills and better prepare them to lead as school practitioners. The EdD degree was then added by Teachers College in 1934. Second, the advancement of professional training was further complicated as schools of education competed with schools of arts and sciences. Graduate programs in arts and sciences were older and more established. Traditionally arts and science faculty offered doctoral preparation in the form of the Ph. D. Both the school of arts and sciences and its faculty had difficulty relinquishing their expertise in doctoral studies or in acknowledging the need for a professional doctorate degree. Much like the UK, in Canada, the Ed. D. is a full academic doctorate that can only be granted by AUCC accredited institutions and shares equal parity with a Ph. D. (Education). The dissertation to be completed as part of an Ed. D. program differs only in focus but not in breadth of study, nor academic rigour required. Ed. D. programs in Canadian institutions must include an original contribution to knowledge which must be chaired (supervised) by an accomplished researcher and orally defended (viva) to internal and external examiners. In many cases, the only salient difference between the Ph. D. and Ed. D. relates to the professional field of practice of the candidate as Ed. D. programs often tend to focus on existing pedagogical problems.

PhD in education — a doctorate in philosophy — can be done in any university recognized by U. G. C. If you have cleared NET (Education) exam then you have to choose a Guide enlisted by the university. On other hand if you do not pass NET exam then you have to qualify Exam conducted twice by every university. The NET cleared students of same university are given preference over those not qualified in NET. You have to submit the synopsis within one year of your enrollment as candidate and you must complete coursework from university recognized center followed by written exam. The rules like Non plagiarism and APA formatting are followed strictly.

In Ireland, EdD programs have only recently been introduced. They tend to follow the UK model of initial research modules followed by longer research papers and thesis.

In Singapore, the National Institute of Education (Nanyang Technological University) is the sole university that awards the EdD degree. The EdD programme has the rigour and expectations of a PhD, but with a professional focus.

In South Africa, following a convention of using Latin in academic designations, the doctorate in education is called Doctor Educationis (DEd) and, like other doctoral degrees in that country, it is entirely a research based qualification.

In the United Kingdom, the EdD is a terminal research degree that is equivalent to the PhD, both which can only be granted by universities with research degree awarding powers. The EdD usually involves courses and a dissertation, but as with all doctorates requires at least a dissertation. The EdD thesis may be shorter than that of the PhD, because the EdD normally includes coursework that includes assessed papers, whereas PhD programs of study are focused on undertaking a thesis without such coursework. The EdD thesis differs from a PhD thesis only in length and scope but not in quality. As with PhD candidates, all EdD candidates undergo a viva voce examination (comprehensive oral defence of one's thesis/dissertation). The EdD is generally presented as an opportunity to prepare for academic, administrative or specialised positions in education, placing the graduates for promotion and leadership responsibilities, or high level professional positions in a range of locations in the broad Education industry. Both the EdD and PhD are recognised for the purposes of appointment as a lecturer or professor in universities. In 1991, the Doctor of Education programme at the University of Bristol began and was the first taught doctorate outside of North America. The EdD is delivered through a balance of taught units including research methods, theory, argumentation and evaluation skills as well as a major research thesis that must make an original contribution to knowledge. As with other doctoral candidates, participants of the EdD are encouraged to publish articles and books based on their research. An excellence in doctoral level research is the main aim of the Bristol EdD. At the Institute of Education in London, the EdD "is for experienced professionals from education and related fields who would like to extend their professional understanding and develop skills in research, evaluation and high level reflection on practice". Meanwhile, the PhD "is intended to enable [students] to produce [their] own thesis and to develop a range of research and other more generic skills."

In the United States, the EdD tends to be granted by the school of education of universities and is a terminal degree in education. Majors within the EdD may include: counseling, curriculum and instruction/curriculum and teaching, educational administration, education policy, educational psychology, educational technology, higher education, human resource development, language/linguistics, leadership or technology/innovation in instruction. The EdD is recognized for appointment as a professor or lecturer in a university. It may also be recognized as preparation for administrative positions in education and human development field, such as superintendent of schools, human resource director, or principal. From the very beginning, there was a formal division between the EdD and the PhD in education, and the growing popularity of the applied doctorates was met by faculty in the arts and sciences questioning their legitimacy. They argued that practical and vocational aims were inappropriate for doctoral study, which they contended should be focused on producing scholarly research and college professors.

There are similarities between the EdD and PhD which may cause confusion. In theory, the two degrees are expected to constitute overlapping but distinct categories, where the EdD is a degree that prepares educational practitioners who can solve educational problems using existing knowledge, and the PhD in education is the more theoretical of the two as a traditional social science research degree that prepares students for careers as scholars and academics, often from a particular disciplinary perspective (e. g., sociology of education). One study on dissertations submitted between 1950 and 1990 indicated that there were no differences between the two degrees regarding basic versus applied research or the significance of the findings. Nonetheless, that same study indicated that "PhD dissertations contained more multivariate statistics, had wider generalizability, and were more prevalent in certain areas of concentration", whereas "EdD dissertations contained more survey research and were most prevalent in educational administration research." The difference is attributed primarily to which type of degree a particular school offers and if existing research or original research is required in the dissertation. The Carnegie Project on the Education Doctorate (CPED) states that "the professional doctorate in education prepares educators for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession." To wit, although the CPED describes the EdD as a professional doctorate, it also states that it prepares students for the generation of new knowledge, and this is corroborated by the fact that both the PhD and EdD degrees are considered research doctoral degrees on the Survey of Earned Doctorates, which is a survey conducted by the National Opinion Research Center at the University of Chicago, sponsored by six federal agencies, and solicited, under the National Science Foundation Act, from graduating doctoral students at all accredited institutions. Colleges and universities in the United States that offer doctorates in education choose to offer only the Doctor of Education (e. g. Webster University), only the Doctor of Philosophy in education (e. g., Stanford University), or both (e. g., UCLA, University of Missouri, and University of Pennsylvania). The distinction between the PhD and the EdD in this last group can take different forms. At the University of Illinois, for example, the PhD in education dissertation requires an original contribution to academic knowledge, whereas the EdD dissertation "is intended to demonstrate the candidate's ability to relate academic knowledge to the problems of professional practice." At Teachers College, Columbia University the PhD is designed for students who wish specifically to pursue an academic career, whereas the EdD is designed for broader aims including educational administration and policy work. In St. Louis University's Educational Studies program, the EdD requires "successful completion of a culminating project dealing with a problem in educational practice" and the PhD requires a dissertation and an "oral defense of the dissertation proposal and [of] the final dissertation. Most Ed. D., Psy. D. and Ph. D. programs require a dissertation and an oral defense while others have a research project leading to publication as an alternative." Finally, some schools frame the EdD specifically in terms of applied research, such as New York University, The University of Texas at Austin, and the University of California, Berkeley. In addition to educational settings, the EdD degree is designed to address real world issues including clinical mental health counseling and human resource development.

Lee Shulman, President of the Carnegie Foundation for the Advancement of Teaching, stated that the lack of distinction between the EdD and the PhD has meant the EdD has come to be seen as little more than "Ph. D. lite", and the PhD in education has likewise suffered. Moreover, it has resulted in "the danger that we achieve rigorous preparation neither for practice nor for research." Barbara K. Townsend, Professor of Higher Education and Associate Dean for Research and Development at the University of Missouri at Columbia, suggests the doctorate of education is most frequently sought for vanity purposes and to improve one's status, citing a 2000 survey of California school superintendents in which they identify the greatest value of the EdD as being its "symbolic value (credibility and respects a basis for leadership)", further adding that there is scant research or evidence to suggest that possession of a doctorate in education improves one's ability to be an effective administrator.

Some scholars in the United States have suggested future reforms for both the EdD and PhD in education by calling for a new doctorate for the professional practice of education, which would be for principals, superintendents, policy coordinators, curriculum specialists, teacher educators, program evaluators, etc. ; and the distinction between the PhD in education and the EdD would be analogous to the distinction between the PhD in biomedicine and the MD. This new degree might be called the Professional Practice Doctorate (PPD), or it might retain the old name of EdD but be severed from old associations. Arthur Levine argued that the current EdD should be retooled into a new professional master's degree, parallel in many ways to the Master of Business Administration (MBA). David Imig described reforms to the EdD as including more collaborative work involving the analysis of data collected by others. Rather than generating their own data and hypothesis testing, as PhD students would, a group of EdD students would analyze a specific pool of data from a number of different angles, each writing an individual dissertation on a specific aspect of the data which, when pooled together with the other dissertations, would combine to offer a comprehensive solution to a real world problem. Reforms have already been implemented at some institutions. For example, in 2013 the Harvard University Graduate School of Education enrolled its final EdD cohort. The school now offers the Doctor of Education Leadership (EdLD) and PhD in Education.