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DOI: 10.3102/0013189X035003025 Reclaiming Education’s Doctorates: A Critique and a ProposalThe Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305; pres{at}carnegiefoundation.org. He is also the Charles E. Ducommun Professor of Education Emeritus at Stanford University. His research interests include teaching and teacher education; the assessment of content knowledge and pedagogical content knowledge among those learning to teach; education in the professions; the quality of teaching in higher education; and the central role of a "scholarship of teaching" in supporting needed changes in the cultures of higher education
The Carnegie Initiative on the Doctorate at the Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305; golde{at}carnegiefoundation.org. Her research interests include doctoral student attrition, the experiences of graduate students, and interdisciplinary graduate education
Research Scholar for the Carnegie Initiative on the Doctorate and the California Community Colleges project at the Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305; bueschel{at}carnegiefoundation.org. Her research interests include graduate education, students’ high-school-to-college transitions, community colleges, and policy links and disjunctures between K–12 and higher education
Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305; garabedian{at}carnegiefoundation.org. Her research interests include literature, history, psychology, and the impact of creative arts in education The problems of the education doctorates are chronic and crippling. The purposes of preparing scholars and practitioners are confused; as a result, neither is done well. We must move forward on two fronts simultaneously: rethinking and reclaiming the research doctorate (the Ph.D.), with its strong links to practice, and developing a robust and distinct practice doctorate (the P.P.D.) with a distinctive scholarly base. Unlike most current education Ph.D.s and Ed.D.s, the two degrees would serve distinct purposes, and like their medical analogs—the biomedical Ph.D. and the M.D.—would have different curricula and assessments. Building on lessons learned in the Carnegie Initiative on the Doctorate and in the Carnegie Foundation’s studies of preparation for the professions, we argue that this reform is necessary and possible.
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