Bibliography
A Signature Pedagogy in Doctoral Education: The Leader-Scholar Community
Kate Olson and Christopher M. Clark (2009). Educational Researcher (38) 3, pp 216-221
Provides a working example of a signature pedagogy in professional practice doctoral preparation at one CPED institution.
A Stewardship of Practice in Education
Jill A. Perry and David G. Imig (2008)
Reports out on the first year of the CPED initiative.
Reclaiming Education's Doctorate: A Critque and a Proposal
Lee S. Shulman, Chris M. Golde, Andrea Conklin Bueschel, and Kristen J. Garabedian (2006)
Building on lessons learned from the Carnegie Initiative on the Doctorate and in the Carnegie Foundation’s studies of the preparation for the professions, the authors argue that reclaiming and rethinking the research doctorate (Ph.D.) and distinguishing the practice doctorate (Ed.D. or P.P.D.) in education is possible.
Toward a Leadership Practice Field: An Antidote to an Ailing Internship Experience
Theodore Creighton (2005)
This article explores the possibility of providing potential administrators an opportunity to practice and perfect their administrative skills before they face the challenge of the “real world.”
Envisioning the Future of Doctoral Education
Chris M. Golde & George E. Walker (2006)
Envisioning the Future of Doctoral Education is a collectionof essays commissioned for the Carnegie Initiative on the Doctorate.The question posed to the essayists in this volume was, “If you couldstart de novo, what would be the best way to structure doctoraleducation in your field to prepare stewards of the discipline?” The authors of the essays are respected thinkers, researchers, and scholarswho are experienced with and thoughtful about doctoral education. Of particular interest to this initiative is Virgina Richardson's and David Berliner's chapters on doctoral preparation in Education.
The Formation of Scholars: Rethinking Doctoral Education for the Twenty-first Century
George Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel & Pat Hutchins (2007)
This groundbreaking book explores the current state of doctoraleducation in the United States and offers a plan for increasing theeffectiveness of doctoral education. Programs must grapple withquestions of purpose. The authors examine practices and elements ofdoctoral programs and show how they can be made more powerful byrelying on principles of progressive development, integration, andcollaboration. They challenge the traditional apprenticeship model andoffer an alternative in which students learn while apprenticing withseveral faculty members. The authors persuasively argue that creatingintellectual community is essential for high-quality graduate educationin every department. Knowledge-centered, multigenerational communitiesfoster the development of new ideas and encourage intellectual risktaking.
The Scholarship of Teaching: New Elaborations, New Developments.
Pat Hutchings & Lee S. Shulman (1999)
Hutchings and Shulman reflect on the work of the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) and discuss new ideas in the scholarhip of teaching.
Signature Pedagogies in the Profession
Lee S. Shulman (2005)
Shulman talks about signature pedagogies, the types of teaching that organize the fundamental ways in which future practitioners are educated for their new professions. In these signature pedagogies, the novices are instructed in critical aspects of the three fundamental dimensions of professional work--to think, to perform, and to act with integrity. But these three dimensions do not receive equal attention across the professions.
Counting and Recounting: Assessment and the Quest for Accountability
Lee S. Shulman (2007)
Shulman takes a critical look at the accountability of assessment in education.
The M.Ed., Ed.D. and Ph.D. in Educational Leadership
Michelle D. Young (2006)
Young breaks down the components of graduate degrees in Educational Leadership and provides a nice division of requirements, objectives, etc. of each degree.
Resources on the doctorate in education debate
Anderson, D. G. (1983). Differentiation of the Ed.D. and Ph.D. in Education. Journal of Teacher Education, 34(3), 55-58.
Brown, L. D. (1990). A perspective on the Ph.D.-- Ed.D. discussion in schools of education, American Educational Research Associate. Boston, MA.
Clifford, G. J. & Guthrie, J.W. (1990). Ed School: A brief for a professional education. Chicago, IL: University of Chicago Press.
Cremin, L. (1978). The Education of the educating professions. Annual Conference Charles W. Hunt Lecture. American Associate of Colleges for Teacher Education: Chicago
Deering, T. E. (1998). Eliminating the doctor of education degree: it's the right thing to do. The Educational Forum, 62, 243-248.
Freeman, F. N. (1931). Practices of American universities in granting higher degrees in education: a series of official statements (Vol. 19). Chicago, IL: University of Chicago Press.
Levine, A. (2007). Educating Researchers. Washington, DC: The Education Schools Project.
Ludlow, H. G. (1964). The Doctorate in Education. Washington, DC: American Association of Colleges for Teacher Education.
