Research Courses in the Carnegie Project on the Education Doctorate Phase I Institutions: What's the Difference?

• In Event: 60.083 - Roundtable Session 19
  In Roundtable Session: 60.083-12 - Innovation in Doctoral Education Practice

Abstract

The purpose of this study is to examine the characteristics and attributes of research courses taught in Education Doctorate (Ed.D.) programs represented in the Carnegie Project on the Education Doctorate (CPED) Phase I institutions. As higher education institutions attempt to redesign the Education Doctorate, there is also a need to redesign the research courses that support a professional degree. Qualitative analysis was conducted of extant interview data from a prior study and a survey designed specifically for the study. The findings indicate that there is an emphasis on practical application of research which requires, in some cases, a departure from traditional approaches to research courses which often times is characterized as a sequence of quantitative/qualitative methods.

Authors

• Ed Bengtson, University of Arkansas

• Stephanie J. Jones, Texas Tech University

• Kara Lasater, University of Arkansas

• Maureen Murphy-Lee, University of Arkansas at Fayetteville