Physical education teachers face considerable sociopolitical challenges that can impede quality instruction and complicate recruitment into the profession. Physical education teacher education faculty members may not be prepared to address these challenges during their doctoral education. Accordingly, the purpose of the paper was to utilize the…

The purpose of this paper is to examine signature pedagogies for the education doctorate. Three California State University campuses that have started new Ed.D. programs examine practices that distinguish the education doctoral experience from other professions. Embedded field work, the professional seminar, and the research and writing support…

This paper describes the University of Utah's recently revised Ed.D. program and reports the results of several program-evaluation efforts conducted since its implementation. In particular, the most recent evaluation assessed the effectiveness of the field-based doctoral program in educational administration in linking theory and research to the…

The doctoral level bilingual/bicultural program described here is intended especially for Arabic and Spanish bilingual education students who are involved in administrative or teaching positions in the schools. An interdisciplinary approach is used and three types of faculty are employed, a core-bilingual and a core-support faculty from the…

In 1990 the University of Alberta introduced a substantially revised Ed.D. program in educational administration to provide a more practice-oriented program and a reduced requirement for continuous full-time attendance. The revised program featured five mandatory courses and two course-equivalents of field experience. Examples of students'…

Proposes a role for experiential learning in the training of political-science doctoral students. Argues that most political science programs assume that students have mastered liberal democratic norms and do not need training for non-academic employment. Bases its arguments for experiential learning on the Maryland Graduate Public Service…

Issues in designing and implementing a collaborative field-based and problem-centered principal preparation doctoral program at Virginia Tech are discussed in this case study. Implemented in 1989 to replace the old certification-driven principal-preparation system, the program's key components include collaborative planning, program delivery, and…

The conceptual orientation that guides the University of Utah's field-based doctoral program in educational administration is described in this paper, with a focus on making judgments within the decision-making process. The first part explains the rationale for adopting the conceptual orientation and the second part describes the normative model…

Describes the Transition Leadership program at Kent State University, a doctoral program that builds upon students' experiences as teachers, coordinators, counselors, and program developers. The program uses in-depth study and intensive field work to instill values and competencies which cross special education, rehabilitation, and vocational…

Describes an innovative doctoral program at Wichita (Kansas) State University that prepares students to become expert educational leaders. The program integrates curriculum through an applied-inquiry, clinically oriented, field-based model. Student performance is judged according to theoretically grounded categories and based on multiple evidences…

The Drake University (Iowa) pharmacy school has developed an elective teaching clerkship to help prepare pharmacy students as university teachers. Course goals were to familiarize students with issues in university-level teaching, promote understanding of theories underlying specific teaching methods, and apply general teaching technique and…

The ultimate goal of graduate education is to design programs of preparation to promote improvement in the quality of education and training services that are provided in a variety of different contexts. In the 1960s, Nova University developed field-based doctoral programs as a strategy to prepare individuals to become agents of change in the…

This evaluative report focuses on the University of Massachusetts at Amherst's field-based doctoral program, which was designed to educate potential and current community college personnel. First, introductory material describes the community college system in Massachusetts, explains the impetus for the creation of the doctoral program, discusses…

The Women's Research and Development Project of the Graduate School and University Center of The City University of New York sought to prepare women students in Ph.D. programs for careers as college professors. The 1-year project offered women students a series of structured workshops that focused on the information, skills, and attitudes that…