The predictive validity of the Graduate Record Examinations (GRE) and the Miller Analogies Test (MAT) in a doctoral program in education was investigated. Results supported the use of the GRE but not the MAT. (Author/JKS)

A discussion of the National Research Council's 1995 ranking of research-doctorate programs in the United States criticizes the report for what it does not address, particularly comparisons with the information it disseminated in a 1982 report, some data discrepancies, and central issues such as an institution's available methods of instruction,…

Presents a brief history of doctoral programs in library and information science (LIS) and reviews the purpose of the Ph.D. degree; the types of research involved; the curricula of LIS doctoral programs; and current trends in LIS research, including qualitative, interdisciplinary, and technology-based research. (Author/LRW)

Explains the idea of a multidisciplinary doctoral curriculum that would blend and foster activity in five areas: (1) foundational disciplinary literature, (2) research and theory about museums, (3) operation of and practices in museums, (4) research methodology, and (5) design and evaluation of practice. (DDR)

Describes the institutional practices related to qualifying examinations in U.S. sociology graduate departments (n=178). Indicates that there are differences between the Ph.D.-granting and M.A.-granting programs in relation to the structure of examinations; while the structures in the departments are consistent. Includes references. (CMK)

Presents an overview of exemplary community college graduate leadership programs. Discusses general trends in graduate curriculum (e.g., cohort-based programs with course work in leadership development, organizational change, diversity, and institutional development) and outlines 10 graduate programs that offer a focus in community college…

Like Gresham's bimetallic currency system, the field-based and the conventional Ed.D. represent two types of programs operating within the same marketplace. Because the field-based program is likely to displace resident graduate study, the education profession should seriously inquire into the nature and purpose of its highest degree. (MLH)

Described is the need for the development of innovative continuous programs that reach minority students at an early age. The importance of mentors for minority students is stressed at the undergraduate and graduate levels. Reasons for the underrepresentation of minorities in the sciences and engineering are discussed. (KR)

The usefulness of cluster analysis for comparing programs for the purposes of resource allocation is discussed, based on a study using seven types of cluster analysis to examine key resource and productivity variables in doctoral-granting teacher education programs. (MSE)

This article discusses efforts at Ohio State (1972-1975) to revamp the doctoral program in teacher education. An outcome of those efforts was the course described in this article. Rationales for inclusion of inquiry and the study of research in teacher education are given. Course content, materials and strategies are outlined. (IAH)

Despite an absence of distinctions in implementation, it is argued, there are perceived and actual differences between the Ed.D. and Ph.D. degrees in education. It is suggested that all doctoral degrees in education be changed to the Ph.D. with two tracks--one for researchers/professors and one for administration/teachers. (Author/MLW)

This study investigated affective characteristics of 31 doctoral students, using Clark's notion of concomitant problems and Dabrowski's construct of overexcitabilities. Results indicate that subjects perceived themselves as different from typical persons on factors reflecting internal motivation, positive aspects of overexcitability, and need for…

Analysis of responses of 55 graduates of a doctoral program in special education between 1975 and 1988 indicated that more postgraduation publication was reported by respondents who had published or presented a paper as students; were employed in academic or research positions; and had research apprenticeships. (DB)

It is proposed that action research, as distinguished from traditional research, has a role in graduate management education. It is suggested that the former is more appropriate for developing managerial competencies. Differences between master's-level and doctoral-level action research projects are noted, and related issues for curriculum design…

In fall 1989, 88 doctoral programs in higher education offered 124 different courses, a body of knowledge that offers great potential for improving and professionalizing higher education administration. The field appears to be evolving from a generalized area of inquiry into a curriculum of professional specialization. (Author/MSE)