Abstract
Let there be no mistake. With almost 200 programs churning out more than 7,000 educational doctorates per year, the field of education is awash in a tsunami of mediocrity that cripples the discipline. Debate of the relative merits of Ph.D.s and Ed.D.s masks the true nature of the problem – the prevalence of doctoral programs that lack the rigor, will, and resources to create intellectual leaders and to ensure honest and well–articulated debate over the future of educational theory and practice. This chapter examines the practical consequences of the increased number of Ed.D.s and Ph.D.s in education and suggests that fundamental changes in graduate education studies are needed if the quality of advanced degrees in education is to be improved.KeywordsDoctoral StudentDoctoral ProgramDoctoral CandidateDoctoral StudyEducation DoctorateThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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