A Systematic Comparative Analysis of Doctor of Education (EdD) Programs
Impacting Education(2024)
摘要
Prospective doctoral students face a daunting challenge choosing between Doctor of Education (EdD) programs and Doctor of Philosophy (PhD) in Education due to programmatic ambiguity, inconsistency, and ill-defined career alignment (Carpenter, 1987; Perry, 2012; Shafer & Giblin, 2008). This qualitative study employed comparative analysis to explore the distinctions between 50 US EdD programs, including completion time, modality, credits, qualifying exam (QE) inclusion and requirements, and dissertation requirements. The theoretical framework used to investigate the root causes and potential outcomes of the EdD and PhD inconsistency included Foucault’s Power Theory (Aguirre Rojas, 2021) and Adam’s Equity Theory (Adams, 1963, 1965). Findings revealed significant differences between EdD programs and between EdD and PhD programmatic features. This data provides valuable insight for prospective students, informs EdD improvement, and urges consistency or standardization for clarity, integrity, and advancement in the field (Fisher et al., 2020; McMahon et al., 2020; Schafer & Giblin, 2008).
更多查看译文
关键词
Doctor of Education (EdD),Doctor of Philosophy (PhD) in Education,qualitative comparative analysis (QCA),Foucault’s Theory of Power,Adam’s Equity Theory
AI 理解论文
溯源树
样例
生成溯源树,研究论文发展脉络
Chat Paper
正在生成论文摘要