Department of Teaching, Learning and Teacher Education
Date of this Version
2012
Citation
Series Editors’ Foreword. In M. M. Latta & S. Wunder (Eds.), Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policy and Practice of the Education Doctorate (pp. ix-xi). Charlotte NC: Information Age Publishing.
Abstract
The starting point for this book is a new phase—the Carnegie Program for the Education Doctorate (CPED)—of the longstanding dilemma of whether and how to to distinguish advanced graduate education for the Doctorate of Philosophy (PhD) in education from the Doctorate of Education (EdD). EdD graduates should have gained not just in knowledge, but also in capability—to not only know new things, but to be able to do new practices and/or engage previous skills and practices more effectively.
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2012 IAP–Information Age Publishing, Inc.