Bibliography
Reclaiming Education's Doctorate: A Critque and a Proposal
Lee S. Shulman, Chris M. Golde, Andrea Conklin Bueschel, and Kristen J. Garabedian (2006)
Building on lessons learned from the Carnegie Initiative on the Doctorate and in the Carnegie Foundation’s studies of the preparation for the professions, the authors argue that reclaiming and rethinking the research doctorate (Ph.D.) and distinguishing the practice doctorate (Ed.D. or P.P.D.) in education is possible.
Envisioning the Future of Doctoral Education
Chris M. Golde & George E. Walker (2006)
Envisioning the Future of Doctoral Education is a collection
of essays commissioned for the Carnegie Initiative on the Doctorate.
The question posed to the essayists in this volume was, “If you could
start de novo, what would be the best way to structure doctoral
education in your field to prepare stewards of the discipline?” The
authors of the essays are respected thinkers, researchers, and scholars
who are experienced with and thoughtful about doctoral education.
The Formation of Scholars: Rethinking Doctoral Education for the Twenty-first Century
George Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel & Pat Hutchins (2007)
This groundbreaking book explores the current state of doctoral
education in the United States and offers a plan for increasing the
effectiveness of doctoral education. Programs must grapple with
questions of purpose. The authors examine practices and elements of
doctoral programs and show how they can be made more powerful by
relying on principles of progressive development, integration, and
collaboration. They challenge the traditional apprenticeship model and
offer an alternative in which students learn while apprenticing with
several faculty members. The authors persuasively argue that creating
intellectual community is essential for high-quality graduate education
in every department. Knowledge-centered, multigenerational communities
foster the development of new ideas and encourage intellectual risk
taking.
The Scholarship of Teaching: New Elaborations, New Developments.
Pat Hutchings & Lee S. Shulman (1999)
Hutchings and Shulman reflect on the work of the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) and discuss new ideas in the scholarhip of teaching.
Signature Pedagogies in the Profession
Lee S. Shulman (2005)
Shulman talks about signature pedagogies, the types of teaching that organize the fundamental ways in which future practitioners are educated for their new professions. In these signature pedagogies, the novices are instructed in critical aspects of the three fundamental dimensions of professional work--to think, to perform, and to act with integrity. But these three dimensions do not receive equal attention across the professions.
Counting and Recounting: Assessment and the Quest for Accountability
Lee S. Shulman (2007)
Shulman takes a critical look at the accountability of assessment in education.
The M.Ed., Ed.D. and Ph.D. in Educational Leadership
Michelle D. Young (2006)
Young breaks down the components of graduate degrees in Educational Leadership and provides a nice division of requirements, objectives, etc. of each degree.