Academic literature on the topic 'Degree Name: Doctor of Education'
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Journal articles on the topic "Degree Name: Doctor of Education"
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Cooper, Katelyn M., Logan E. Gin, and Sara E. Brownell. "Diagnosing differences in what Introductory Biology students in a fully online and an in-person biology degree program know and do regarding medical school admission." Advances in Physiology Education 43, no. 2 (June 1, 2019): 221–32. http://dx.doi.org/10.1152/advan.00028.2019.
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Increasingly, institutions of higher education are adopting fully online degree programs to provide students with cost-effective, accessible postsecondary education. A concern these degrees raise is: Will students be prepared for the next step of their career paths after completing their Bachelor’s degree online? Biology undergraduates often begin their degrees wanting to become medical doctors, but no studies have explored whether students in a fully online biology degree program are being prepared to be admitted to medical school. In this study, we surveyed Introductory Biology students at one institution who were pursuing Bachelor of Science degrees in Biological Sciences, either in an online or an in-person program. The most prevalent career goal for both in-person students (65.2%) and online students (39.7%) was a medical doctor. Online students were more confident in their intentions to become doctors than their in-person peers. However, online students knew fewer criteria that medical schools consider when admitting students than in-person students [in-person: mean = 3.7 (SD 1.6); online: mean =2.7 (SD 1.7)] and were less likely to plan to become involved in premedical activities, such as undergraduate research. Finally, compared with in-person students, fewer online students were able to name at least one science student (in-person: 76.7%; online: 9.7%), academic advisor (in-person: 21.3%; online: 6.5%), and faculty member (in-person: 33.7%; online: 6.5%) with whom they could talk about pursuing a career in medicine. This work highlights knowledge gaps between students enrolled in a fully online biology degree and an in-person biology degree that are important for developers of online biology degree programs to understand and rectify to better prepare online biology students for admission to medical school.
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Dudina, Oksana. "PECULIARITIES OF TRAINING MASTERS IN MEDICINE IN CHINISE UNIVERSITIES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 63–66. http://dx.doi.org/10.36550/2415-7988-2021-1-192-63-66.
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The article investigates and theoretically summarizes the peculiarities of training doctors at the master's level at the universities of ROC. Higher education in China is characterized by numerous changes due to the accumulation and adaptation of advanced successful experience in training specialists in different countries of the world. In this context, the property of scientists and educators of ROC concerning the organization of professional training of masters in medicine is of particular interest for Ukraine. Scientists are constantly searching for solutions and improving higher medical education in ROC. In the universities of the Republic of China, according to the field of study, the degree of master in medicine can be obtained as a professional degree and scientific degree. As a result, after completing the master's program in professional field, the master may work in positions such as senior physician, senior physician in health care, senior dentist, senior pharmaceutical, and the master in research field may work as the doctor-scientist, who carries out medical research as the main professional activity. The name of medical degrees is also different, for the professional field – clinical medicine, for the research field – preclinical medicine. Clinical medicine includes such areas of master's programs in medicine as health care, dentistry, pharmacological science; preclinical medicine includes clinical medicine, preventive medicine, dentistry, the science of human progress, the history of science and technology, biomedical engineering, social medicine and health management. The article examines the experience of implementing master's programs in medicine at higher educational institutions in China. The competence-based approach, forms and specialization of training in the organization of training and practicing students due to master's programs in medicine in ROC were determined.
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Nizhnik, Nadezhda. "Police law theory – a subject of research of modern scientists." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2019, no. 4 (December 25, 2019): 231–40. http://dx.doi.org/10.35750/2071-8284-2019-4-231-240.
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At a meeting of Council D 203.019.01 on the defense of dissertations for the degree of candidate of sciences, for the degree of doctor of sciences created on the basis of the Federal State Budgetary Educational Institution of Higher Education “Moscow University of the Ministry of the Interior of the Russian Federation named after V. Ya. Kikot” on October 10 in 2019, the dissertation was defended for the degree of candidate of legal sciences Nikiforova Slavyana Alekseevna on the topic: “State-legal views of E.N. Berendts”, specialty 12.00.01 – Theory and History of Law and State; the history of the teachings of law and the state. The Dissertation Council, chaired by the Deputy Chairman of the Dissertation Council D 203.019.01, Doctor of Law, Professor V.P. Malakhov, unanimously decided that the dissertation of S.A. Nikiforova is a scientific and qualification work, which is essential for the science of theory and the history of law and the state and meets the requirements established by the Regulation on awarding scien-tific degrees, as well as on awarding S.A. Nikiforova the degree of candidate of legal sciences in special 12.00.01.
The article is a review of the dissertation of the official opponent, in which the structure and content of the dissertation of N. S. Nikiforova are analyzed.
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Сhyrva, Hanna. "THEORETICAL AND METHODOLOGICAL PRINCIPLES OF TRAINING OF SCIENTIFIC AND TEACHING STAFF IN MANAGEMENT FOR RESEARCH AND INNOVATION ACTIVITIES." Social work and social education, no. 2(9) (November 21, 2022): 328–35. http://dx.doi.org/10.31499/2618-0715.2(9).2022.267381.
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The article describes the theoretical and methodological principles of training PhDs in management for research and innovation activities.Doctor of philosophy is an educational and at the same time the first scientific degree, which is obtained at the third (educational and scientific) level of higher education; corresponds to the eighth qualification level of the National Framework of Qualifications, focused on the person's acquisition of integral, general and professional competencies.The author analyzed Ukrainian and foreign (international) documents that confirm the importance of research and innovation training of scientific and pedagogical personnel, doctors of philosophy:− Salzburg principles (Salzburg I, 2005, Salzburg II 2010): the goal of doctoral education is to cultivate a research mindset, cultivate flexibility of thought, creativity and intellectual autonomy with the help of an original, specific research project; − National qualifications framework: correspondence of the third (educational and scientific) and scientific levels of higher education to the 8th level, which provides for mastery of conceptual and methodological knowledge in the field, formation of skills in conducting thorough scientific research with due academic integrity, striving for continuous self-development and self-improvement;− The procedure for the training of higher education applicants for the degree of Doctor of Philosophy and Doctor of Science in higher education institutions (scientific institutions) (2016, with changes): the need for the formation of such research competencies as oral and written presentation of the results of one's own scientific research, management of scientific projects and / or making proposals for financing scientific research, registration of intellectual property rights.An analysis of the Higher Education Standard (third (educational and scientific) level, field of knowledge 07 Management and Administration, specialty 073 Management) and the educational and scientific program «Management», which has been implemented at Uman State Pedagogical University named after Pavlo Tychyna since 2016, was analyzed.It has been established that the system of training doctors of philosophy for research and innovation activity requires constant improvement of theoretical and methodological principles in the context of national standardization of the specified process while preserving the autonomous right of higher education institutions and scientific institutions to the uniqueness of educational and scientific programs.Prospects for further research in this direction consist in a combination of theoretical, quantitative and qualitative analysis of the dynamics of the development of the components of the system of training doctors of philosophy in general and research and innovation activities in particular.
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G. Ionescu, Lavinel. "COSTIN D. NENITZESCU (1902 -1970) 100th ANNIVERSARY OF HIS BIRTH." SOUTHERN BRAZILIAN JOURNAL OF CHEMISTRY 10, no. 11 (December 20, 2002): 1–10. http://dx.doi.org/10.48141/sbjchem.v10.n11.2002.4_2002.pdf.
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Costin D. Nenitzescu was born in Bucharest in 1902 and passed away in Busteni, Romania in 1970. He obtained primary and secondary education in Romania and began university studies at the Swiss Federal Polytechnic Institute in Zurich. Later, he moved to the Technische Hochschule in Munchen (Munich) where he worked with Hans Fischer and obtained the Doctor of Engineering Degree in 1925. During the same year, he returned to Romania where he spent the rest of his life working, first at the University of Bucharest (1925-1935) and then at the Polytechnic Institute (1935-1970). Costin D. Nenitzescu is considered the founder of the School of Modern Organic Chemistry in Romania. He has published approximately 300 (three hundred) scientific articles, twenty books and treatises dealing mainly with organic chemistry, and authored about forty patents. Several organic reactions bear his name. Costin D. Nenitzescu s work includes the chemistry of indole and pyrrole, Romanian petroleum, nitro derivatives, reactions catalyzed by aluminum chloride, pyrytium salts, aromatic alkylation, cyclobutadiene, cyclooctatetraene, annulenes, carbonium ion reactions, eliminations, oxidations, and additions.
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Шинкарук, В. Д. "IN MEMORY OF THE EXCELLENT SCIENTIST-BIOLOGIST, PROFESSOR STEPAN STEPANOVYCH KOSTYSHYN." Bulletin of Uman National University of Horticulture 1 (August 2022): 140–42. http://dx.doi.org/10.31395/2310-0478-2022-1-140-142.
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On April 12, 2022, at the age of 91, the heart of the world-famous biologist, doctor of biological sciences, professor, honored worker of science and technology of Ukraine, academician of the Academy of Sciences of Ukraine, full member of the Academy of Engineering and Environmental Sciences of Ukraine, honorary doctor Saskatchewan University of Canada. Honorary Doctor of the University of Suceava "Stefan cel Mare" (Romania), Honorary Citizen of Chernivtsi and Lock Haven (USA), ex-rector of Chernivtsi Yuriy Fedkovych National University Stepan Stepanovych Kostyshyn. Stepan Stepanovych was born on February 7, 1932 in the village of Zvynyach, Chortkiv district, Ternopil region. The development of ecology and physiology of plants both in Ukraine and abroad is closely connected with his name. The main part of Stepan Stepanovych Kostyshyn's biography is connected with Chernivtsi National University. In 1955 he graduated from the Faculty of Biology of Chernivtsi State University (CSU). From 1961 to 1964 he studied in graduate school at the Department of Plant Physiology, in 1965 he defended his dissertation and worked as a lecturer at the Faculty of Biology. From 1972 to 1987 Stepan Stepanovych Kostyshyn worked as Vice-Rector for Research. In 1985 S.S. Kostyshyn defended his doctoral dissertation, and a year later received the academic title of professor. From 1987 to 2001, Stepan Stepanovych Kostyshyn was the rector of the CSU, and then of the Chernivtsi Yuriy Fedkovych National University. For more than 30 years he headed the departments - first biochemistry, and since 2002 - ecology and biomonitoring. Under his leadership, 19 PhD and 3 doctoral dissertations were defended, more than 300 scientific articles, 3 monographs, a number of textbooks stamped by the Ministry of Education and Science were published, 6 patents and certificates for inventions were obtained. S.S. Kostyshyn was one of the founders of the All-Union “Plant Genome” School. Stepan Kostyshyn was awarded the Order of the Badge of Honor, the Order of Merit of the III (1997) and II (2000) degrees for his significant personal contribution to the training of highly qualified specialists, long-term fruitful research, pedagogical and organizational activities.
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Zakharchuk, T., and A. Gruzova. "Dissertation defense board of St. Petersburg State Institute of Culture: 1938−2018." Scientific and Technical Libraries, no. 6 (June 3, 2019): 106–14. http://dx.doi.org/10.33186/1027-3689-2019-6-106-114.
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The history of the first in the country dissertation defense board, established at the N. K. Krupskaya Communist Institute of Political Education (today – St.Petersburg State Institute of Culture) is examined. The Board was established to review the theses in librarianship and bibliography. The analysis is based on the bibliography of dissertations defended during 80 years: the bibliography comprises 592 works. The main historical stages of the board are characterized; data on the number of doctor and candidate defenses during various periods is given. Several doctorate theses that made serious impact in the library and information sector are characterized; the geography of degree applicants (USSR republics, Asian, African, Latin American states) is analyzed; the subject scope of their investigations is discussed. The main research vectors and the most efficient supervisors are named. The author reveals the links between the defended dissertations and the Institute’s area of studies and scholar schools in the library and information sciences. The reasons for decreasing number of theses and changing subject scope are discussed.
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McGrath, Leslie Anne. "Osborne Collection of Early Children’s Books: Toronto Public Library’s Research Collection of Juvenile Material." Papers: Explorations into Children's Literature 22, no. 1 (January 1, 2012): 1–19. http://dx.doi.org/10.21153/pecl2012vol22no1art1134.
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'Viewing in my mind your vast and enterprising country, it is a great pleasure to feel that Toronto possesses a storehouse of rare and valuable children’s books which should enable students from all quarters of the globe to study in comfort the development and also the effects on young people of the books that have been written for them over the ages.' Edgar Osborne, letter to Harry Campbell, Chief Librarian of Toronto Public Library. April 22, 1964. At the time he wrote this letter, Edgar Osborne (1890-1978) had just received a doctor of laws degree, honoris causa, from the University of Toronto, in recognition of his contribution to Canadian literary history and education through the gift of the collection subsequently named in his honour. The conferral had been the highlight of a colloquium, joined by guests from around the world, held to celebrate the donation, made fifteen years earlier. Osborne had cause to be satisfied, for already the original 2,000 items had increased by some thousands, through gifts and purchases; the Collection was properly housed and a subject expert, Judith St. John, had prepared a scholarly catalogue of its holdings.
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Milasheva, Natalia V., Dmitrii V. Ovchinnikov, and Vladimir O. Samoilov. "Apothecary order, Robert Erskine and the Letter of Peter I." Bulletin of the Russian Military Medical Academy 24, no. 2 (July 13, 2022): 391–400. http://dx.doi.org/10.17816/brmma104531.
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Despite several publications on the history of Russian medicine of the 17th and 18th centuries, this period remains insufficiently studied. The works of the first Russian historians of medicine ― V. Richter, Ya.A. Chistovich, and L.F. Zmeev ― are well known. Unfortunately, their works do not always contain an accurate description of historical facts and correct dates of events. This refers to the era of Emperor Peter the Great ― the reformer of Russia, founder of the regular Russian army and navy, and reformer of Russian medicine and military medical education in the country ― as well as to the history of the Apothecary order. The focus is on the date of the appointment of the closest associate of Peter the Great, a professional doctor Robert Erskine, to the position of head of the Apothecary order and to the position of Archiater, the chief of all military and civil medical institutions in Russia. We have already written briefly about this in our earlier publications. This important issue continues to cause controversy and disagreement among historians. Professor Ya.A. Chistovich argued that Robert Erskine was appointed to the position of Archiater only in 1716, according to the date of issuance of the Letter of Peter I to Robert Erskine: April 30, 1716. Earlier, in the historians opinion, the boyar, Prince Ya.N. Odoevsky, was the head of the Apothecary order and the chief of all medical institutions in Russia. He had no medical education but had successfully carried out the reforms during the Great Northern War (17001721). In 1907, an outstanding Russian and Soviet scientist, jurist (lawyer), historian of Law and Medicine, Master of Police Law (1907), Doctor of Police Law (1919), Doctor of Historical Sciences (1943), Professor Nikolai Yakovlevich Novombergsky (18711949), after many years of studying and analyzing archival documents of the 17th and 18th centuries, convincingly proved the incorrectness of statements by L.F. Zmeev (related to 1714) and Ya.A. Chistovich (related to 1716) on the date of appointment of doctor Robert Erskine to the position of Archiater. The great work by N.Ya. Novombergsky Development of Russian medicine in the pre-Petrine era (1907) was presented by him as the dissertation for a masters degree in Police Law, and he was awarded the Grand Prize named after Count A.S. Uvarov of the Imperial Academy of Sciences of Russia (1908). The author paid special attention to the history of the Apothecary order and documented that in 1706 Doctor Robert Erskine was already an Archiater. The appointment of Robert Erskine as Archiater in 1706 significantly influenced the further development and establishment of Russian medicine, and this year was the most important for the Russian medical service. Our study of archival documents of the beginning of the 18th century, published documentary sources, and scientific works on the history of medicine, has confirmed the evidence and conclusions of N.Ya. Novombergsky. On April 30, 1716, Robert Erskine was granted the rank of the actual state councillor. An analysis of the text of the Letter of Peter I to Robert Erskine has also confirmed that event.
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Bontsevich, Roman A., Yana R. Vovk, Anna A. Gavrilova, Andrey A. Kirichenko, Elizaveta Yu Ebzeeva, Elena D. Kosmacheva, Olga G. Kompaniets, et al. "Etiopathogenesis, diagnosis, and approaches to the treatment of arterial hypertension: an assessment of the physicians’ basic knowledge. Final results of the PHYSTARH project." Systemic Hypertension 18, no. 1 (March 15, 2021): 25–30. http://dx.doi.org/10.26442/2075082x.2021.1.200346.
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Introduction. Arterial hypertension (AH) is a syndrome accompanied by an increase in systolic blood pressure (BP)140 mmHg and/or diastolic BP90 mmHg. It is a progressive pathology that affects the adult employable population and leads to the development of deadly complications.
Aim. To compare the level of physicians knowledge in AHs definition, diagnosis and treatment in different centers of Russia.
Materials and methods. In the framework of the multicenter study PHYSTARH (the full name of the project Physicians and undergraduates knowledge in arterial hypertension treatment), which was launched in 2017, an anonymous survey was conducted among 425 doctors from 9 cities/regions of Russia (Belgorod Region, Moscow, Krasnodar Territory, the Republic of Adygea, Voronezh, Primorye Territory, Tatarstan, Lipetsk, Chelyabinsk).
Results. The study revealed an insufficient level of doctors knowledge in diagnosis and treatment of AH. Less than half of the respondents correctly answered the following questions: determining hypertension by the level of home monitoring of BP (36% of physicians), determining the degree of hypertension for the proposed numerical values (37% of physicians), definition and prevalence of the refractory hypertension (33% of physicians), definition of the masked hypertension (45% of physicians), the need for drug correction of high normal BP (9% of physicians), selection of the main classes of antihypertensive drugs without clinical situations (26% of physicians).
Conclusion. The physicians knowledge on AH is unsatisfactory, despite the prevalence of pathology and the availability of clinical guidelines, which, in our view, justifies the need for additional public education programs for doctors in different regions.
Dissertations / Theses on the topic "Degree Name: Doctor of Education"
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Wilkinson, Mark Leslie. "The Singing Doctor: Reconsidering the Terminal Degree in Voice Performance." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587553732265375.
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Noble, Keith Allan. "An international prognostic study, based on an acquisition model, of the degree Philosophiae Doctor (Ph.D.)." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7585.
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This thesis documents an exploratory study of the degree Philosophiae Doctor (Ph.D.). It was prompted by the international existence of several contentious aspects of the degree (appropriateness, attrition, discrimination, employment, program emphasis, research competency evaluation, time to complete, unconventional programs). Because of the absence of any relevant theory, a model (Ph.D. acquisition model) was utilized as the conceptual framework for the investigation. This model incorporates the three fundamental components of the degree (lengthy study, original research, thesis preparation), which were determined from the historical and regulatory literature. The research question was, " (w) hat effect, either positive or negative, do experts think altering the fundamental components of the degree Philosophiae Doctor, will most likely have on the resultant degree?" Data to answer this question was derived using the prognostic Delphi technique involving a panel of 67 (15 females, 52 males) English-speaking individuals. These professionals have extensive experience with the Ph.D. degree and they come from Australia, Canada, Great Britain, and the United States. In the Round 1 questionnaire the panelists identified Ph.D. degree related problems that were validated against the prescriptive literature (1960-1988). Round 2 generated predictive responses about the outcome of 18 hypothetical actions which address the most frequently raised problems in Round 1. A reiterative Round 3 resulted in acceptably stable prognoses for the majority of the responses. The implications of these prognoses, as they relate to the traditional and four non-traditional Ph.D. degrees and to university administrators are discussed.
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Parke, Scott J. Laymon Ronald L. "A profile of doctoral graduates in educational administration from Illinois State University June 1966-August 1986 /." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8726508.
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Thesis (Ph. D.)--Illinois State University, 1987.Title from title page screen, viewed August 17, 2005. Dissertation Committee: Ronald L. Laymon (chair), Patricia H. Klass, Mary Ann Lynn, John R. McCarthy, Rodney P. Riegle. Includes bibliographical references (leaves 225-240) and abstract. Also available in print.
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Bhatia, Sukhwant Singh. "Christian Higher Education at Dallas Theological Seminary: An Assessment of Doctor of Ministry Programs." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2914/.
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This study involved non-experimental research to identify alumni perceptions of the strengths and weaknesses of the Doctor of Ministry degree program at Dallas Theological Seminary. An international survey was conducted to collect data from 165 Doctor of Ministry degree holders from Dallas Theological Seminary; 131 usable questionnaires were returned. A response rate of 79.4 percent was achieved. The intent of the study was to ascertain (a) the extent to which D.Min. alumni perceive that the objectives and goals of Doctor of Ministry programs at Dallas Theological Seminary are being met, (b) alumni-perceived strengths of Doctor of Ministry programs at Dallas Theological Seminary, (c) alumni-perceived weaknesses of Doctor of Ministry programs at Dallas Theological Seminary, (d) compare the findings of this case study assessment with a 1987 national study of Doctor of Ministry programs, and (e) make recommendations for the improvement of D. Min programs at Dallas Theological Seminary. The pattern that emerged from the data indicates that the D.Min. alumni believe objectives and goals of the Doctor of Ministry program at Dallas Theological Seminary are being met. In the opinion of the alumni, Doctor of Ministry programs at Dallas Theological Seminary has its strengths. The overall opinion of the D.Min. faculty and curriculum are strong indicators of its strength. The D.Min. program has had a positive impact on the lives of its alumni and on their ministries. In the opinion of the alumni, Doctor of Ministry programs at Dallas Theological Seminary also has its weaknesses. A casual comparison of the findings of this case study assessment with a similar 1987 national study of Doctor of Ministry programs revealed more similarities than differences. The alumni provided a number of suggestions to be implemented into the Doctor of Ministry curriculum, structure, faculty, administration, overall image of the program, its purpose and objectives.
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Lange, Sheila Edwards. "The master degree : a critical transition in STEM doctoral education /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7655.
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Dyer, Hilary. "Learning to know, knowing to learn : the lived experiences of participants on a Doctor of Education programme." Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340405.
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Bernier, Jose. "The relationship between learning styles and online education among entry-level doctor of pharmacy degree students." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041054.
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Shiller, Elizabeth A. Shiller. "I Don’t need a Medical Degree, I Watch TV." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1527540526477336.
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Fenby, Frank. "Examining dissatisfaction with an online doctoral program." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p001-1083.
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Dale, Andrea. "Wrestling with a fine woman : the history of postgraduate education in Australia, 1851-1993." Title page, table of contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phd139.pdf.
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Errata pasted onto front fly leaf. Bibliography: leaves 329-355. Studies the expansion of postgraduate education in Australia, particularly the research degree. Analyses the credentialling role of the postgraduate degree and the influence of overseas models of postgraduate education. Argues that the changing relationship between the state, the universities and the research sector has had a strong impact on the postgraduate sector.
Books on the topic "Degree Name: Doctor of Education"
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Carey-Webb, Allen. The doctoral degree in English education. Kennesaw, GA: Kennesaw State University Press, 2009.
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The doctoral degree in English education. Kennesaw, GA: Kennesaw State University Press, 2009.
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E, Reys Robert, and Dossey John A, eds. U.S. doctorates in mathematics education: Developing stewards of the discipline. Providence, R.I: American Mathematical Society, 2008.
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Becher, Tony. Graduate education in Britain. London: Jessica Kingsley Publishers, 1994.
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Ketefian, Shaké. Doctoral education in nursing: International perspectives. London: Routledge, 2005.
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Carlson, David Lee, and Jill Alexa Perry. In their own words: A journey to the stewardship of the practice in education. Charlotte, NC: Information Age Publishing Inc., 2013.
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Susan, Hill. Profile of education doctorates: 1976 to 1986. Washington, D.C: Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1987.
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Susan, Hill. Profile of education doctorates: 1976 to 1986. Washington, D.C: Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1987.
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Hill, Susan. Profile of education doctorates: 1976 to 1986. Washington, D.C: Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1987.
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The development of the PhD degree in Britain, 1917-1959 and since: An evolutionary and statistical history in higher education. Lewiston, N.Y: Edwin Mellen Press, 2009.
Find full textBook chapters on the topic "Degree Name: Doctor of Education"
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Trelfa, Jo. "‘Getting to the Soul’: Radical Facilitation of ‘Real World’ Learning in Higher Education Programmes Through Reflective Practice." In Applied Pedagogies for Higher Education, 299–322. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_13.
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Abstract This chapter foregrounds reflective practice as integral to ‘real world’ learning in higher education. Concerning the development of professional ‘artistry’ of and for post-degree life, literature focuses on the nature and form of reflective activities to foster student scrutiny therefore control of self and situation whilst engaged in real world learning. Yet, Trelfa’s doctoral research suggests the only real ‘learning’ is correct performance to pass their course. Reflective practice, and real world learning, has ‘lost its soul’. Drawing on Lefebvre’s (Rhythmanalysis: Space, time and everyday life. London: Continuum, 1992/2004) concept of ‘breaking-in’ to understand this soul-less situation (illustrated in case study one), Trelfa calls for it to be radically different: if real world learning is to live up to its name then its reflective practice needs to be authentic (illustrated in case study 2).
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Garth, Bryant, and Gregory Shaffer. "The Globalization of Legal Education." In The Globalization of Legal Education, 3–76. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197632314.003.0001.
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This chapter introduces the volume, documents evidence of the globalization of legal education in a particular way that draws on the US model, and examines the processes that account for this US influence that grew with the end of the Cold war and the rise of corporate law firms and neoliberal economic processes. It talks, for example, about the diffusion of the Juris Doctor (JD) degree to Australia, Hong Kong, Japan, and South Korea, the advent of a very similar Juris Master (JM) degree in China, and a shift in the late 1980s and beyond to a new US-influenced format in India that exemplified shifts toward US legal education practices. It also refers to the global and Americanizing trend, wherein many law schools compete to be the most “global” in terms of their faculty, curricula, teaching methods, and students. The chapter discusses theoretical perspectives that focus on transnationalization and transnational processes, and on the role of empires and hegemonic relationships, which help explain the current trends, historical continuities, and limits. There is continuing competition, including potentially from the rise in Chinese power. The globalization that is the focus of this book is neither inevitable nor unchallenged.
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Glinsky, Albert. "No Exit." In Switched On, 37—C4.P23. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197642078.003.0004.
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Abstract Chapter 4 is named for the Jean-Paul Sartre play, No Exit, with its iconic line, “Hell is other people.” This stands as a metaphor for the deep divides between Bob and Shirley. In their almost-daily correspondence (between Cornell, where he was pursuing his doctoral degree, and Queens College, where she was finishing her Education degree), they exchange views about politics (including Sputnik), and sex (Bob’s “Intensi-gasm” cartoon). Bob’s correspondence with his Aunt Florence reveals some of his religious and philosophical attitudes. His letters with Shirley highlight their incompatibility and impatience with each other. She’s looking forward to their wedding (June 1958), while many of his letters reveal he is not. They both oppose Shirley’s father’s demand for a Jewish wedding, preferring an Ethical Culture Society (ECS) ceremony. They secure Ies Spetter, from ECS, to marry them. The wedding, with its mishaps, reveals the underlying tensions in both Bob’s and Shirley’s families.
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Volkovyskaya, Evgenia, Ilhan Raman, and Bahman Baluch. "Semantic Priming in Monolingual Russian and Bilingual Russian (L1)-English (L2) Speakers in a Single Word Naming Task." In Research Anthology on Bilingual and Multilingual Education, 270–89. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch015.
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Identifying and exploring factors that influence bilingual language processing has been the topic of much psycholinguistic research. Semantic priming is typically used to examine semantic processing and refers to the phenomenon in which semantically related items (doctor-nurse) are processed faster and more accurately than semantically unrelated items (doctor-butter). The aim of the chapter is to address two key questions: 1) how the two languages of a bilingual are organised or stored and 2) how the two languages are processed. A review of the literature shows that there are currently no theoretical frameworks that explain Russian monolingual or Russian (L1)-English (L2) bilingual storage or processing. Monolingual Russian speakers and bilingual Russian (L1)-English (L2) speaking university students were asked to name target words under related or unrelated conditions. The results show that the magnitude of the semantic priming effect was determined by L2 proficiency. The implications for these findings is discussed within the current bilingual theoretical models.
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Prager, Erika, Barbara M. Hall, Laurie Wellner, and B. Andrew Riggle. "Fit for Purpose." In Practice-Based and Practice-Led Research for Dissertation Development, 21–42. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6664-0.ch002.
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Using an illustrative case study, this chapter explores the two-year design process of a practice-based Doctor of Education degree program in an online university. Emerging from the continuous improvement lens, the redesign process centered around the examination of the purpose of the degree in the context of meeting the educational needs of practitioners in the field. Principally, this program redesign led to greater differentiation between the practitioner-based EdD degree and the PhD to provide students with distinct options for meeting their personal and professional goals.
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Stewart, Tricia J., John Caruso Jr., and Lesley Anne Hellman. "Utilizing Qualitative Research Methods in Doctoral Programs to Enhance the Importance of Social Justice in Educational Leadership." In Social Justice Research Methods for Doctoral Research, 145–58. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8479-8.ch007.
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The Doctor of Education (Ed.D.) degree prepares individuals in research and professional practice in education. In the case of Doctor of Education programs that have a focus on leadership, candidates are expected to act as agents of educational and social change. This chapter turns a critical lens to educational leadership programs in two states, Connecticut and Ohio, in order to better understand the current state of qualitative research and social justice within Doctor of Education programs. Additionally, mission, visions, and educational websites were examined to assess the range of experiences around social justice offered in educational leadership programs. This work also explores the literature on qualitative research methods as a form of inquiry and the history and evolution of qualitative methods that makes this research paradigm a good fit for social justice research and activities within educational leadership programs. Lastly, it illustrates practical approaches to embedding social justice in qualitative research courses.
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Lee, Robin. "The Emergence of the Professional Doctorate." In Setting a New Agenda for Student Engagement and Retention in Historically Black Colleges and Universities, 269–88. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0308-8.ch015.
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While extensive research exists for both the doctoral experience and career paths after the doctorate, the bulk (if not all) of these studies are limited to those attaining the Doctor of Philosophy (PhD) degree. By contrast, less is known about Doctor of Education (EdD) awardees, and even less is known about Black EdD awardees within the context of Historically Black Colleges and Universities (HBCUs). However, as Black EdD graduates from HBCUs are among the fastest growing segments of doctoral graduates, it is important to determine the career trajectories of “Black Docs”. Using a quantitative comparative case-study approach, along with qualitative analysis and in-depth interviews of Black EdD HBCU alumni, this chapter, per the author, will illuminate the experiences of Black EdD graduates with regard to the long-term career impact of attaining the terminal degree, and provide insight toward ensuring the support and career preparation necessary toward assisting Black doctoral students and alumni to reach their career goals.
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Aronson, Amy. "Discovering Crystal." In Crystal Eastman, 41–68. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199948734.003.0003.
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Crystal Eastman entered Vassar’s class of 1903, rooming with Lucy Burns, later the chief lobbyist of the National Woman’s Party. She then attended Columbia University, studying with John Bates Clark and Franklin Henry Giddings and earning a master’s degree in sociology in 1904. After a year teaching high school, she entered New York University Law School in the fall of 1905, finishing her doctor of law in 1907, second in her class. Beginning in her law school years, Eastman lived in Greenwich Village, first supporting herself by working as athletics director at the Greenwich House Settlement. In this downtown bohemia, she met Progressive and “New Woman” leaders including Lillian Wald, Florence Kelley, Mary Simkhovitch, Madeleine Doty, and Ida Rauh. She also enticed her brother Max to follow her to Greenwich Village, launching his career as a suffrage lecturer and into the editorship of The Masses, the work that would make his name.
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Palfreyman, David, and Paul Temple. "2. What do universities and colleges do?" In Universities and Colleges: A Very Short Introduction, 24–36. Oxford University Press, 2017. http://dx.doi.org/10.1093/actrade/9780198766131.003.0002.
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‘What do universities and colleges do?’ explores just what the modern university and college do—their teaching, research, consultancy, and wider civic engagement. For most universities and colleges, worldwide, their main task is teaching high-school leavers to first-degree level: usually regarded as their least prestigious academic work. The other two main functions of universities and colleges are research and postgraduate teaching: the higher status academic tasks. Despite many differences between universities and colleges worldwide, it is remarkable that the Bachelor–Master–Doctor classification of academic achievement is truly global. The emancipatory model of higher education is described, with the general structure of universities and colleges into departments, schools, and faculties.
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"Breece D’J Pancake." In Writing Appalachia, edited by Katherine Ledford and Theresa Lloyd, 391–95. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178790.003.0058.
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Although Breece D’J Pancake published only a handful of short stories during his brief life, their mastery has secured him a high ranking in Appalachian literature. Born and reared in Milton, West Virginia, Pancake completed his BA degree in English education at Marshall University in 1974. He taught at two military high schools, Fort Union and Staunton, before studying creative writing at the University of Virginia. Pancake felt culturally at odds with the university’s traditionally elite student body, and while there, he cultivated a “mountain man” persona. (In truth, Pancake did enjoy hunting and fishing throughout his life.) Pancake’s unusual middle name was the result of a printer’s error at the ...
Conference papers on the topic "Degree Name: Doctor of Education"
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Pascual-Fuster, Bartolomé. "Recruitment policies in Spanish universities, a case study: Teaching and research quality." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9450.
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This article analyzes research and teaching quality of the faculty members of the Department of Business Economics of “Universitat de les Illes Balears” (UIB) depending on the origin of their Doctor degree (local or external). This department changed the recruitment policy, from the traditional policy of hiring the own doctorate students to the policy of hiring doctorate students from other universities. Faculty members with an external Doctor degree were recruited mainly in the Spanish Job Market, most of them obtained the Doctor degree in a high-quality doctorate program, and were focused on research. Taking into account several control variables, such as age and specialization area, we obtain that faculty members with external Doctor degree show statistically significant better research quality indicators, and present no significant differences in teaching quality indicators than faculty members with a UIB Doctor degree. Therefore, we conclude that the recruitment policy of the department increased research quality without hurting teaching quality. This represents an indirect analysis of the relationship between research and teaching quality, showing a strategy to improve one without hurting the other. However, when we analyze the direct relationship between research and teaching quality we obtain some weak evidence of a negative relationship.
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Kohun, Frederick, and Azad Ali. "A Doctorate Degree Program in Information Systems of a Kind." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2860.
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This paper discusses the design characteristics of a doctoral program in information systems at a university located in Western Pennsylvania. The program design includes unique characteristics that are intended to minimize the attrition rate among the students enrolled. The paper begins by discussing baseline statistics and reasons for attrition rates in doctoral programs. The focus thereafter is an overview of computer related doctoral programs that offer doctoral degrees in information systems. It concludes with a detailed description of the specific design attributes of the Doctor of Science program in Information Systems and Communications at Robert Morris University (RMU).
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Borisova, Lyudmila G. "SOCIAL QUALITY PROFESSIONAL GROUP (ON THE EXAMPLE OF RUSSIAN TEACHERS IN THE 1960–90)." In All-Russian Conference with International Participation "Education, Social Mobility, and Human Development: to the 90th Anniversary of Prof. L.G. Borisova". Novosibirsk State University, 2022. http://dx.doi.org/10.25205/978-5-4437-1383-0-41-107.
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The thesis of Lyudmila Glebovna Borisova was presented in the form of a scientific report for the degree of Doctor of Sociological Sciences in the specialty 22.00.04 – Social Structure, Social Institutions and Way of Life in the Dissertation Council D 002.24.02 at the Institute of Economics and Organization of Industrial Production of the Siberian Branch of the Russian Academy of Sciences (630090, Novosibirsk, Lavrentiev Ave., 17) in 1993. The leading organization is Altai State University. Official opponents: the first opponent is a corresponding member. Russian Academy of Education, Doctor of Economics, Professor A.N. Falaleev, the second opponent is Doctor of Philosophy, Professor A.I. Orekhovsky, the third opponent is Doctor of Philosophy, Professor L.G. Oleh.
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Giorgi, Giorgio, and María del Carmen Bravo Llatas. "Clinically relevant medicine label-based exercises: a friendly bridge between medicinal chemistry and pharmacotherapeutics." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8100.
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Aims. To make the students of Medicinal Chemistry (MC) course for doctor of pharmacy (PharmD) understand how strongly connected the chemical properties of drugs are to their clinical profiles and therapeutics, and determine students’ satisfaction degree. Design. Students in the spring 2013 section of the MC course were taught in a traditional teacher-centered manner. Students in the spring 2015 and 2016 ones had additional guided clinically relevant medicine label-based exercises. They worked in structured self-selected teams and chemically explained the clinical aspects of the selected drugs during oral communication sessions. They were given a 1 to 4 Likert-type scale satisfaction questionnaire, the data were collected and statistically treated. Results. The project was useful to show the connection between the chemical aspects of drugs and their clinical profiles (mean=3.33±0.65) and globally satisfactory (mean=3.07±0.47). The additional didactic material helped the students in the spring 2016 make the most of the MC course (mean=3.38±0.74, p=0.002). Conclusions. Medicine label-based exercises seem to be helpful to understand the connection between medicinal chemistry and pharmacotherapeutics. Feedback from students is generally quite favourable. The approach taken will continue to be modified and expanded.
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Soret, Ignacio, Carmen De Pablos, and Jose Luis Montes. "Efficient Consumer Response (ECR) Practices as Responsible for the Creation of Knowledge and Sustainable Competitive Advantages in the Grocery Industry." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3269.
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This paper presents a model to measure and to explain knowledge and sustainable competitive advantages generation within the Efficient Consumer Response (ECR) framework. Some specific goals are: a) identification, selection and validation of intellectual capital and of sustainable competitive advantages, b) study of what we name associate concepts: facilitators, implantation drivers and critical success factors, c) develop a validation of a methodology for the measurement model and of the indicators adaptation degree, meeting the demand of related companies and consultants. Results show that individual improvement, work conditions, management style, learning improvement, education, management by objectives and work environment influence directly the human capital increase. Data mining techniques, generation of manuals of procedures and processes, and continuous improvement can be evidenced for a structural capital increase. Increase of relational capital is in direct relationship with the creation and improving of standard procedures for clients, their satisfaction, management by categories, and loyalty programs. To conclude, the implementation of ECR practices generates and increases the intellectual capital, or knowledge, in the organizations by positively promoting the generation of sustainable competitive advantages.
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"Three Perspectives & A Project: A real group work is the name of a project created by three students of the Master's Degree in Teaching in the 1st and 2nd Cycles of Basic Education of the Setúbal College of Education which had as its main goal the sharing of ideas, feelings, thoughts and work methods as teachers in training." In 2015 International Symposium on Computers in Education (SIIE). IEEE, 2015. http://dx.doi.org/10.1109/siie.2015.7451683.
Full textReports on the topic "Degree Name: Doctor of Education"
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.
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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.