REPOR T RESUMES - ERIC · repor t resumes. ed 011 165. 24 "ec 000 063. the doctorate in special education. by- lord, francis e. california state coll., los angeles. report number

REPOR T RESUMESED 011 165 24 "EC 000 063THE DOCTORATE IN SPECIAL EDUCATION.BY- LORD, FRANCIS E.CALIFORNIA STATE COLL., LOS ANGELESREPORT NUMBER BR -5 -8181 PUB DATE 66CONTRACT OEC -6 -10 -051

EDRSFRICE MF -$0.18 HC -$3.88 97P.

DESCRIPTORS- *SPECIAL EDUCATION, *PROFESSIONAL EDUCATION,*GRADUATE STUDY, *UNIVERSITIES, *DOCTORAL DEGREES,PROFESSIONAL STANDARDS, LOS ANGELES

DOCTORAL PROGRAMS IN SPECIAL EDUCATION WERE STUDIED IN14 UNIVERSITIES AND COLLEGES WHICH RECEIVED FEDERAL SUPPORTFOR DOCTORAL STUDY IN AT LEAST THREE AREAS OF SPECIALEDUCATION. DATA WERE COLLECTED THROUGH (1) REVIEW OF GRADUATEBULLETINS AND OTHER PUBLISHED MATERIALS ABOUT PROGRAMS, (2)INTERVIEWS WITH DOCTORAL ADVISERS AND ADVISEES IN EACHPROGRAM, AND (3) SITE VISITS TO SIX OF THE LARGER PROGRAMS.THE STRUCTURE AND REQUIREMENTS OF THE PROGRAMS WERE ANALYZEDAND DESCRIBED IN DETAIL. A SECTION FOR DISCUSSION ANDINTERPRETATION INCLUDED SPECIAL COMMENTS ABOUT SEVERALGENERAL FEATURES OF DOCTORAL STUDY. PROFESSIONAL LITERATUREAND PROFESSIONAL STANDARDS WERE REVIEWED AND SUMMARIZED WHEREAPPROPRIATE. ALSO INCLUDED WERE REFERENCES, SAMPLES OF THEINTERVIEW SHEETS, AND SUMMARIES OF THE DOCTORAL REQUIREMENTSFOR EACH OF THE 14 UNIVERSITIES. (CF)

M.

"4 THE DOCTORATE IN SPECIALEDUCATION

2-9-67-50

4

ala

Francis E. Lord

S

DOCTORATE IN SPECIAL EDUCATION

A report based upon

An Investigation of Doctoral Program inSpecial Education in Representative

American Universities

U. S. DEPARTMENT OF HEALTH, EDUCATION ANDO/11E1MM

Office of Education

Thi Jocurnant has been reproduced exactly as received from the

pens .n or organ!zaton originating it. Points of view or opinions

statv i do not necessarily represent official Office of Education

pOS'';Or? Or policy.

A project supported by the U. S. Office of Health, Educationand Welfare, Division of Higher Education, Curriculum Branch

Contract OE 6-10-051, Bureau No. 5-8181

Francis E. Lord, Principal InvestigatorDirector of Special Education Center

California State College at Los Angeles

Published and Distributed by

Department of Special EducationCalifornia State College at Los Angeles

5151 State College Drive!os Angeles 90032

*

PREFACE

Requirements for the doctor's degree are flexible andare closely related to the educational traditions and to theresources of a particular university. An effort to standard-ize practices on a national basis would not be to the bestinterests of advanced graduate study. Readers of this reportare cautioned not to expect to find specific guidelines for adoctorate in special education. Such guidelines for doctoralstudy, in general, do not exist. There are many practiceswhich are common among institutions which have the sanctionof accrediting agencies and academic bodies but these prac-tices are not to be thought of as representing nationalstandards. The requirements of institutions vary, with just-ification, at least in the eyes of the institution whichprescribes them.

The faculty and the students who participated in thesurvey reflect divergent views regarding requirements andpractices. The report does not attempt to quantify theseviews or opinions, but rather it does attempt to indicate thedirection of critical thinking in graduate education asapplied to the field of education of exceptional children.

An effort has been made in the report to describepractices and to discuss issues rather than recommend apattern for a degree. It is hoped that the information andthe analyses which are reported will be helpful to those whoare interested in reviewing institutional practices and tothose who aspire to initiate doctoral programs.

Specific details are provided on the university pro-grams which received major attention. In fairness to theseprograms, one must admit that a brief schematic summarynever does justice to a dynamic program which is always inthe process of review and revision. Some programs were under-going major revisions at the time the summaries were prepared.

Part 1 of the report provides a brief introduction tothe investigation.

Part 11 includes a description of the structure of theprogram of the universities included in the study, and dis-cusses selected practices and issues.

Part III presents the summary and interpretations of thepractices. The report is more than a summary of the practices

ii

=Mb

in the selected universities. It includes a considerable

body of information from published sources, including

related studies. This information is integrated somewhat

with the specific data collected from the study of the

selected doctoral programs. The suggestions of doctoral

advisors and candidates for degrees also are incorporated

in the report. The views of the investigator appear

throughout the report. It is hoped that the merging of the

information from these sources including the views of the

advisor and the students has added strength to the report.

U.S. DEPARTMENT OF HEALTH, EDUCATION & WE ARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

iii

ACKNOWLEDGEMENTS

Appreciation is expressed to the representatives namedbelow, from the several universities, who supplied informationon their programs.

Dr. Samuel C. Ashcroft Peabody College for Teachers

Dr. Walter Beaver University of Virginia

Dr. Frances P. ConnorDr. Leonard Blacken Columbia University

Dr. Orville Johnson Syracuse University

Dr. James C. DickinsonDr. David Carr University of Iowa

Dr. Patrick Flanigan

Dr. Robert A. HendersonDr. James Gallagher

Or. John J. Lee

Or. William Reed

Or. Maynard C. ReynoldsDr. Dewey Force

Dr. James Smith

Dr. Paul VoelkerDr. Jack Birch

Dr. Tony Vaughn

Dr. William Wolfe

University of Wisconsin

University of Illinois

Wayne State University

University of Southern California

University of Minnesota

University of Kansas

University of Pittsburgh

Colorado State College

University of Texas at Austin

Appreciation is expressed to the Council for ExceptionalChildren, Department of National Education Association,Washington D.C., for permission to quote generously fromExceptional, Children and from Professional Standards forPersonnel in the Education of Exceptional Children.

Appreciation is also expressed to the publishers ofthe following materials for permission to quote passages as

iv

so ..-srm qrs. 1.w.* t -at

4

indicated in the report:

Bent, Henry E., "The Meaning of the Ph.D. Degree-A Tribute to an Ideal." Journal of Higher Education,

33:13-19, January, 1962.

The Doctorate in Education. The American Associationof Colleges for Teacher Education, 1961, 1962.

Graduate Study of Education. Graduate School ofEducation, Harvard University Press, Cambridge,

Mass., 1965.

Kirk, S. A., "A Doctor's Degree Program in Special

Education," Exceptional Children, 1957, 24, 5J-52,

55.

Lazarsfeld, Paul and Sieber, Sam P., Organization ofEducational Research: Project, Memorandum No. 1Course Offerings in Educational Research, An Exami-nation of Cataloguesof Schools of EducaVon and ofthe Training of Doctoral Recipients. Bureau ofApplied Social Research, Columbia University,October 8, 1964.

Mullett, John D., "Graduate Education: A Reappraisal."Journal of Teacher Education, 13:248-61, September, 1962.

The following individuals provided helpful suggestionseither with the study or the review of this report. The investi-

gator, however, takes full responsibility for the data, theinterpretations of practices and views expressed throughout

this report.

Stanley Ainsworth, Chairman, Program for Exceptional

Children, University of Georgia.

James Gallaghir, Associate Director, Institute forResearch on Exceptional Children, University of

Illinois.

Carolyn King, Director of Professional Standards Project,

Council for Exceptional Children, Washington, D.C.

Maynard C. Reynolds, Chairman, Department of SpecialEducation, University of Minnesota.

Helpful assistance with the descriptions and analyses ofinstitutional requirements was provided by C. LaMar Mayer, Ed.D.,Department of Special Education, California State College at

Los Angeles. Barber+ Seine, a graduate student, provided valu-able clerical assistance at several stages throughout the project.

TABLE OF CONTENTS

PREFACE

ACKNOWLEDGEMENTS

i

iiiPART I INTRODUCTION 1

PART II PROGRAMS OF DOCTORAL STUDY 7

Degrees (ffered 7Course Sequences within the Major 17Practicum Experience and 21independent Study

Areas of Concentration 23Minors and/or cognate fields 28Unit Requirements 31Faculty Requirements 33Dissertation Advisement 34Residency Requirements 36

PART III SUMMARY AND INTERPRETATIONS 39

REFERENCES 45

APPENDIX A INTERVIEW SHEET FOR MAJOR ADVISOR 49

APPENDIX B INTERVIEW SHEET FOR CANDIDATE FOR DOCTORAL 51

APPENDIX C SUMMARY OF DOCTORAL REQUIREMENTS FOR EACH 53OF THE FOURTEEN INSTITUTIONS

Colorado State College (55)Teachers College, Columbia University (57)University of Illinois (61)University of Iowa (64)University of Kansas (66)University of Minnesota (69)Peabody University (72)University of Pittsburgh (75)University of Southern California (77)Syracuse University (79)

University of Texas (82)University of Virginia (85)Wayne State University (88)University of Wisconsin (91)

vi

t

)

PART I

INTRODUCTION

The first doctorate known to have been granted by auniversity division of education was awarded by ClarkUniversity in 1891; this was a Doctor of Philosophy (Ph.D.)degree. However, the program at Clark has not continued upto the present. The oldest Ph.D. programs 1 lucation incontinuous existence are reported to be at T4.4.4hers Collegeof Columbia University, and the University of California atBerkeley, both first granting the degree in 1898. The Ph.D.program in education was added at the University of Chicagoin 1901, at the University of Michigan in 1902, and atCatholic University of America in 1906.1

A rapid expansion of programs occurred about the timeof World War I and in the decade that followed. During thisperiod a second doctorate, the Doctor of Education (Ed.D.)originated. The idea was created and fostered originallyat Harvard University, which granted the first Ed.D. in 1921.Other universities soon took up the practice and began award-ing the degree; e.g., Northwestern University (1922), theUniversity of California at Berkeley (1924), IndianaUniversity (1927), Temple University (1928), and Stanford(1929).2

It is estimated that over 100 universities in theUnited States now offer the doctorate in the field ofeducation, with a combined production from 2,500 to 3,000annually. It is anticipated that the production will exceed3,300 by 1970.

The number of universities offering doctorates inspecial education is not available. However, 36 universitiesduring 1965-66 received support for doctoral programs under

1 The Doctorate in Education. The American Associationof Colleges for Teacher Education, Washington, D.C., Vol. II,1960, p.4.

2 ibid., p.5.

1

PL 88-164 as amended. One might estimate that perhaps 50universities have official doctoral programs in specialeducation. There were 301 doctoral fellows on federalstipends in these 36 universities during the school year1965-66. Perhaps, then, there are in excess of 600 studentscommitted to doctoral study in special education. With thecontinuation of federal support through PL 88-164 as amended,or similar legislation, and with the rapid expansion of ser-vices for handicapped children, one may assume that doctoralstudents in this field of study will double in the nextdecade. This may be a conservative estimate since theproduction of doctorates, in general, has tripled in thepast ten years.

The study being reported, which centers upon thestructure and requirements of the doctoral program inspecial education, seems especially timely for the followingreasons:

(1) Doctoral study in the field of special education

is relatively recent. The major programs have been developedin the past 20 years, and the discipline Is just establish-ing itself on many American university campuses.

(2) A period of rapid expansion of programs is attotni!, and many universities with little doctoral studyexptriefice have indicated an Interest in entering the field.

Since the field of study at the advanced degree level is so

new in American higher education, and since the institutionsthat have ambitions to expand are relatively inexperiencedin the direction of advanced graduate work, the need forinformation and guidance is compounded.

(3) The generous support money currently availablethrough the federal government must be expended mostefficiently. The anticipated appropriation for collegetraining (senior and graduate) under PL 88-164 as amended

will be $24,000,000 for the school year 1966-1967. Marked

increase in the program strength should accompany theincrease in support.

The doctor's degree in American education is charac-terized by flexible requirements which place a premium uponthe judgments of an advisor and committee representative oftht graduate faculty, individualization of programs and,above all, upon institutional pride and traditions. His-torically speaking, the degree was based upon the candidate'sdemonstrated competence as judged by the scholars with whom

2

he worked. Primary was the evidence of scholarship in acandidate's field of interest. In recent years, the degreehas become tied to a multitude of hurdles, course require-ments, and residence restrictions. It appears that suchstructuring is the American way of handling large numbersof students and increasing "institutional efficiency."

Commenting upon the meaning of the Ph.D. degree, Bentstates his views as follows:

The strength of the Ph.D. program rests inthe fact that it is flexible and that, asknowledge increases and the demands forspecialization in the research program develop,faculty and students are competent to adjustthe training accordingly.3

The original spirit of the doctorate must b. preservedand defended by all who can influence standards. Creativescholarship should be the essential characteristic of doctoralcandidates. Many of the formal requirements that have becomeattached to the degree represent the inventiveness of thefaculty to substitute new controls and to escape, in part,their responsibilities towarJ the student for guidance,evaluation and individualized instruction.

In the light of the degree's historical pruposes andthe high regard for creative scholarship, one who studiespractices and requirements, and attempts to summarize them,could contribute unwittingly to further sterilization of thedegree. Consequently, this 'eport will deal more withproblems and issues and will not try to quantify practicesand present recommendations regarding best practices.

Problem and Delimitation

The study ;s concerned with the structure and require-ments of doctoral work in special education. In order toestablish some workable limits for the study, two delimita-tions were made. First, attention is given primarily todegrees and programs which are identified with schools ofeducation, i.e., retardation, gifted, orthopedic, etc.Speech and Hearing programs which are less frequently identi-fied with schools of education are given attention since a

3 Henry E. Bent, "The Meaning of the Ph.D. Degree:A Tribute To an Ideal." Journal of Higher Education,33, January 1962, p. 15.

recent report has dealt with graduate study in this area.4

Second, the investigation is restricted to the universitiesthat currently (1964-65) are receiving federal support fordoctoral programs in at least three areas of special educa-

tion. All fourteen institutions which met this simplecriteria supplied information cn their programs.

Colorado State CollegeColumbia UniversityUniversity of IowaUniversity of KansasUniversity of Minnesota

Peabody CollegeUniversity of PittsburghUniversity of Southern CaliforniaSyracuse UniversityUniversity of Texas, AustinUniversity of VirginiaWayne State UniversityUniversity of WisconsinUniversity of Illinois

Collections of data

Publications: Each university submitted its graduate

school catalogues, school of education bulletins, and special

comments which described its doctoral program(s). These

programs were analyzed for requirements and regulations

relating to doctoral study.

Interviews: One or more doctoral advisors for each

program was interviewed by the principal Investigator. Each

interview was used for two purposes (1) to clarify the detailsof his program (2) to solicit his views regarding certainissues (Sea Interview Sheet in Appendix AI

In addition, forty candidates for degrees in special

education were interviewed. Guidelines to initiate discus-

sion were supplied to the student prior to the interview

(See Appendix B). However, no attempt was made to conduct acritique on the student's own program or to review his parti-

cular problems. Focus was kept upon major problems and issues

in graduate education as viewed by the student.

Site Visits: Campus visits were made to six of the

larger programs: Minnesota, Wisconsin, Illinois, Peabody,

Columbia, and Syracuse. Three of these institutes are public

Graduate Study in Speech, Pathology and Audiology,

Washington, D.C.: American Speech and Hearing Association,

1963

4

supported and three private. Two have only Ph.D. programsand four have dual programs - Ph.D. and Ed.D.

Literature: Current professional literature whichseems to relate directly to the study was reviewed andsummarized in the report where appropriate.

Standards Committee: The Council for ExceptionalChildren sponsored a project on professional standards duringthe time this investigation was under way. The project dealtwith professional standards for school personnel servingexceptional children and doctoral programs in special educa-tion. The investigator participated in the activities of theproject subcommittee on doctoral study. Recommendatiohs fromthe Project Report, where appropriate, are incorporated inthe report of this investigation.

5

Om..= 4. - .

PART II

PROGRAMS OF DOCTORAL STUDY

The structure and requirements of the 14 doctoralprograms central to this study were analyzed and reduced tocondensed descriptions. A uniform outline was used in orderto obtain comparable information on each program. The majorfeatures of each program which received attention were:

Degrees offeredAreas of concentration

Admission requirements for graduate studyAdmission requirements to the doctoral program

Experience requiredOther requirements

Admission to candidacyResidenceExaminationLanguage

Doctoral ProgramGeneral requirementsMajor and minor sequencesRecommended related work

Each doctoral program is described separately inAppendix C. Brief comments supplied by the investigatorfollow each program description. These comments merely callattention to some special features of each program, and areintended to be descriptive and not evaluative in nature. Itis hoped that the program descriptions will supply detailswhich the individual reader may desire.

Part II will deal specifically with certain featuresof these programs, especially the areas of concentration,required units, and residence requirements.

Degrees Offered: Students in education usually havethe option of earning either the Ph.D. or the Ed.D. Thelatter has had increasing popularity since its inception in

7

PRECEDING PAGE BLANK- NOT FILMED

1921. The ratio nationally for granting the two degrees isapproximately two to one favoring the Ed.D. Of 92 institu-tions investigated in 1956-58, over half offered both degrees,27 offered only the Ed.D., while 17 offered only the Ph.D.'

The degree plan for the 14 universities included in thepresent investigation is as follows:

Ph.D. Only Ph.D. cnd Ed.D.

Minnesota Illinois PittsburghWisconsin Syracuse Columbia

Iowa Virginia WaynePeabody Texas

Ed.D. Only So. California Kansas

Colorado State

The ratio of degree choice of the current candidatesattending these institutions appears to be at least three toone in favor of the Ed.D. The ratio varies markedly betweeninstitutions, with some reporting as high as five to one.The choice in favor of the Ed.D. appears to be determined by1) inappropriateness of the language requirement in the eyesof the candidate, 2) institutional advisement, and 3) thealleged interest of candidates in practical aspects of train-

ing rather than in research. Since the factors governing the

choice are not constant among the institutions, direct com-parisons are meaningless. One institution may give an equal

emphasis to research in each degree, while another one mayhave lower research requirements for the Ed.D. One institu-

tion (Texas) has a language requirement for the Ed.D. Some

Ph.D. programs require two languages, others only one.

The Ph.D. often is referred to as the research degree,and the Ed.D. as the professional degree which centers itsemphasis upon preparation for adLinistration, supervision,and college teaching. This distinction is clearly reflected

in the requirements and electives in some of the programs.

The catalogs and supplementary announcements often emphasizethe difference and invite the student to make a choice. The

validity of making sharp distinctions between research andteaching continues to be actively debatable in the literaturerelating to doctoral programs. Criticism of the double trackemphasis is illustrated in the following view:

The double track in graduate education introducesfundamentally the idea of distinction betweeninstruction and research, between teaching and

scholarship. But the basic challenge to American

1 The Doctorate in Education, The American Associationof Colleges for Teacher Education, Washington, D.C., Vol. 11,

1960, p.4. 8

higher education is to unite, not to separate,these two phases of learning. Surely there aresome who are more successful or effective asinstructors than as researchers. Surely thereare some who are better qualified to be guidesto handfuls of graduate students than aslecturers to impatient and sometimes littleinterested undergraduates.

Nevertheless, the ideal faculty member is onewho is equally at home in the classroom and inthe library or laboratory and graduate educationshould reflect this ideal.

Also, we do our graduate students a disservicewhen we ask them to make a clear choice betweenteaching and research. The doctoral candidateneeds an opportunity to do both, and then latermake a choice, if he must, between the two inlight of available opportunity, personal experi-ence, and other considerations. Many of usimagine that we may want to do both for a timeand carry on research for a time. We want anopportunity to pass back and forth between thetwo types of activity in our own particularsphere of interest, whatever the discipline ofthe professional field may be.2

The structuring of doctoral programs with two emphases(research and professional) seems to be common in practice andis defended in the literature. The Professional StandardsCommittee of the Council for Exceptional Children described insome length the two patterns. The report outlines the com-petencies required for each provvr. as follows:

The Doctorate with Emphasis 922a ProfessionalCompentencies

Administers programs for exceptional childrenin local, state or national agencies.

Teaches courses and offers supervision in uni-versity or college programs for preparation ofspecial teachers and other special educationpersonnel.

2 John D. Mullett, "Graduate Education: A Reappraisal,"Journal of Teacher Education, 13, September 1962, pp. 260-261.

9

Supervises educational programs in a special

area, such as mentally retarded or deaf.

Serves as psychoeducational diagnostician.

The Doctorate With Emphasis Upo Scientific

Cometencies

Teaches at graduate level an(' does research

in special education.

Conducts research in field of special educa-

tion in universities and colleges or in

other research organizations.3

The requirements and programs of the 14 universities

central to this study reflect this difference in emphases. Some

major differences between the two degrees are:

1. Teaching experience is more likely to be required of candi-

dates for the Ed.D.

2. In some cases, additional course work in education is

required for the Ed.D.

3. There is seldom a language requirement for the Ed.D. (only

one of the 14 universities required a language).

4. A minor in a related academic field is more likely to be

required of candidates for the Ph.D.

5. The course work relating to tools of research are not

uniformly higher for the Ph.D. It appears that six of the

ten institutions which offer dual programs do not make

distinction in such requirements.

6. The dissertation requirement for the Ed.D. departs from the

usual requirement for original research which is common for

the Ph.D.

The Professional Standards Committee of the Council for

Exceptional Children described in some detail the area of graduate

study or the blocks of professional preparation which should com-

prise a sequence of training leading to the several fields of

specialization.

3 Professional Standards for Personnel in the Education

of Exce tional Children, The Council for Exceptional Children,

196, p. 5 .

10

Program structuring as suggested by the Committee isreproduced below:

It is logical to assume that those who obtaindoctoral degrees, whether oriented profession-ally or scientifically, will have (a) a coreof studies and experiences in common and (b) adifferent emphasis of concentrati, n for a partof their program. The following scheme and dia-gram illustrate the general program for thedoctoral degree as well as different emphases.

Area 1. It is necessary for all advancedgraduate students in special education todevelop a common core of competencies in therelated disciplines of education, sociology,speech and psychology.

Areas in Advanced Graduate Studyin Special Education*

Area 1Common Core of Competencies from Related Disciplines

Area 2Common Core of Competencies Cutting Across Exceptionality Areas

Area 3Field of Specialization**

AdministrationConcentration

Teacher I l Graduate EducationPre aration I and Research

Exceptionalities

Research

* The order in which the areas appear does not imply sequence.

** There may be additional fields of specialization whichshould be considered (for example, the psychceducationc.1 clinicianand the master teacher), and undoubtedly others will emerge in thefuture.

11

Aftk. I L., x. au

Area 2. It is necessary for all students to

develop a common core of competencies which

cut across exceptionalitics - for example,

communication disorders, social psychology

of the handicapped, psychological theoriesas applied to deviant children, and advanced

clinical di .osis of learning disorders.

Area 3. It is in this area that a differenti-

ation is made among the specialties. Those

desiring to become administrators would con-centrate on studies dealing with general

administration and with administration of

special education programs. The dissertation

ordinarily would deal with an administrative

problem. Individuals interested primarily in

the preparation of teachers would specializein an area of interest, such as mental retarda-

tion. They would, for example, take theoreticaland advanced courses and seminars in the field

of mental deficiency. Their independent study

and dissertation would focus on developmem ofcurricula, special instructional material, orteaching methods in the area of specialitation.

Individuals who are primarily interested in

research in special education might approachtheir preparation from more than one direction.For example, a program of study might require

the individual to obtain his Ph.D. in one of

the behavioral sciences, such as psychology,

child development, sociology, or speech science,but with study at the level of a minor, or

equivalent in special education. The minor

would consist mainly of the advanced offerings

(under Areas 2 and 3) in special education.Another approach, and the one most relevant tothe present context, is for a student to take

the doctoral degree in special education with

specialization in research. Individuals wouldnecessarily concentrate in Areas 2 and 3 and

on further techniques of research in this

program and possibly minor in one of the academic

disciplines, such as child development, psychology,

or sociology. The program would be oriented more

to theory and research than the other program'

12

In view of the expansion of graudate andresearch preparation in institutions, ithas become necessary to prepare individualswho can teach advanced graduate courses suchas listed under Areas 2 and 3, who can advisedoctoral students, and who can conductresearch of their own. Such individuals needdoctoral programs which combine emphasis inresearch and in some special area of applica-tion."

It does appear that each institution defends its degreegranting practice whether it has a single or dual-degreeoffering. Advisors who have dual programs stress theadvantages to students in having a choice. The advisorsdo not see a real difference in the status of the twodegrees and often point to the additional units requiredfor the Ed.D. and to the other hurdles that give the Ed.D.program strength in their eyes.

If flexibility and the right to institutional pre-rogatives are prized, it is hard to argue for a singledegree. It is difficult or impossible to assess theinfluence of a dual program upon the training at a giveninstitution.

4 bid., pp. 54-55.

13

The quality of research advocated by a universitytraining program is related to factors within the university,such as research interests of the staff, tradition of research,

commitment to research, etc. Schools offering the dual

doctoral program with two standards of thesis requirementscould well be weakening the level of research commitment.This general view has been expressed in the literature.One study relating to research offerings in relation to thedual program summarizes the situation as follows:

. . . it seems that when the Ph.D. and Ed.D.are both offered, the candidates in eachprogram arc affected by the presence of theother program. In the case of the Ph.D.program, there seems to be a relaxation ofstandards almost to the level of the Ed.O.

program. In the case of Ed.D. candidates,there seems to have arisen a sense of inferi-ority concerning the quality of theirpreparation for research which is generatedby comparison with a Ph.D. program whichseems to be only slightly better than theirown.

If our conclusions are reasonably accurate,then it might be well for schools of educationto offer only a single degree. The quality ofeducational research might thereby benefit intwo was -- by insuring that the Ph.D. candi-date is insulated from the pressures whichexist in mixed-degree schools for meetingrequirements dictated by the Ed.D. program,and by discouraging Ed.D. candidates, who tendto receive inferior training in research, frompursuing a research career.

Incidently, the results of our study of schoolcatalogs tend also to support this recommenda-

tion. For it seems somewhat wasteful for schoolswhich grant only the Ed.D. to offer about thesame proportion of research courses as schoolswhich grant only the Ph.D. when, as we have seen,the Ph.D. candidates are far more likely to doresearch later on. Thus, it would seem thatfaculty members who are highly qualified to giveinstruction :n research techniques could be moreefficiently utilized in schools which offer only

14

the Ph.D. degree by making it possible for theseschools to expand both their research offerings andthe opportunities for assistantships to professorswho are qualified to conduct research.5

The Ed.D. *LI other professional degrees, notwithstand-ing the criticism of them, are well established in universitypractice. In fact, the list of such degrees seems to be grow-ing. The Department of Psychology at the University ofIllinois has just established its own degree (Ps.D). Thedegree requires, among other things, three years 0 full timeacademic work, with associated practicum, followed by an intern-ship of one year. These requirements may set a new pattern forstrengthening other professional degrees.

A restudy of the Ed.D. requirements was reported to beunder way in two of the fourteen universities in this invest-igation (Syracuse and Kansas). The School of Education atHarvard University has just completed a careful review ofgraduate study in education, including the Ed.D. The reportendorses changes which reflect some of the current interest inmodifying requirements. The report says in part:

It seems to us, therefore, that we must holdopen the possibility of using the Ed.D. forscholarly training as well as for professionalpreparation. This is perhaps unfortunate, sinceit eliminates the clear division between Ed.D.and Ph.D.; yet in view of the difficulties abovediscussed (control of degrees) 't seems to usthat there is no superior alternative available.We might, however, try to effect a distinctionof degree rather than kind, In the followingsense: to channel toward the Ph.D. in Educationthose candidates whose position, by virtue oftraining and interest, is closer to the discipline,but whose aim is to develop education as a pre-ferred domain of application, and to channeltoward the Ed.D. those whose position is rathercloser to the field of education, but whose aimis to develop the capacity to analyze its problemsby certain preferred disciplinary methods. Thisis not a herd and fast line, to be sure, but itseems to us to indicate a difference of directionthat makes sense, and it leaves open the possi-bility of reinterpretation in the light of futurepossibilities of expansion and changing demands by

5 Paul Lazarsfeld and Sam P. Sieber, Organization of_Educational Research: Project Memorandum No. 2, Bureau ofApplied Social Research, Columbia University, October 8, 1964,PP. 19-20.

15

students. It also allows for different applica-tions by the several disciplines in accord withvariations in the attitudes of their related Artsand Sciences departments.

The Ed.D., then, is to embrace not only profes-sional and problem-oriented progcams, but alsoscholarly and research programs.°

By way of summary, the following observations seem1ppropriate regarding the dual program:

(1) The usual distinction between the research emphasisof the Ph.D. and the professional emphasis of the Ed.D. is notalways clear in practice. At some institutions (e.g. Peabody),research skills are expected to be the same for both degrees.Some institutions require at least one language for the Ed.D.(e.g. Texas). Some Ed.D. programs appear to be a compromisebetween research emphasis and professional emphasis with neitherobjective well detailed.

The Ed.D. should embrace high level professional aspectsof training, research aspects, and above all, scholarly approachto problems.

(2) Some institutions which have only the Ph.D. programsake adjustments in requirements that reduce some of the dif-erences between the two degrees: e.g. a single language incombination with some other tool or research skill.

(3) Advisors report that the type of position to whichthe candidate goes after graduation is not closely correlatedwith his implied interest in his degree choice. However, theydefend the advantage of the option as a plan to satisfy theinterests of the student.

(4) Since the Ph.D. program is promoted as the researchdegree, it is proper to inquire why so few Ph.D. holders engagein productive research after receiving the degree. This ques-tion seems more important to speculate upon than the differencesbetween the degrees.

(5) There is, among institutions, some consistencyrelating to the control of the two degrees. While this pointwas not specifically investigated with reference to specialeducation, it may be assumed that the general practices

6 Graduate Study of Education, Graduate School ofEducation of Harvard University, Harvard University Press,

(Cambridge, Mass.), 1965, pp. 38-39.

16

JI

prevail in this case. The general practice in the UnitedStates is reported to be as follows:

Eighty-two percent of the institutions whichgranted the Ph.D. in Education stated that theadministrative responsibility rested with theGraduate School, whereas only 5r,,, reported suchcontrol for the Ed.D. Nearly a third (32X) ofthe latter institutions tended to centralizecontrol of the Ed.D. in the College of Educa-tion. However, since the universities whichgave autonomy to the College of Educationtended to be the larger ones, over 50% of allthose who received the Ed.D. were under thecontrol of that college.?

Course Sequences Within the Major: Doctoral programshave become rather highly structured with course requirementsdespite the fact that the requirements are supposed to beflexible, and primary consideration is to be given to thecompetence of the candidate. The course structuring is veryapparent in the requirements as outlined in the individualprograms described in detail in Appendix C. The heart of astudent's program is represented in the sequence of thespecialized courses which he elected. Strength and depth inhis specialization should be reflected in this combination ofcourses relating to his major interest. A doctoral programof study is more than a loosely related group of courses puttogether in an order convenient to the student. A doctoralprogram is more than two master's degrees. The importance ofthe doctoral program including a graduated sequence of coursesbased upon a progressive complexity of intellectual demandshas been stressed by Kirk.

The second question is what constitutes a courseat an advanced level. These courses should repre-sent a conceptualization of the field and anorganization of the knowledge into some theoreti-cal structure. They are not "how to teach" coursessimilar to the first-year graduate courses. Theyare courses that delve deeper into the problems,into the research, and into theoretical considera-tions. An individual, for example, who has takentwo courses in the mentally retarded plus practiceteaching knows the characteristics of the childrenand the methods of teaching them. What he needs

7 The Doctorate in Education, Conference Papers, TheAmerican Association of Colleges for Teacher Education,Washington D.C., 1960, p.l.

17

is an integrative course to organize his knowledgeand develop broader theoretical concepts. Such acourse would include material in mental deficiencywhich covers theory and research in four areas -biological, psychological, social, and educational.8

Advanced graduate courses are described by theCouncil for Exceptional Children as follows:

A doctoral program in special education should becharacterized by experiences of a special naturenot found at the masters or premasters level.Merely adding survey courses in various fields ofspecial education or courses where knowledge isdirectly related to teacher preparation is nosubstitute for courses and seminars designed toprovide the link between the behavioral andbiological sciences and the specific problemareas of special education It is assumedthat introductory survey courses and coursesat the teacher preparation level have been takenat bachelors and masters levels.

The key to all types of experiences should be thegreater breadth of view provided beyond the narrowconfines of the immediate and pressing educationalproblems faced by the special educator. Studentsin both professional and scientific patterns

should have experiences such as those illustratedbelow.

1. Study of conceptual models which integratethe various fields of special education as wellas the other components of education. Forexample, a model of communication theory, cog-nitive processes, motivational resources, orinformational processing, etc., can be appliedto many areas of special education. Such studyshould be limited to those students who are wellbeyond the master's level and have had supportingarea courses in psychology, sociology, or othercognate areas which would aid them in drawingmeaningful implications from theory for researchand practice in special education.

2. Opportunities to integrate knowledge fromvarious basic disciplines with focus on a singlearea of special education. Thus, knowledge from

8 S. A. Kirk, "A Doctor's Degree Program in SpecialEducation." Exceptional Children, 1957, 24, p. 51.

18

biology, neurology, and psychology can be related,for example, to mental retardation or to auditoryimpairment.

Advanced offerings may include courses, seminars,and practica both directly in special educationand in such areas as school administration, super-vision, research design, statistics, measurement,higher education, and curriculum development, whichhelp to support the role the student expects totake in his professional career.9

An Illustrative Sequence: The advanced courses in mentalretardation at Peabody College are cited here as an example ofeffective sequencing. While the separate courses are under con-stant revision, the description of the current offering illustratesthe general framework. The following brief description has beensupplied by the Department of Special Education, Peabody College.

The Peabody doctoral course sequence in mentalretardation was initiated in the fall of 1956.The general nature of this sequence has remainedintact with only minor variations. The scope ofcontent in the post-master's course series inmental retardation is designed to cover the researchliterature in the fields of medicine, sociology,education and psychology. Prior to taking thissequence, a number of prerequisite courses designedto provide proficiency in research tools and ageneral knowledge of the ield of mental retarda-tion must be completed. Each course is usuallytaught by a team of two or three instructors.

The advanced course sequence includes the follow-ing course hours:

Biomedical Aspects of Mental Retardation (3 semesterhours) coy rs the medical, physical and biologicalaspects of mental retardation. The course hasgenerally been divided into two sections. Onesection is devoted to covering basic biologicalconcepts which include gross anatomy and physiologyof the nervous system, genetics, embryology, andmetabolic processes. The other section consistsof a comprehensive study of clinical types ofmental retardation which typically follows theformat of the American Association on Mental

9 Professional Standards for Personnel, op. cit., p. 57.

19

Deficiency's Manual on Terminology and Classifi-cation in Mental Retardation (Heber, 196ITTieaser-ocesses, etiological factors, and enumerations ofspecific syndromes with accompanying Symptomologyprovide the general subject matter. Lectures arepresented by staff members of the VanderbiltUniversity School of Medicine and by facultymembers within the departments of biology andpsychology at Peabody College. An opportunity toobserve a clinical demonstration at CloverbottomHt.spital and School is also provided.

Psychological Aspects of Mental Retardation (3 semesterhours) focuses on research literature listed undersuch diverse topics as the effects of environmentupon intellectual functioning, behavioral sequelae ofbrain injury, differential diagnosis, learning char-acteristics, personality characteristics, and others.The content of this course is covered throughextensive reading, student prepared reviews andabstracts of research literature and presentationsby faculty and visiting lecturers. Classroom timeis primarily devoted to a critical discussion ofparticular research studies with heavy emphasis beingdevoted to the adequacy of methodology. An effortis also made to redesign research studies whenappropriate. A text book (Ellis, N. Handbook onMental Deficiency) generally accompanies the course.The course goals focus upon gaining both a compre-hensive knowledge of the psychological literatureand a greater sophistication in planning and executingresearch.

Educational Theory and Research in IntellectualRetardation (3 semester hours) is concerned with anevaluation of studies on pre-school education,efficacy of special classes, follow-up studies,school achievement and psycho-motor developmentof the retarded. Studies concerned with dis-advantaged children, training of the intellect,language development, etc. are also considered.Research literature in these areas is comprehensivelyreviewed and abstracted. Classroom presentationsand discussions of the adequacy of this researchare undertaken. A concerted effort is made tosummarize and draw conclusions from the researchunder each topical area. Designing and redesigningresearch studies remains as one of the primaryobjectives of the course.

20

Sociolo ical Theor and Research in IntellectualRetardation 2 semester hours covers literature onthe impact of retardation on the family and society,adult adjustment, social position of the retarded,and the effects of social forces and strategies onthe retarded. The procedures followed are similar .

to the course on educational theory. It has beencommon practice, however, to invite a socialpsychologist to present a number of sessions dealingwith the theoretical basis of research in Lhe areasof sociological and social-psychological aspects ofmental retardation. In both the education andsociological theory courses, abstracts of studiesprepared and distributed in advance of their pre-sentation help to facilitate class participationand discussion. The i..omplete advanced coursesequence comprises a total of 11 semester hours.Students wishing to undertake further work of aspecialized nature can enroll in Readings andResearch in Education of Mental Retardation. Theoption of electing supervised field work in restarch,education and administration is also available.°

Practicum Experiences and Independent Study: One of themajor gaps in the training programs as voiced by candidates forthe doctorate is the lack of relationship between theory andpractice. Students who have had an opportunity to participatein advancee laboratory experience, faculty research projects,college teaching, etc., viewed the experiences as extremelyvaluable to them. They considered such assignments essentialin a balanced program and repeatedly expressed a desire to seesuch assignments become a planned part of all programs. Sincemost of the students interviewed were recipients of fellowshipsand, therefore, had little opportunity to engage in the usualexperiences afforded a paid graduate assistant, it is possiblethat many of them did not have the same chance at staff involve-ments that are typical of the "unsupported" candidate. Acceptanceof stipends limits the hours permitted for compensated work.Consequently, institutions that have r y fellows are forced todevise plans for practical experiences a part of the regularinstructional program. The following recommendations wereadvanced by the Council for Exceptional Children regarding theimportance of practicum experiences:

One important part of the docto:al program shouldbe the provision of practicum experiences whichintegrate and give greater meaning to the academicexperiences of the student. For the student who

10 Prepared for this report by Robert H. Bruininks,

Graduate Fellow.

21

is chiefly concerned with professional problems, thismight be a clinical practicum with children withspecial learning disorders. This experience wouldgive increased meaning to general learning theory

taken earlier. It'might be a practicum in field

survey and evaluation procedures for the personinterested in administrative problems or a practi-

cum in teaching and supervision of undergraduatestudents for the potential teacher educator. For

the person specializing in research, opportunitiesto undertake, with increasing student autonomy,small studies which form a natural end link withthe dissertation are of crucial importance. Oppor-

tunities should also be provided for the student toparticipate in larger studies which provide an under-standing of programmatic research. These experiencesshould receive primary direction from the specialeducation faculty. II

The comments which follow the program descriptions inAppendix C call attention to some of the practicum experiencesprovided to students in the selected universities. Since such

experiences are tailored to the needs and interests of particularstudents, generalizations with regard to common practice were

not attempted.

During the investigation, the doctoral candidates oftenappealed for more flexibility in their programs of study. Fre-

quently, a desire was expressed to engage in more independentstudy, and for some time to think through all of the material

coming their way. Certainly the immediate pressure to getthrough courses and other requirements invites a student tospeculate upon the advantages of some freedom. The request

was made, however, with such frequency and sincerity to warrant

calling it to the attention of the doctoral advisors.

Doctoral students, especially those in the final Year of

course work, are pressured to complete course requirement5, to

pass examinations, and to get started on their dissertations,

Creative aspects of research and a frame of mind conducive tooriginal work seem to conflict with this regimented academic

life. To incerase the amount of independent study at the

graduate level has been suggested frequently in recent years.Berelson argues that the present situation in graduate schools

does not really allow for a large scale program of independent

11 Professional Standards for Personnel, op. cit., p. 58.

22

study. 12 First, if such a program is properly administered it islikely to require more faculty time; second, not all studentsare ready for such responsibilities. He supports his argumentfor more direction of graduate students by citing the fact thatthey desire and appreciate close supervision at the dissertationlevel.

Areas of Concentration: The entire field of professionaleducation has become highly specialized with many trainingoptions. The specialization appears to be far too great for arelatively new discipline. A summary of a recent national con-ference describes the situation as follows:

Considerable time was devoted to a discussion ofwhether or not 59 different fields of concentrationrepresented proliferation of merely different con-ceptions of what constituted a field. Evidencewas submitted that this great diversity of fieldswas partly the product of individual interpretationsby referring to the fact that the individuals sur-veyed identified 84 fields instead of the 59 reportedby the institutions. It was agreed that some of thisapparent proliferation was a function of an individual'sdesire to be recognized in the field of his preferredspecialty. However, an examination of the list offields reported caused the conclusion that, whilethere were probably not as many as 59 or 84, therewere undoubtedly too many, and the list could standsome vigorous pruning. But, before any weeding isundertaken, it was agreed,that a more careful defini-tion of what constitutes a field is needed. Noessay of this difficult task was attempted at theConference; at least, none that was formallyreported.

General agreement was reached that only a few realfields of concentration exist, and that we ought toaddress ourselves to the task of defining them moreclearly. Acceptance was given to the five mostcommonly reported fields: School Administration,

Counseling and Guidance, Educational Psychologyand Child Development A Elementary Education, and

Secondary Educational,

12 Bernard Berelson, Graduate Education in the United

States, New York, 1960.

13 The Doctorate in Education, op. cit., Vol. III, p. 12.

23

Each university program of special education lists anumber of options available for doctoral study. The number ofchoices offered in the programs of the 14 universities includedin the present survey is impressive. A total of nine distinct

options is available in these universities, with some institu-tions offering as many as eight choices.

It is hardly appropriate to refer to such options asareas for degrees. To consider them as dissertation areas

seems more appropriate. For example, the options entitledGifted Children may provide only three specific courses for acandidate and, therefore, seem too limited to constitute adoctoral sequence in the generally accepted sense.

There has been a tendency to further increase thepublic school areas of service in special education; e.g.,classes of children with learning disabilities, minimal braindysfunction, etc. At the same time, there is widespread con-cern over the great number of existing categories or sub-divisions in the field. From the beginning, special educationat the collegiate level has been divided into sub-fieldswhich parallel the classification of public school programs.In turn, the public school programs relate directly to medicalcategories or disability groups--deaf, blind, etc. This

elaborate categorization of children influences professionalchoices of teachers and, in turn, invites universities todiversify training programs. The preparation options thatare offered at the doctoral level for each of the 14 universities

studied are listed as follows:

Colorado State

Ed.D. Visually Handicapped; Mental Retardation;

Administration

Columbia

Ph.D.

Ed.D.

Mental Retardation; Physically Handicapped, (includ-ing sensorily impaired); Emotionally Disturbed

Physically Handicapped (including sensorily impaired);Emotionally Disturbed; Blind and Partially Seeing;

Gifted; Hearing Impaired; Mentally Retarded;Administration

24

Illinois

Ph.D.

Ed.D.

Iowa

Administration of Special Education; MentalRetardation; Speech & Hearing; Deaf; LearningDisabilities; Gifted

Administration of Special Education; MentalRetardation; Speech and Hearing; Deaf; LearningDisabilities; Gifted

1 Ph.D. Mental Retardation; Physically Handicapped;Emotionally Disturbed

Kansas

Ph.D.

Ed.D.

Minnesota

Ph.D.

Peabody

Emotionally Disturbed; Deaf; Crippled and otherHealth Impaired; Administration of Programs forExceptional; Learning Disabilities, Mental Retardation

Emotionally Disturbed; Deal; Crippled and OtherHealth Impaired; Administration of Programs forExceptional; Learning Disabilities, Mental Retardation

Mental Retardation; Speech & Hearing; EmotionalDisturbance; Deaf; Visually Handicapped; Crippledand Other Health Impaired

Ph.D. Mental Retardation; Emotionally Disturbed; VisuallyHandicapped

Ed.D. Mental Retardation; Speech and Hearing; Deaf;Emotionally Disturbed; Visually Handicapped;Crippled and Other Health Impaired

Pittsburgh

Ph.D. Mental Retardation; Speech and Hearing; Deaf;Emotionally Disturbed; Visually Handicapped;Crippled and Other Health Impaired

- a Nu, -

25

Pittsburgh (con't)

Ed.D. Mental Retardation; Speech and Hearing; Deaf;Emotionally Disturbed; Visually Handicapped;Crippled and Other Health Impaired

Southern California

Ph.D.

Ed.D.

Syracuse

Ph.D.

Ed.D.

Texas

Ph.D.

Ed.D.

Mental Retardation; Speech and Hearing; EmotionallyDisturbed; Crippled and Other Health Impaired;Visually Handicapped

Mental Retardation; Speech and Hearing; EmotionallyDisturbed; Crippled and Other Health Impaired;Visually Handicapped

Rehabilitation Counseling; Administration andSupervision; Mental Retardation; EmotionallyDisturbed; Crippled and Other Health Impaired;Speech and Hearing; Speech Pathology; Audiology

Rehabilitation Counseling; Administration andSupervision; Mental Retardation; EmotionallyDisturbed; Crippled and Other Health Impaired;Speech and Hearing

Mental Retardation; Visually Handicapped; Crippledand other Health Impaired; Special EducationAdministration; Emotionally Disturbed

Mental Retardation; Visually Handicapped; Crippledand Other Health Impaired; Special EducationAdministration; Emotionally Disturbed

Virginia

Ph.D. Mental Retardation; Speech and Hearing; Crippledand Other Health Impaired; Emotionally Disturbed

Ed.D. Mental Retardation; Speech and Hearing; Crippledand Other Health Impaired; Emotionally Disturbed

26

Llaynt State

Ph.D.

Ed.D.

Mental Retardation; Speech and Hearing; Deaf;Visually Handicapped; Organization and Administration;Crippled

Mental Retardation; Speech and Hearing; Deaf;Visually Handicapped; Organization and Administration;Crippled

Wisconsin

Ph.D. Mental Retardation; Emotionally Disturbed; Physicaland Neurological Handicaps

27

Mb. 4.- 11,

Minors and/or Cognate Fields: Minors and/or cognaterequirements vary considerably among institutions. Prior tomaking site visits the investigator thought it was importantto inquire whether candidates for degrees were required tocomplete a minor or equivalent work outside the School ofEducation. However, it became apparent during the site visitsthat it is necessary to be acquainted with the structure of agiven school of education and the histcry of its programs inorder to interpret the requirements of its program. In someinstitutions, the field of psychology is within the school ofeducation. In other cases, nationally recognized Human

Development programs, Child Development units, or Child WelfareResearch units are operating within education and are manned bycertified psychologists. In the latter case, some of the bestrecognized authories in child development, learning theory,

etc. are available to students in education from within theirown school. Also in some universities certain courses carrydual prefixes such as education and psychology, and the studentsget the same course regardless of the prefix selected. Further,there is a clear tendency today to bring sociologists, anthropolo-gists, mathematicians, etc. into the faculties of schools ofeducation. It has been argued that schools of education in the.future will incorporate representatives of many disciplines,each representative contributing his unique knowledge of hisdiscipline to the solution of educational problems. Thispractice will add another dimension to the offerings of theschool.

The primary concern is, of course, that the studentpursue intensive study in a discipline at least to the level ofa minor which is outside the field of rofessional education,as such. The particular administrative control of the fieldunder consideration is of little consequence as long as thecourse work in related requirements do justice to the discipline.

The national survey referred to earlier reported thefollowing findings regarding the distribution of course workbetween We school of education and other schools.

As might be expected, there is a great concen-tration of education courses in the Ed.D. degree,with 59% of the institutions reporting that itis possible for a student to take all of hiscourse work in this field. Ph.D. candidates areinclined to take a larger number of courses out-side their specialty, with 43% of the Ph.D.programs expecting this kind of related study ascompared to 382, for the Ed.R. programs. The

28

OM.

median cumber of hours taken outside Education is18 for the Ed,D. and 15 for the Ph.D. However,since the Ed.D. candidate is expected to take alarger number of total hours of doctoral work,this represents 20X of the total in both cases.

Candidates for the Ed.D. degree are expected totake a larger number of total hours beyond the

master's degree than are those who elect thePh.D. The median number of hogs for the formeris 60 and for the latter, 48.1'

The use of a collateral field is well illustrated by thefollowing explanation taken from the Graduate School Bulletin,University of Minnesota. This requirement may be substitutedfor one foreign language.

The collateral field of knowledge is expectedto broaden the candidates scholarly andscientific background by permitting explorationof knowledge in a field related to the majorand minor. The collateral field of knowledgemay include in this sense any work now avail-able or to be developed in the preparationfor college teaching, including supervisedinstruction at the college level.

The burden of proof of the significance orrelevance of the collateral field rests uponthe candidate and his major advisor. The groupcommittee under whose jurisdiction the majorfield falls shall review the recommendations ofthe major advisor and in turn recommend actionto the dean of the Graduate School. In no casemay the collateral field of knowledge be onethat has regularly or traditionally been includedin the major or minor fields of study of similarcandidates in the past.15

Special strength in a cognate field and familiarity withresearch techniques related to it seem to add an appropriatedimension to the doctorate in education and provide a betterbalance in training than one can expect from the traditionalinsistence upon mastery of foreign languages.

14 The Doctorate in Education, op. cit., Vol. III, p. 44.

15 Graduate School Bulletin, University of Minnesota,p. 16, 1964.

29

Relating to work in fields outside major studies, theCouncil for Exceptional Children recommended the following:

Breadth of academic background should be providedby arranging for the student to complete a minor,or its equivalent, outside his major area studies.This purpose would be served by depth studies inone or more such fields as sociology, psychology,administrative science, communication theory,mathematics, or anthropology. Such study outsidethe major program of studies is considered desir-able for each program pattern. 16

Summary: The following general statements may be maderegarding the practices of structuring minors or cognaterequirements in the particular universities central to thisinvestigation:

(I) The requirements for the Ph.D. specify cognatework outside the school of education more often than for theEd.D.

(2) It appears that in some Ed.D. programs a studentmay ( Implete all of his requirements with the school ofeducation.

(3) There appears to be an emerging practice in thecase of the Ph.D. to include in the program a carefullyplanned block of courses in a related discipline.

(4) In the case of the Ed.D., the advisor has con-siderable discretion as to whether or not the candidate shouldcomplete work outside the school of education.

(5) Finally, several factors operate which make thequestion of whether or not courses in some areas are withinor outside education rather confusing.

a. In some universities. dual prefixes areused on certain courses and they cArrycredit in education and also in anotheruniversity department.

b. In some universities, psychology, forexample, is within th' :chool oi ductitinn.

16 Professional Standards foe Prtonn:1, op. cit., p. 58.

30

In other cases, the school of education has specialpsychological units (Child Welfare Station, HumanGrowth and Development Center) which have offeringsequal to those of a department of psychology.

c. Some universities have added staff members withacademic specializations (anthropology, sociology,history) to the faculty of the school of education.

Unit Requirements: Graduate bulletins of most universitiesstipulate the units of credit needed to meet minimum requirementsfor a doctor's degree. In some institutions, the requirementsfor the Ph.D. are left to the discretion of the advisor. Thepublished unit requirements for the universities central tothis study are summarized on the following page. It is recog-nized that this brief numerical summary of requiremenzs may notdo justice to some programs. However, it presents the objectivedata available to the student and therefore customarily studiedby him as he reviews catalog requirements.

31

11- , 'WA-4

UNIT REQUIREMENTS FOR DOCTORAL PROGRAM AS REPORTED INPUBLISHED BULLETINS OF THE UNIVERSITIES

Ph.D. Degree Ed.D. DegreeColorado State

College 90 qtr. hrs beyond MA

Columbia

University

University ofIllinois

University ofIowa

University ofKansas

University ofMinnesota

Peabody College

University ofPittsburgh

University ofTexas

University ofSo. Calif.

University ofSyracuse

University ofVirginia

Wayne StateUniversity

University ofWisconsin

75 grad. points *

8 units plus **8 units for diss.

90 grad. hours

Equivalent of 3 fullyears of grad. study

3 academic years ofgraduate study

108 quarter hours

excluding researchtools. 54 hrs. mustbe grad. courses

90 units w/minimum60 units of coursework; 18 research cr.

No minimum set

Equivalent to 3 yrs.graduate work

90 semester hours

No specific courserequirements

135 quarter hours

72 units

90 grad. points

16 units. No creditfor dissertation

Equivalent of 3 fullyears of grad. study

108 quarter hoursexcluding researchtools. 54 hrs. mustbe grad. courses

90 units w/minimum60 units of coursework; 18 research cr.

No minimum set

Equivalent to 3 yrs.graduate work

90 semester hours

Minimum of 78semester hours

135 quarter hours

* 1 point at Columbia) Is 1 semester hour** 1 unit at Illinois) Is 4 semester hours

32

Faculty Requirements: There has been considerable dis-cussion within the profession regarding the size of the qualifiedgraduate faculty required for an acceptable Doctoral program. Themany options of specializations within the field of special educa-tion compound the problems somewhat. Some faculty members attemptto serve as advisors for two or three options. Some programs drawupon the faculty in related disciplines (psychology, human develop-ment) for additional strength and staff support. The requirementsfor faculty to operate an effective program were not considered tobe sufficiently unique to warrant special guidelines. The follow-ing recommendations concerning graduate faculty members aresummarized;

Graduate faculty members with appropriate prepara-tion are essential to the development and conductof the programs described above. The graduatestaff resources of the university should be broughtto bear on the doctoral program in appropriate ways.At the same time, it is necessary to have graduatefaculty members who are specifically concerned withspecial education and who work together in teaching,curriculum development, student advisement, etc.

Doctoral programs in this relatively new areashould have at least two full-time graduatefaculty members in each special education fieldof doctoral specialization. In total, the graduatefaculty should consist of no less than five members,each with a full-time commitment to spacial educa-tion. . . .17

A somewhat higher standard has been suggested by theAssociation of Graduate Schools:

An appropriate array of specialist professors ishighly desirable in order to give the doctoralstudent the stimulation of several points of viewand in order to staff the conventional committeeswhich supervise and examine the student. Four orfive graduate faculty professors in the subjectfielu, at least, should be participants in thedoctoral program, and a minimum of up to ten may henecessary for larger and more subdivided fields.1°

17 Ibid., pp. 58-59.

18 The Association of Graduate Schools in the Associationof American Universities, and The Council of Graduate Schools inthe United States. The Doctor of Philosophy Degree (pamphlet,.Washington, D.C.: Author.

33

Dissertation Advisement: Since the dissertation is oneof the most significant professional experiences within adoctoral program, some attention was given to faculty load inperformance of the important role of advisement. Dissertationadvisement is time consuming and taxes the patience and energiesof a busy faculty. It is difficult to determine an optimumadvisement load independent of the many other demands of thefaculty--general advisement, membership on other doctoralcommittees, teaching load, etc. For example, one departmentchairman reported that he was currently on eight doctoralcommittees. By contrast, one institution reported a universityrule that limits'faculty to five assignments as major advisoron dissertations. The opinion of the major advisors who wereworking in the universities central to the present investiga-tion ranged from two to five assignments as major advisors tostudents at the dissertation level. It therefore appears thatan acceptable practice is a load of from three to four studentsat the dissertation level. Many advisors prefer a load of two.

Residency: Other studies have dealt in detail withresidency requirements for doctorates in education. One of themore recent surveys summarizes national practices as follows:

. . . Ph.D. Programs were more often characterizedby less permissive residence requirements thanEd.D. programs. Six of the 41 responding institu-tions that granted both degrees reported differentresidence requirements for each degree. At theUniversity of Arizona, the Ph.D. candidate wasrequired to spend two consecutive semesters inresidence during pursuit of the degree, while theEd.D. candidate was permitted to spend only onesemester plus an unspecified number of summersessions.

Data were not available to indicate the actualeffect residence requirements had on productionor on the length of time taken for completion ofthe degrees. It was interesting to observe, how-ever, in relation to the Ed.D. degree, that the 18

high producers tended to be less stringent in thisregard than the low producers. Only 4 of the 18high Ed.D.-producing institutions required twoconsecudve semesters (or 3 quarters) of full-time enrollment as compared to 15 of the 18 lowEd.D. producers. At the other end of the continuum7 of the high producers permitted residencerequirements to be fulfilled through any combina-tion of day, evening, Saturday or summer classes,while only two of the low producers reported this

34

more permissive attitude. No difference emergedwhen high and low Ph.D. producers were compared.19

The practices regarding residence for the doctorate asdescribed in the published bulletins of the universities central

to this study are summarized on the following page. It will be

noted that universities which offer dual programs tend to have

identical residence requirements. Approximately half of the

universities specify the minimum unit load required.

19 The Doctorate in Education, op. cit., Vol. 11, P. 38.

35

Mb

t

i

RESIDENCY REQUIREMENTS

(Beyond M.A.)

Ph.D. Ed.D.

Colorado State 3 qtrs. w/10 hrs. per 1/4

Columbia i year 1 year

Illinois 2 Successive 2 successive sem. orsem after M.A. 1 sem. plus summer

Iowa 1 year and 24vaitS

Kansas 1 yr. subsequentto first year w/12 units per sem.

Minnesota First two yearsor last year

Peabody

1 yr. subsequent to firstyear w/12 units per sem.

3 consecutive qtrs. 3 consecutive quartersbeyond M.A. and beyond M.A. and 2 qtrs.2 qtrs. beyond adm. beyond adm. to candidacyto candidacy

Pittsburgh 3 semesters 3 semesters

Texas 1 year and 15 1 year and 15sem. hours sem. hours

So. California 24 units 24 units

Syracuse 1 year 1 year

Virginia 1 academic year 1 academic yearor 2 semesters or 2 semesters

Wayne State 1 year and 27 1 year and 45qtr. hrs. qtr. hours

Wisconsin 3 semesters w/ 9cr. per semester

36

Residency is defined in a variety of ways by universitiesand, therefore, a comparison of practices is very difficult.Excerpts from two university bulletins describing residencerequirements for the doctorate are reproduced below. Thesecond example, in particular. offers several options and alsopermits the applicants committee to have the final decision.One notes also considerable variation in actual time requiredin full-time study among the options offered.

Example I: The candidate for the Doctor's degreemust register for at least three academic years(9 quarters) of graduate study in approved subjects,thesis research and writing. For the student whotransfers work from other graduate schools, the firsttwo years or the last year must be spent in residenceat the university. In fulfilling the residencerequirement, he must pay tuition fees appropriateto his residence or staff status. The requiredperiod of three years will normally suffice onlyfor students who devote full time to graduatestudy. Students who intersperse graduate studybetween periods of professional or other regularemployment will need to extend the total period ofstudy over a longer time.

Example it: Residence in graduate status at theuniversity or elsewhere equivalent to at leastthree academic years is required. At least oneyear's course work (24 units) must be done inresidence at the University of----

The residence ree,..irement may be met in any oneof the following ways: (1) full-time study duringtwo consecutive semesters in an academic year,(2) full-time study during one regular semesterand two summer sessions taken consecutively,(3) full-time study during one regular semesterand one summer semester, (4) full-time studyduring two consecutive summer semesters. Thefinal decision on residence rests with the appli-cant's Committee on Studies.

The Council for Exceptional Children observed that incommon practice four academic years or three calendar yearsare required beyond the bachelor's degree to complete adoctorate. The Council also pointed out that it is theresponsibility of the university and the student to pre-vent the extension of the program to six, seven, or more,

37

years. The Council describes an ideal post-bachelor's route tothe doctorate as follows:

In the first year, the master's degree program

would be completed. The post-masters programwould represent two years of academic experienceplus another year for the completion of thethesis. Such factors as deficiencies and specialstudent needs or interests may add additionaltime to the length of the program. A minimumof two years of continuous full-time residentgraduate study should be required because muchof the benefit of the graduate program lies inthe close continued contact of the student withstaff and other students in a learning environ-ment that can only be approached under residence

conditions. It is also desirable that thestudent remain on the campus while completinghis thesis.20

20 Professional Standards for Personnel, op. cit., p. 570 w ..- .

38

PART III

SUMMARY AND INTERPRETATION

The range of practices regarding the structuring ofrequirements has been described in detail. Each reader can

seek from the descriptions the particular information he

desires. No attempt has been made to tabulate the frequencies

of all the several requirements. The description of a typical

or generalized program does not seem to be an appropriatedevice to improve practices where variations, flexibilityand innovations are encouraged. The major objective of a

doctoral program is to assist in the development of aproductive scholar. Standardization of the details of thereqoirements among universities is not a necessity for

quality in a program.

Attention is given in this section to a few of thegeneral features of a doctoral program that warrant special

comments. The suggestions represent in most cases thejudgment of the investigator based upon both the factualinformation collected during the study and the suggestionsreceived from the major advisor and from the doctoral candi-dates who were interviewed.

(1) Formal Requirements: The hurdles of formal require-

ments must be clearly explained and interpreted. Poorly

defined requirements should not be allowed to add to thestudents' uncertainties. Consistent advisement should beavailable to assist the student in meeting requirements

intelligently. Screening procedure should be adequate sothat at the end of the first year of graduate study beyondthe masters, the student can receive at least provisionalacceptance if he appears to meet the requirements.

Planning of students' entire program early and incor-porating reasonable adjustments in light of the students'particular background and interest would be welcomed by most

candidates.

Many students who are entering doctoral programsexpress concern over their own readiness for advanced graduate

study. Many of the younger students in particular have legiti-mate questions about their own capacities and aptitudes.Devices and procedures which encourage realistic self-evaluation would appear welcome by the students. Also,

frequent evaluation followed by individual conferences appears

to be generally desired by students.

39

(2) Years of Study: If a student possesses a master'sdegree and adequate background upon admission to the program,all requirements for the degree should be completed in threeacademic years--two years of course work and one year for thedissertation. The university and the student should cooperateto prevent the period from being extended to five years oreven seven. The delays in a student's progress due to diffi-culties in getting assistance from his advisor or his committeemust always be an official concern of the university. Thestudent must also assume his share of the responsibility to filehis application and to meet his commitments on time.

Some universities require a continuous registration ofall candidates= after a designated point in their study, as adevice to facilitate orderly progress.

(3) Advanced Courses: A program for doctoral study ismore than a string of courses on a time line extending twoor three years and resulting in a numerical sum of so manyunits. Courses at the advanced level differ from courses atthe beginning level. Advanced courses are integrative innature and help students organize their knowledge aroundbroad theoretical concepts. There is an urgent need for moreattention to the sequences of advanced courses in each of theareas of specializations that meet such requirements. Part IIof the report includes an example, in detail, of a well-developed sequence of courses in the area of mental retardation.

(4) The large number of areas of concentration orspecializations available to doctoral students in professionaleducation is recognized as a serious problem in programming.As many as 50 options have been reported as fields of concen-tration in the field of professional education. SpecialEducation has developed at least nine areas for doctoralstudy and the list seems to be growing.

These options are defensible as areas of concentrationfor research. However, with the possible exceptions of theareas of speech and hearing and mental retardation, the develop-ment of the subject matter within the specializations is toolimited to be considered a major field of study in the usualacademic sense.

(5) Minors and/or Cognate Fields: The requirementsof a minor field of study or a cognate field are commonfeatures of doctoral programs. Since special education hasmany interdisciplinary aspects, study in related fields takeson increased importance. The practice of permitting both the

40

OH.

major and the minor to be within the field of special educa-tion certainly limits the scope of preparation. The emergingpractice at some universities of permitting a well-designedblock of courses in a field of study related to the candidate'smajor interest but outside of professional education shouldadd strength to the preparation of the student.

(6) College Teaching: Preparation for effectivecollege teaching as a companion goal to preparation forresearch is not receiving the attention desired by manystudents. Since most graduates will become involved in atleast some college teaching, preparation for such serviceshould receive systematic attention. Students who have hadan opportunity to share teaching responsibilities with anexperienced staff member express appreciation for theopportunity. The practice of internships in teaching forstudents desiring such assignments seems to be a desirablepractice.

(7) Balance in Program: Doctoral candidates areseeking more opportunities to become directly involved inresearch projects and field study, etc. While such experi-ence may be sought as an escape from rigorous courses, thesuggestion warrants careful consideration to determinewhether or not a better balance may be achieved betweentheory and application.

Related to this suggestion is a frequently expresseddesire to engage in more independent study and self-initiatedcreative endeavors. Upon graduation, the student must becomeself-directed and must use his creative resources on his job.From the student's point of view, he desires an increasedtime to study, reflect and assimilate. On the other hand,the faculty seems to be in despair about the burden ofoperating loosely structured programs.

(8) Creative Research: Since research is a creativeventure, and flourishes under relaxation from pressures andample time for reflection, the student's program should bestructured to provide maximum opportunity to engage increative planning and independent productivity.

(9; Residency: Residency consisting of one year'sfull-time post-master's study is a recognized minimum--twoyears should be preferred. There is a tendency for someuniversities to substitute less desirable practices, such asconsecutive summer sessions, late afternoon study, and off-campus resident credit.

41

Perhaps the most immediate and most effective way toadd strength to the professional degree (Ed.D.) would be torequire at least two years of continuous residence. Referencewas made earlier to a requirement of three years residencefor the new professional degree in psychology at the Universityof Illinois.

(10) Quality in New Programs: The rapid developmentof professional services in the field of special educationcalls for more well prepared specialists which, in turn,invites the further expansion of doctoral programs. An

attempt has been made to define the level of resourcesrequired by a university to organize an effective program.Institutions contemplating initiating a doctoral programmust meet minimum standards or assume the responsibilityfor weakening the level of professional leadership. Whilethere is interest in regional planning for new programs,including the possibility of developing specialization atcertain designated centers, an effective mechanism forcooperative planning at the national level is not available.The prospects of cooperative planning at the regional levelis more encouraging. The pressure resulting from greatereconomic needs may have to exist before active planning willbe initiated on either the national or regional levels.

A pattern has been developed through the SouthernRegional Educational Board for the establishment of majorcenters throughout the Region for graduate study. This

approach has possibilities for other regions.

Within a state, plans should be explored for somespecialization by designated universities. Also, some of the

institutions that are desiring to initiate doctoral programswould do well to affiliate with established programs withinthe state and plan to share resources.

Currently, there are serious limitations in supply ofqualified staff for college teaching. Also, in some quarters,

qualified graduate students are not available. Multiplying

the number of programs at this time may, in the long run,solve few problems.

(11) Advisement: The advisement load of the facultyat the dissertation level must be kept at a level whichprovides maximum development for the student during thisvital culminating experience. In the opinion of the advisorsthemselves, three to four students at one time constitutes aneffective load.

42

i

i

(12) Professional Degree: The universities whichoffer the prioniiM573egree (Ed.D.) seem satisfied withtheir programs. There does not appear to be a strong interestin the universities which do not offer the degree to add it.

It appears that the most immediate improvement of theprofessional degree could be made by requiring two er threeyears of continuous residence and incorporating-within thisperiod high level laboratory and internship experiencesappropriate to the candidates specialization, i.e., collegetraining, administration, etc.

(13) Languages: The foreign language requirement isconsidered appropriate by only a small percentage of doctoralcandidates. The emerging practice of offering candidates achance to select research tools appropriate to his particularneeds is viewed with favor by doctoral candidates.

(14) Dissertations: Finally, the dissertations shouldbe shortened. In many dissertations, the quality of workmight be improved by removing unimportant parts.

43

REFERENCES CITED IN REPORT

The Association of Graduate Schools in the Association ofAmerican Universities, and the Council of GraduateSchools in the United States. The doctor of philosophydegree (pamphlet). Washington, D.C.: Author.

Bent, Henry E., "Meaning of the Ph.D. Degree - A Tribute toan Ideal," Journal of Higher Education, 33:13-19,January, 196/7-

Berelson, Bernard, Graduate Education in the United StatesNew York: McGraw-Hill Book Company, Inc.7130.346 pp.

The Doctorate in Education: An Inquiry Into ConditionsAffecting Pursuit of the Doctoral Degree in the Fieldof Education. The Institutions, Vol. II, Washington,D.C.: The American Association of Colleges for TeacherEducation, 1960. 94 PP.

The Doctorate in Education: An Inquiry Into ConditionsAffecting the Pursuit of the Doctoral Degree in theField of Education. Conference Report. Washington,D.C.: The American Association of Colleges for TeacherEducation, 1961. Vol. III. 150 pp.

The Doctorate in Education: An Inquiry Into ConditionsAffecting the Pursuit of the Doctoral Degree in theField of Education. Conference Working Paper.Washington, D.C.: American Association of Collegesfor Teacher Education, 1960. 25 pp.

Graduate School Bulletin, University of Minnesota, p. 16,1964.

Graduate Study in Speech Pathology end Audiology. Washington,D.C.: American Speech and Hearing Association, 1963.

Graduate Study of Education. Graduate School of Education,Harvard University Press, Cambridge, Mass., 1965.

Kirk, S. A., "A Doctor's Degree Program in Special Education,"Exceptional Children, 1957, 24, 50-52, 55.

Lazarsfeld, Paul and Sieber, Sam P., Organization of EducationalResearch: Project Memorandum Po. 3, Course Offeringsin Educational Research. An Examination of Catalogues ofSchools of Education and of the Training of DoctoralRecipients. Bureau of Applied Social Research,Columbia University, October 8, 1964.

45

PRECEDING PAGE BLANK- NOT FILMED

Mullett, John D., "Graduate Education: A Reappraisal,"Journal of Teacher Education, 13:248-61, September,7W7--

Professional Standards for Personnel in the Education ofExceptional Children, Professional Standards Project

Report. Washington, D.C. The Council for Exceptional

Children, National Education Association, 1966.87 pp.

46

7

4

4

REFERENCES NOT CITED IN REPORT

Anderson, J.R., "Honor Student Assesses Graduate Education,"Superior Students, 7:14-18, May, 1965.

Bye, C. R., 'what Will be the Dimensions of the Ph.D. andthe Professional Doctorates?" National Conference onHigher Education: Current Issues in Higher Education,Washington, D.C.: Association for Higher Education,1960. pp. 183-186.

The Doctorate in Education: A Further Investigation ofPersons Receiving the Doctorate in the Field ofEducation in the United States for the Year 1958:Their Abilities, Professional Motivations and JobSatisfactions. Follow-Up Study, Vol. IV. Washington,D.C.: The American Association of Colleges for TeacherEducation, 1964. 31 pp.

Gallagher, J.J., "Advanced Graduate Training in SpecialEducation." Exceptional Children, 1959, 26, 104-109.

Guba, Egon,and Stanley Elam, The Training and NurtureEducational Researchers. Sixth Annual Phi DeltaKappa Symposium on Educational Research, 1965.Bloomington, Indiana: Phi Delta Kappa, Incorporated,1965. 297 PP.

Hedges, W.D., "Effective Teacher at the Doctoral Levelin Education," The Peabody Journal of Education.39:351-4, May, 1.0.

Kerlinger, F. F., "Ed.D. and the Ph.D." Teacher CollegeRecord. 66:43, 4-9, Feb. 1965.

Knight, D. M. "Future of Graduate Education in UnitedStates," The Educational Record, 46:129-31, Spring,1965.

Milazzo, Tony C., and Blessing, Kenneth B. "The Trainingof Directors and Supervisors of Special EducationPrograms," Exceptional Children, 30:129-141,March, 1964.

Proceedings of the lath, Annual National Conference onHigher Education, Washington, D.C.: Association forHigher Education, Department of National EducationalAssociation, 1960.

47

Rosenberg, Ralph P., "The First American Doctor ofPhilosophy Degree-A Centennial Salute to Yale, 1861-1961." Journal of Higher Education, 32:387-94,October:W

Russell, John, "The Doctorate in Education," Journalof Teacher Education, 12:23-28, March, 19r17-----

Slater, 1.H. "Doctorate in Education," Journal ofTeacher Education, 12:146-51, June, MT--

Strom, L.E. "Some Personality Dimensions of Doctors ofEducation," Journal of Experimental Education, 33:387-90, summe77-TW.

"Trends and Tangents: Graduate Programs," Journal ofHigher Education, 35:48, January, 1964.

Walters, E., "Graduate Programs," Journal of HigherEducation, 35:512, January, 196;:-----

"Graduate Programs," Journal of HigherEducation, 36:53-4, April, 1965.

Wright, C. R., "Success or Failure in Earning GraduateDegrees," Sociology of Education, 38:73-97, Fall,1964.

APPENDIX A

INTERVIEW SHEET FOR MAJOR ADVISORS

University

Information supplied by:

1. (a) What are essential differences between your Ph.D.program and your Ed.D. program?

(b) What proportion of your students elect the Ed.0.?

2. Do you consider the dual program an ldvantage to theUniversity? Why?

To the student? Why?

3. In your opinion does the professional degree (Ed.D.)enjoy the same status as the Ph.D.?

If not, how can its status be improved?

4. Is it your impression that graduates with these degreesseek different kinds of jobs upon graduation?

Is there a relationship between type of degree heldand actual work being performed on their present jobs?

5. (a) What are your ideas regarding an appropriate pre-paration for the minor or cognate field.

(b) Should the minor be outside the field of education?

6. Doctoral students point out the conflict between pres-sure from course requirements on one hand and the desir-ability for creative efforts and productive scholarshipon the other. Is this real? What might be done aboutit?

7. Students ask for more actual involvement in research,field jobs, college teaching. Is this a fair request?How is i i. to be accomplished?

8. How would you describe the availability of good doctoralstudents to enter training?

49

iaaa.. NAY., 0.4.4.0.4111111. ,14614111/11.0,*.1.1140 r

;.4

1

9. How would you describe the availability of good

college teachers on graduate level?

10. New doctoral programs are being proposed in many

universities. Should some attempt be made to co-

ordinate the development of these programs?

11. (a) How many doctoral candidates at the dissertationlevel can one advisor serve effectively?

(b) What is your current load of such students?

I

50

1

2.

APPENDIX B

INTERVIEW SHEET FOR CANDIDATE FOR DOCTORAL

1. Is the language requirement for the Ph.D. defensible?

2. If you had a choice between the Ph.D. and the Ed.D.what would be the basis for your final decision?

3. Is there undue anxiety over the understanding of thenumerous "hurdles" or requirements? If so, what mightbe done?

4. Should students have greater involvement in on-noingresearch during training?

5. Students often report a feeling of insufficient con-tact with major instructors - little chance to knowthem. It this justified? Any recommendations?

6. Doctoral students usually complete one or more minors.Do you believe the minors should be outside the schoolof education?

7. Do you think all doctoral candidates should have super-vised practice in college teaching?

8. What are two or three most meaningful features of yourdoctoral program? (experiences which seem to you toproduce the greatest personal or professional growth)

9. What do you consider to be other problems or issues inthe area of doctoral study?

10. Should the university award an appropriate degree UpOPsatisfactory completion of all work except the disser-tation? (with completion of the dissertation, thesecond degree would be awarded, i.e. Ed.D. or Ph.D.)

51

14*

APPENDIX C

SUMMARY OF DOCTORAL REQUIREMENTS

for each of

FOURTEEN UNIVERSITIES

These institutions have Doctoral Programs inat least three areas of Special Education andare receiving fellowships under Public Law 85 -

926 as amended by Public Law 88-164 and Public

Law 89-105

PRECEDING PAGE BLANK- NOT FILMED

53

--1

COLORADO STATE C)LLEGE

Ed.D. (only)

AREAS OF CONCENTRATION

Administration.

Mental RetardationVisually Handicapped

ADMISSION TO GRADUATE SCHOOL

B.A. from accredited collegeOver-all GPA of 2.5 or 2.3 on conditional basisApplication. to Dean of Graduate Division

ADMISSION TO DOCTORAL PRACRAM

M.A. degreeHigh quality academic averageSixty-four quarter hours in education and psychologyG.R.E. - Aptitude and AdvancedColorado State English Usage TestTwo years successful teaching experience

ADMISSION TO CANDIDACY

Thirty-six hours beyond M.A. with B average or betterWritten and oral comprehensive examsComplete approved outline for research study

DOCTORAL PROGRAM

I. General Requirements for the Degree

A. Recommendation by CommitteeB. A minimum of 90 quarter hours beyond M.A.C. Demonstrate knowledge in areas of national

science, social science and humanitiesD. Written and oral examinationE. Oral defense of research studyF. Minimum residence of three consecutive quarters

with minimum of ten hours for each quarterG. Teaching certification

PRECEDING PAGE BLANK- NOT FILMED

55

COLORADO STATE (cont'd)

II. Major and Minor Sequences Required (Administration ofSpecial Education)

A. Five required core coursesB. Electives representing each area of the handicappedC. A minor in school administration

.Major and Minor Sequences Required (Mental Retardation)

A. Courses as recommended by major professor selectedfrom the areas of learning difficulties, curriculumdevelopment, habilitation, counseling, diagnosticprocedures, growth and development, associatedanomalies, principles of research, administrationand-supervision

B. Specific course requirementsC. Work in supporting areas according to need

(educational psychology, elementary education,administration and supervision)

Major and Minor Sequences Required (Visually Handicapped)

A. Courses as requi 1-.4 by major professor in areas ofcurriculum and me' hods, diagnosis, growth and develop-ment, administration and supervision, habilitation andcounseling.

B. Completion of program for graduate teacher certificationC. Eleven required core courses--including doctoral

research studyD. Electives to represent broad coverage of various dis-

abilitiesE. A required minor in Research and Measurement with a

minimum of 27 quarter hours

INVESTIGATOR'S COMMENTS

A single degree program (Ed.D.)

Demonstrated knowledge of natural science, social science andhumanities required

Teaching certificate required

Breadth of training within the field of special education isencouraged

56

OM.

TEACHERS COLLEGE

COLUMBIA UNIVERSITY

Ph.D.Ed.D.

AREAS OF CONCENTRATION

Mentally RetardedPhysically Handicapped(including sensorilyimpaired)

Physically Handicapped andNeurologically Impaired,Emotionally Disturbed,Blind and Partially Seeing,Gifted, Hearing Impaired,Mentally Retarded,Administration

ADMISSION TO DOCTORAL PROGRAM

A. General Requirements

University, College andDepartment Requirements

B. Degree

Bachelor's Degree

C. Examinations

Miller AnalogiesGRE (may be required)

D. Experience RequiredLiberal Arts or Sciencebackground, professionalpreparation and experi-ence in at least one areaof exceptionality for twoyears

University, College andDepartment Requirements

Bachelor's Degree

Miller AnalogiesGRE (may be required)

A background of general educa-tion, professional preparationand successful teaching in atleast one area of exception-ality

CERTIFICATION FOR CANDIDACY

A. Records

Comprehensive RecordForm

B. General ExamMinimum score of 6 onPower Reading and VerbalPortions of TeachersCollege General Exams

57

Comprehensive Record Form

Minimum score of 6 onPower Reading and VerbalPortions of Teachers

College General Exams

COLUMBIA (cont'd)

Ph.D.

C. Program PlanSubmission and approval ofa plan for completion of

the doctoral program.

Certification Seminar. i.e.pre-dissertation oral

D. ResidenceOne year or equivalent offull time beyond M.A.

E. UnitsU-53ints of graduatework

F. LanguageGerman and French arerequired; Russian may besubstituted for either,and Spanish may be sub-stituted for French only

G. Other ToolsStatistics and Methods ofResearch

H. ExaminationsA six-hour certificationexam. Faculty ratingsof professional leader-ship qualities

Ed.D.

Submission and approval of aplan for completion of thedoctoral program

One year or equivalent offull time beyond M.A.

60 points of graduatework

Statisties and Methods ofResearch

A six-hour certificationexam. Faculty ratingsof professional leader-ship qualities

DOCTORAL PROGRAM

I. General Requirements:

A. Course RequirementsMinimum of 75 graduate

points

Research emphasis

B. ResearchAn acceptable dis-

sertation

58

Minimum of 90 graduatepoints

Professional leadershipemphasis

An acceptable dis-sertation or project

ti

Ph.D.

C. Oral ExaminationAcceptable oralexamination

COLUMBIA (coned)

Ed. D.

Acceptable oral examination

Major and Minor Sequences Required:

A. At the Master's Level

Approximately sevencourses in the areaof concentration

B. At the Master's LevelOne course in special,historical, or philo-sophical foundationsof education; twocourses in psychologyincluding learning,child growth and develop-ment, and adjustment

la the Major Field Points

1. General & Introductory Courses

Nature and needs 14

Curriculum and methodology 6Assessment 4Practicum 2

Leadership Function 9(administration, pedagogy,college teaching or research)

2. Advanced Courses

a. Courses common to all 8fields

b. Courses in selected areasi.e. administration,research, pedagogy,college teaching

3. Courses Which Prepare forProjects (research)

a. Courses common to all 6

b. Courses specific topreparation of theproject 6

4. Courses Related to ScholarlyDisciplines 4 to 6

points

Broad and Basic Areas ofProfessional Scholarship

1. The nature of Education2. Nature of Persons and

Learning Processes

59

5

10

COLUMBIA (cont'd)

Ph.D. Ed.D.

C. Two courses in statistics, Related specializations 6 ptsone course in anatomy and

" structure of the nervoussystem

D. Post-Master's Level Requirements

A minimum of 5 courses in the major field2. Eight points in related research3. Non-Major Courses

a. One (minimum) course in social,historical or philosophicalfoundations of education

b. Three psychological foundationscourses

c. Three courses from educational

administration, guidance orcurriculum and teaching

4. Recommended courses in other departments

INVESTIGATOR'S COMMENTS

Columbia has a dual program with a greater number ofspecializations offered through the Ed.D.

Students have options within each area of concentration. Forexample, in the area of mental retardation one may concentrateupon either educational supervision, advanced pedagogy,college teaching or research.

The program of study for the two degrees differs greatly.The Ed.D. degree provides a variety of training specificallyrelated to professional services.

Candidates for the Ph.D. must have 90 points of acceptablecourse work in liberal arts education.

60

I

UNIVERSITY OF ILLINOIS

Ph.D. Ed.D.AREAS OF CONCENTRATION

Administration of Special Educa-tion, Mentally Retarded, Speechand Hearing, Deaf, Learning Dis-abilities, Gifted

Administration of SpecialEducation, Mentally Retarded,Speech and Hearing, Deaf,

Learning Disabilities, Gifted.

ADMISSION TO GRADUATE STUDIES

Must meet minimum requirementsof University, B.A. with 3.5GPA in (A,B5) upper division,

GRE Aptitude Test

ADMISSION TO

A. Evaluation Criteria

1. A measure of graduateaptitude - either theMiller Analogies Testor graduate recordexamination

Must meet minimum require-ments of University, B.A.with 3.5 GPA in upperdivision, GRE Aptitude Test

DOCTORAL PROGRAM

2. All previous graduate work

3. Three letters of recommen-dation

4. The applicant's own state-ment of professional goals

5. A personal interview may berequired

B. Experience Required

Two years successful teaching

1. A measure of graduate apti-tude - either the MillerAnalogies Test or graduaterecord examination

2. All previous graduate work

3. Three letters of recommen-dation

4. The applicant's own state-ment of professional goals

5. A personal interview maybe required

Two years successful teaching(4 years for those ;n thefield of administration andsupervision)

C. Other Requirements

M.A. in education and t.ertifi- M.A. and certification forcation for teaching in one teaching in one area ofarea of exceptionality and exceptionalitythesis equivalent to M.A.thesis

61

PhD

ILLINOIS (coned)

ADMISSION TO CANDIDACY

A. ExaminationsPreliminary oral exam

B. Residency, or Units

Two successive semestersafter M.A. or 8 units

C. LanguageFrench, German or RussianChoose two from these.No transfer tests accepted

Preliminary oral exam

Two consecutive semestersor one semester (3 units)plus summer preceding orfollowing, (li.) or one other

summer (1*) units

No language requirement

D. Other ToolsCompetence in statistics and Competence in statistics and

research research

DOCTORAL PROGRAM

1. General Requirements for Both Degrees:

A. Maintenance of high standards of scholarships

B. Completion of prescribed course work

C. Successful performance on preliminary and final

examinations

D. Completion of an acceptable doctoral dissertation

II. Major and Minor Sequences Required:

A. A major field of study A minimum of 16 units of

must include 4 units of course work beyond the

course work beyond the Master's degree

Master's degree.* 1;)

* 1 unit is equal to 4 semester hours

62

ILLINOIS (coned)

Ph.D.

or

B. A minor of 4 units ortwo minors of 2 unitsof academic course work

C. Eight units of academiccredit are earned asthesis credit

Ed.D.

Neither a language norminor is required, butcertain courses are requiredof all candidates

No academic credit isgiven for the thesis

III. Recommended Minor and Related Course Work

A. The candidate is required to pass written qualifyingexaminations in the following areas:

1. Psychological found- Social foundations ofations of education education

2. The academic minor Psychological foundations ofarea education

3. The area of special- The area of specialization,ization, exceptional the field of exceptionalchildren children

INVESTIGATOR'S COMMENTS

A dual program with .-veral clear differentiations in require-ments between eac:-, de y, nrogram

Teaching experience re. if.r both the Ph.D. and the Edit).

Similar statistics and research preparation required in eachdegree

Certification in a teaching area of special education is requiredfor acceptance in program

No academic credit ;or the dissertation for the Ed.D.

One or two academic minors required for the Ph.D.

63

THE UNIVERSITY OF IOWA

Ph D.

AKEAS OF CC10ENTRATION

Mentally RetardedPhysically HandicappedEmotionally Disturbed

ADMISSION TO GRADUATE STUDIES

B.A. from acceptable college or university

ADMISSION TO DOCTORAL PROGRAM

Evidence of satisfactory completion ofundergraduate work and M.A. degree - GRE is required

ADMISSION TO CANDIDACY

File an approved program of studies which includes toolsof research, prescribed courses, thesis title and otherspecial requirements

A. ExaminationsComprehensive examinations

B. ResidenceOne academic year in which 24 semester hours arecomplete; may be two academic years when onassistantship

C. LanguageCompetence in two foreign languages

D. Other ToolsStatistics, or combination of statistics andforeign language

DOCTORAL PROGRAM

1. General Requirements

A. Three years of residence in a graduate college

B. A minimum of 90 semester hours of graduate credit

64

IOWA (cont'd)

Ph.D.

C. One year of residence and a minimum of 24 semesterhours at Iowa. Fifteen of the units must be com-pleted after passing the comprehensive examinations

D. Completion of an acceptable dissertation

E. Successful performance on final oral examination

II. Ala* and Minor Sequences Required

A. Course requirements to be determined by student andadvisor

B. All candidates in special education are expected tohave substantial grounding in personality theory,learning theory and research methodology as well asthe major field of study

INVESTIGATOR'S COMMENTS

A single degree program, i.e. Ph.D. Flexible course require-ments; specific courses as established by the advisor

Programing is offered in three areas of concentration.

Two academic years of residency are reghired of candidates whohold assistantships.

Broad background in psychology is built into programs.

Other research tools may substitute for one foreign language.

Three academic years of residence in graduate school arerequired.

65

Ph.D.

UNIVERSITY OF KANSAS*

AREAS OF CONCENTRATION

Emotionally Disturbed, Deaf,Crippled and Other HealthImpaired, Administration ofPrograms for ExceptionalLearning Disabilities, MentalRetardation

Ed.D.

Emotionally Disturbed, Deaf,Crippled and Other HealthImpaired, Administration ofPrograms for ExceptionalLearning Disabilities, MentalRetardation

ADMISSION TO GRADUATE STUDIES

B.A. from Kansas or acceptablecollege or university. Profes-sional courses equivalent toKansas credential requirements

B.A. from Kansas or acceptablecollege or university, Profes-sional courses equivalent toKansas credential requirements

ADMISSION TO DOCTORAL PROGRAM

A. Experience Required

B. Other RequirementsM.A. completed; 2.5 GPA;Miller Analogies Test;Pass Graduate SelectionCommittee

Three years of successfulprofessional experience

M.A. completed; 2.5 GPA;Miller Analogies Test;Pass Graduate SelectionCommittee

ADMISSION TO CANDIDACY

A. ExaminationsWritten Preliminary Exami-nation - Oral ComprehensiveExamination

B. Residence or UnitsOne full year, subsequentto first year, excludingsummer sessions; 12 semesterhours each semester

C. LanguagesTwo foreign languages; Frenchand German or Russian. Maysubstitute

Written Preliminary Exami-nation - Oral ComprehensiveExamination

One full year, subsequentto first year, excludingsummer sessions; 12 semesterhours each semester

*This program is in the process of extensive revision.

66

Ph.D.

D. Other Tools

1. General Requirements

KANSAS (coned)

Ed.D.

Two or more of the following whichhis advisory committee after con-ference with him may deem necessaryin pursuit of his program of study:(a) a reading knowledge of one ormore foreign languages, (b) abilityto use statistical techniques,(c) ability to administer and evalu-ate the results of educational testsof all types demanded in a reasonablesystem of educational counseling orguidance, (d) ability to analyze andevaluate education documents orwritten reports of the findings,(e) the possession of specializedknowledge of some field of educa-

tional practice

DOCTORAL PROGRAM

A. The equivalent of three fulstudy

B. Satisfactory performance onand final examinations

1 academic years in graduate

preliminary, comprehensive,

C. Satisfactory completion of a thesis

II. Major and Minor Sequences Required

A. A major field in specialeducation (concentrationin one area)

B. A minor closely ralatedto t1,1 major but in a

field other than educa-tion

67

A major in special education(concentration in one area)

Minor may be in:1. Administration and

Supervision2. Curriculum and instruction3. Educational Psychology and

Guidance

` .W444,4.1-

KANSAS (cont'd)Ph.D. Ed.D.

C. More than one minor maybe permitted

D. A thesis showing theresult of orignalresearch

4. General Teaching Theoryand Educational Philosophy

5. Evaluation

Or may be in related field outsidethe school of education

INVESTIGATOR'S COMMENTS

Dual program with same options for each degree

No teaching experience is required for the Ph.D.

A reading knowledge of one language may be required for Ed.D.(a choice of research tools other than languages is offered)

Minor in field outside eduction is required for Ph.D.; optionalfor Ed.D.

68

4

OS.

UNIVERSITY OF MINNESOTA

Ph.D.

AREAS OF CONCENTRATION

Mentally Retarded*Speech and Hearing*Emotional Disturbances*Deaf

Visually HandicappedCrippled and other health Impaired

ADMISSION TO GRADUATE STUDIES

B.A.

Special- Tests may be required ifscholastic record is questionableMiller Analogies TestSpecial Application FormAutobiography and letters of recommendationrequired of fellowship applicants

ADMISSION TO DOCTORAL PROGRAM

At least 1 quarter or one summer session ofresidence

Judgment by members of the graduate facultythat the student shows signifinart promise

ADMISSION TO CANDIDACY

A. Examination

Preliminary examination on major and minorfields or supporting programs

B. Residency or Units

First 2 years or last year at Minnesota

C. Language Requirements

A reading knowledge of 2 foreign languages ora reading knowledge of 1 foreign language andthe option of a collateral field of knowledgeor a research technique

D. Other Requirements

Approval of the Dean of the Graduate School uponrecommendation of the group committer

*Ph.D. programs are most fully developed in these three fields

69

Naa11,-.110.04114i. 4

MINNESOTA (cont'd)

DOCTORAL PROGRAM

1. General Requirements

A. At least three academic years of graduate study inapproved subjects and thesis research and writing

B. Acceptable performance on a comprehensive writtenexamination covering the major field (may includeany work fundamental thereto)

C. Passing the preliminary oral examinations

D. A final oral examination covering the thesis

11. Major and Minor Sequence Required

A. A major field of study to include at least 2/3 of thetime spent, including thesis work

B. A minor or two minors which can logically be relatedto the major field. Not less than 1/6 of total mustbe devoted to the minor subject(s)

C. A "supporting program" of study may be substitutedfor the minor.

111. Recommended Areas of Work

Programs are individually arranged, but usually involvea concentration of advanced courses in special educationplus studies in Statistics and Measurements, Psychologyof Learning, Personality Development and Child Psychology.

INVESTIGATOR'S COMMENTS

A single program leading to the Ph.D. with major attentioncentered upon three areas of concentration

Minimum of specified requirements; students programs individuallyplanned

A program in a supporting field may be submitted to an all-university committee for approval. If accepted, it may be usedas a substitute for one language.

70

ft

MINNESOTA (cont'd)

Not less than one sixth of course work must be in minor subject.

A supporting program of study may be substituted for the minor.

Special strength is offered through the supporting program ofstudy.

71

swiorawrapsalicewraviria.SAINIW/SAMOIN4

Ph.D.

PEABODY UNIVERSITY

AREAS OF CONCENTRATION

Ed.D.

Mentally Retarded, Emotionally Mentally Retarded, Emotion-Disturbed, Visually Handicapped ally Disturbed, Visually

Handicapped

ADMISSION TO GRADUATE SCHOOL

B.A., B average in under-graduate program and under-graduate majo ; 12 quarterhours in graduate programs ofeducation or education-relatedcourses; GRE

B.A., B average in under-graduate program and

undergraduate major; 12quarter hours in graduateprograms of education or

education-related courses; GRE

ADMISSION TO DOCTORAL PROGRAM

Experience RequiredTwo years required forgraduation

Other RequirementsGraduate School admission;AGE Tests

Three years required forgraduation

AGE Tests (Advanced GraduateExams); Graduate S6loolAdmission

ADMISSION TO CANDIDACY

ResidenceThree consecutive full-timequarters beyond M.A. andtwo quarters (not necessarilyconsecutive) beyond quarterwhen admitted to candidacy

Examinations

Preliminary written and oralexams

LanguageTwo foreign languages

12 hours of statistics

72

Three-consecutive full-timequarters beyond M.A. and twoquarters (not necessarilyconsecutive) beyond quarterwhen admitted to candidacy

Preliminary written and oralexams

Six Options:

1. Two foreign languages orII. a) 8 hours research

methods andb) 8 hours statistics

or

PEABODY (cont'd)

Ed.D.

III. One foreign language and8 hours of either a) or b)or

IV. 1 foreign language and 4hours of a) and 4 hours ofb) or

V. 16 hours statistics or

VI. 12 hours sta.istics and 4hours research methods

DOCTORAL PROGRAM

1. General Requirements for Both Degrees

A. A minimum of 108 quarter hours of graduate credit (exclud-

ing research tools). At least 54 hours must be graduatecourses. At least one advance course in each area ofspecial education.

B. Success on a doctoral aptitude examination

C. Written and oral examinations

D. Completion of a dissertation

E. Nine quarters of study beyond the Bachelor's degree.

F. Three consecutive quarters in full-time residence beyondthe Master's degree before preliminary examinations, plustwo quarters of residence (not necessarily consecutive)after admission to candidacy.

II. Major and Minor Sequences Required

A. A major sequence of coursesin the field of specializa-tion of at least 54 quarterhours (latitude from 1/2 to2/3 of basic 108 hours)

73

A major sequence of coursesin the field of specializa-tion of at least 54 quarterhours (latitude from 1/2 to2/3 of basic 108 hours)

PEABODY (coWt'd)

Ph.D. Ed.D.

III. Related Minors and RelatedCourse Work

A. Ares,z of Recommended Course Workin Education

1. Curriculum supervision andinstruction

2. Educational foundations3. Educational administration

B. Recommended Minors and Related CourseWork

1. Psychology2. English3. History4. Mathematics

5. Smiology6. Biology

7. Physiology

INVESTIGATOR'S COMMENTS

A dual program which features three areas of concentration

General requirements for each degree are the same.

Teaching experience required for each degree

Three consecutive quarters in full time residence beyond theMaster's degree before preliminary examinations, plus twoquarters of residence (not necessarily consecutive) afLe;admission to candidacy are required.

At least one advance course is required in each area of specialeducation as supplement to work in major areas.

Minors are recommended with one outside the usual offerings ofschools of education.

Options in lieu of languages are offered on the Ed.D. Some

options include one language.

The Peabody degrees in Special Education are granted by theDepartment of Human Development.

74

Phaa)

UNIVERSITY OF PITTSBURGH

AREAS OF CONCENTRATION

Mentally Retarded, speech andHearing, Emotionally Disturbed,Visually Handicapped, Crippledand Other Health Impaired, andAdministration

Ed .D.

Retarded, Speech andHearing, Emotionally Disturbed,Visually Handicapped, Crippledand Other Health Impaired, andAdministration

ADMISSION TO GRADUATE SCHOOL

B.A. or equivalentMiller AnalogiesEvidence of AcceptableScholastic Status Proficiency

B.A. or equivalentMiller AnalogiesEvidence of AcceptableScholastic Status Proficiency

ADMISSION TO DOCTORAL PROGRmA

Admission is based,on evaluationof the following criteria:

-undergraduate record-standing on admission criteria-professional record- previous record in graduatestudy

-personal fitness for advancedstudy

-Miller Analogies Score- Preliminary oral examination

A, ResidenceOnetrimester

Admission is based on evaluationof the following criteria:

-undergraduate record- standing on admission criteria-professional record-previous record in graduatestudy

-personal fitness for advancedstudy

- Miller Analogies Score- Preliminary oral examination

ADMISSION TO CANDIDACY

B. LanguageAny one modern foreign language

C. Other Tools of ResearchCompletion of course work inresearch

D. ExaminationsComprehensive Examination(written and oral)Overview Examination(concerning plan for

research)

75

1, 1.1/ 4 .

One trimester

Completion of course work inresearch

Comprehensive Examination(written and oral)Overview Examination(concerning plan forresearch)

Ph.D.

PITTSBURGH (cont'd)

DOCTORAL PROGRAM

Ed 0...t...4

1. General Requirements

A. Residence requirement of 6 terms of full-time stAdy, 3terms must be at degree granting institution

B. Sixty credits of course work

C. A minimum of 18 research credits

D. Completion of an acceptable dissertation

II. Major and Minor Sequences Required

A. A major field in Education A major field in Education

B. A minor field may be inEducation or in one ofthe academic disciplines

C. Four courses in Educa-tional Research

D. Area SeminarsResearch Training SeminarsDissertation Seminars

E. 90 credits with 60 coursecredits; 18 researchcredits

A minor field may be inEducation or in one of theacademic disciplines

Four courses in EducationalResearch

Area SeminarsResearch Training SeminarsDissertation Seminars

90 credits with 60 coursecredits; 18 research credits

INVESTIGATOR'S COMMENTS

A dual program with identical requirements for each degree withthe exception of a language for the Ph.D.

Minor may be in School of Education or in an academic discipline.

Research requirements are same for each degree.

76

Ph.D.

UNIVERSITY OF SOUTHERN CALIFORNIA

AREAS OF CONCENTRATION

Mentally Retarded, Speech andHearing, Emotionally Disturbed,Crippled and Other HealthImpaired, Visually Handicapped

Ed.°.

Mentally Retarded, Speechand Hearing, EmotionallyDisturbed, Crippled andOther Health Impaired,Visually Handicapped

ADMISSION TO GRADUATE STUDIES

B.A. or equivalentIndication of ability to doacceptable graduate work

GREStrong personal qualifica-tions

Two years

B.A. or equivalentIndication of ability to doacceptable graduate workGREStrong personal qualifica-tions

EXPERIENCE REQUIRED

Two years

ADMISSION TO CANDIDACY

A. ExaminationsQualifying Examination

B. ResidenceAt least 24 units

C. LanguageReading knowledge of twoforeign languages

Qualifying Examination

At least 24 units

D. Other ToolsStatistics or statistics Statistics or statistics

and educational research and educational research

DOCTORAL PROGRAM

1. General RequirementsA. Residence in Graduate status equivalent to three

academic years - At least one year's course workmust be done at USC

B. Scholastic average of 3.0 (B) is required in all

graduate workC. Acceptable dissertation based on original investiga-

tionD. A final oral examination

77

SOUTHERN CALIFORNIA (cont'd)

II. Major and Minor Sequence Required (Both Degrees)

A. A major field with specialization within the majorfield is required. A minimum of 18 units isrecommended.

B. A minimum of 10 units in a supplementary field isrecommended. The supplementary field may be chosenfrom:

1. Administration or supervision2. Elementary education3. Guidance4. Instructional technology5. Music edccation6. Secondary education7. Higher education8. Adult education

9. Social and philosophical foundations of education10. Art education11. Business education

INVESTIGATOR'S COMMENTS

Dual program with identical areas of concentration

Identical requirements for each degree except for thelanguages on the Ph.D.

No prescribed work area required outside school of educationSupplementary fields of study which suppo:". the major areoptions within the school of education.

Two years of teaching experience required for each degree

A minimum of 10 units in a supplementary field is recommendedfor both degrees.

Residence in graduate status equivalent to three academic yearsis required with at least one year's course work to be done atdegree conferring institution.

78

SYRACUSE UNIVERSITY

Division of Special Education and Rehabilitation

Ph Ph.D.

AREAS OF CONCENTRATION

Rehabilitation Counseling,Administration and Supervision,Mentally Retarded, EmotionallyDisturbed, Crippled and Otheriealth Impaired, Speech Pathology,Speech and Hearing, Audiology

Ed.D.

Rehabilitation Counseling,Administration and Supervision,Mentally Retarded, EmotionallyDisturbed, Crippled and OtherHealth Impaired, Speech andHearing

ADMISSION TO GRADUATE STUDIES

B.A. B.A.

ADMISSION TO DOCTORAL PROGRAM

1. Graduate School Admission2. Miller Analogies Test3. Approval of Committee on

Higher Degrees

Graduate School AdmissionMiller Analogies TestApproval of Committee onHigher Degrees

ADMISSION TO CANDIDACY

Examinations

GRE GREPreliminary Examination Preliminary Examination

Residence or UnitsOne year

Tools of ResearchThe individual advisor willdefine the tool requirementfor each student in referenceto his background and objectives.The tool requirement will consistof one or more of the following:language, statistics, computor,or related technical competency.Competency will be determined bya proficiency examination or(in the case, for example, ofstatistics) by a minimum of 2.0

One year

The individual advisor willdefine the tool requirementfor each student in referenceto his background and objectives.The tool requirement will consistof one or more of the following:language, statistics, computoror related technical competency.Competency will be determined bya proficiency examination or(in the case, for example, ofstatistics) by a minimum of 2.0

This program is in the process of extensive revision.

79

SYRACUSE UNIVERSITY (cont'd)

Ph.D.

grade point average incourses designated necessaryto meet this requirement.Courses required to meet thetool requirement will not ful-fill major or minor arearequirements

Other Re uirementsCompletion of e5 hours of

course work (15 must bein residence)

Ed.D.

grade point average incourses designated necessaryto meet this requirement.Courses required to meet thetool requirement will not ful-fill major or minor arearequirements

Completion of 45 hours ofcourse work (15 must bein residence)

DOCTORAL PROGRAM

1. General Requirements for Both Degrees

A. Two years of successful teachingB. A minimum of 90 graduate hours beyond the B.A.C. Satisfactory performance on the doctoral' qualifying

examination in the major and two supporting areas ofthe major and one supporting area of a more intensivenature

D. Completion of a dissertationE. Oral examination on the dissertation

II. Major and Minor Sequences Required

A. A minimum of 33 hours ina major professionalfield

B. A minimum of 12 hours ineach of two minor areasof more intensivenature

C. A minimum of 18 hours ofdissertation credit

80

A. A minimum of 33 hours ina major professional field

B. A minimum of 9 hours instatistics and methodologyof educational research

C. A minimum of 9 hours oftwo supporting areas orequivalent in one minorof more intensive nature

D. A 6 -hour interdisciplinaryDoctoral Seminar

E. Not less than 12 or morethan 15 hours of disserta-tion credit

SYRACUSE UNIVERSITY (cont'd)

Ph.D.

III. Recommended Related and Minor Course Work:

Any area where a major forthe Ph.D. is approved bythe Graduate School. Maybe inside or outside theSchool of Education

Ed.D.

A. Psychological approaches toeducation

B. Cultural FoundationsC. School Programs

INVESTIGATOR'S COMMENTS

Dual programs with spec;alization in Speech, Hearing, SpeechPathology, Audiology, limited to the Ph.D.

Identical admission requirements and unit of course work foreach degree.

A minimum of 9 units in statistics and research and a 6-unitinterdisciplinary doctoral seminar is required for the Ed.D.

Two years of s'ccessful teaching experiences required foreach degree.

Candidate may choose two minor or supporting areas or moreintensive study in one minor or supporting area.

Credit is given for the dissertation for each degree.

Work outside the school of education is not required for theEd.D. and is optional for the Ph.D.

Candidates have a choice of research tools which are appropriateto needs.

81

44444.1Mernimiyaigyaiialieatteaware.r.....641...,,' 44- ,ogz,4,410.1,14-zsZaa,

THE UNIVERSITY OF TEXAS

Ph.D. Ed.D.AREAS OF CONCENTRATION

Mentally Retarded; VisuallyHandicapped; Crippled andOther Health Impaired; Adminis-tration of Special Education;Emotionally Disturbed

Mentally Retarded; VisuallyHandicapped; Crippled andOther Health Impaired; Adminis-tration of Special Education;Emotionally Disturbed

ADMISSION TO GRADUATE STUDIES

B.A. or equivalent, B averageGPA, GRE Aptitude Test, A testof English proficiency,Personal Data Sheet

B.A. or equivalent, B averageGPA, GRE Aptitude Test, A testof English proficiency,Personal Data Sheet

ADMISSION TO DOCTORAL PROGRAM

Experience Required Two academic years of successfulNone teaching

ADMISSION TO CANDIDACY

ExaminationsQualifying examination within Qualifying examination coveringDepartment of Special Educe- all six departments in Collegetion of Education

Residence and Academic RequirementsAt least one year in residence At least one year in residenceand at least 15 semester hours and at least 15 semester hoursof graduate work with concentra- of graduate work with concentra-tion on the area of special tion on the area of specialeducation at the University of education at the University ofTexas Texas

Completion of 18 semester hoursoutside of field education, notmore--9 of which may be countedin one

Completion of three generalfield courses education inthe department Aside theDepartment of Special Educa-tion

82

Completion of 18 semester hour,outside of field education, notmore--9 of which may be countedin one field

THE UNIVERSITY OF TEXAS (coned)

Ph.D.Ed.D.

LanguageOne foreign language One foreign language

Other Tools

Evidence of outstanding academic Evidence of outstanding academicresearch and writing competence research and writing competence

DOCTORAL. PROGRAM

1. General Requirements for Both Degrees

A. Maintenance of B average in all course workB. Passing of required qualifying examinationsC. Satisfactory completion of course work, research,

dissertation and other Graduate School Requirementsunder supervising committee appointed by the GraduateDean

II. Major and Minor Sequences Required

A. No minimum is set relativeto enumeration of coursesor credit

B. A major area (e.g.Special Education)

C. Area of specialization

(e.g. Mental Retarda-tion)

D. Broad preparation in allareas of Special Education

No minimum is set relativeto enumeration of coursesor creditA major area (e.g. SpecialEducation)Area of specialization

(e.g. Mental Retardation)

Broad preparation in allareas of Special Education

III. Recommended Related Course Work

A. Broad preparation infollowing areas:

1. History & foundationsof education

2. The nature and processesof human behavior anddevelopment

3. General experimental andquantitative approaches

83

In addition, course work ineach of the other departmentspreparatory for the qualifyingexamination

4441621440.44.41100,411011-4A.,....a ,31x. -11 eAMA.- ..4.0.* A AIN. .40

TEXAS (cont'd)

Ph.D.

B. Student may elect coursesfrom other departments ofthe University to establisha broad background and asound basis for specializa-tion

Ed.D.

Student may elect coursesfrom other departments ofthe University to establisha broad background and asound basis for specializa-tion

INVESTIGATOR'S COMMENTS

Dual program offering five options for specialization on eachdegree.

A test in English proficiency is required for admission.

No teaching experience is required for the Ph.D.

Residency requirements and units requirements are same for eachdegree.

A foreign language is required for the Ed.D. degree.

No required work outside field of education is stipulated.

84

-west,,1411 "

Ph.D.

UNIVERSITY OF VIRGINIA

AREAS OF CONCENTRATION

Mentally Retarded, ',.-Isech and

Hearing, Crippled f Other

Health Impaired, EmotionallyDisturbed

Ed.D.

Mentally Retarded, Speech andHearing, Crippled and OtherHealth Impaired, EmotionallyDisturbed

ADMISSION TO GRADUATE STUDIES

B.A., GPA of B or better inlast two years, Evidence ofadequate preparation

B.A., GPA of B or better inlast two years, Evidence ofadequate preparation

ADMISSION TO DOCTORAL PROGRAM

A. Experience Required

B. Other Requirements

A. Examinations

One to two years successfulwork in education

M.A. in Education or equivalentPersonal interview, GRE scoreson Aptitude and Educ. sections,Complete all preparatory workMillers Analogy Test

ADMISSION TO CANDIDACY

D. Residence or Unitswo or three sessions

C. LanguageFrench and German

D. Other Tools

144

85

Written examination at com-pletion of course work

One academic year or twosemesters

Departmental Examination

-I o. <,,* ., ,

S'4

dB.

VIRGINIA (coned)

Ph.D.

DOCTORAL PROGRAM

I. General Requirements

II. Major and Minor Sequences Required

A. No specific course re- A.

quirements listed, butcompetence in areaslisted in section IIIas well as major area B.

B. A final exam on thedissertation

C.

D.

E.

F.

G.

III. Recommended Related Course Work

The candidate must takepreliminary written exami-nations in the followingfields:

A. History of EducationB. Philosophy of EducationC. Educational Psychology

80

Ed.D.

A minimum of 78 semesterhours of work in graduatecourses, including thoseapplied toward M.A.A minimum of 24 of thetotal hours must be infoundations of profes-sional educationA minimum of 39 of thetotal hours must be inthe field of specializa-tion

A minimum of 15 of thetotal hours in relatedareasThe candidate must planand carry out a researchstudy appropriate forthis professional degreeThe candidate must demon-strate a high level ofcompetence in his field ofspecialization through apracticum or actual experi-enceThe candidate must pass anoral exam on the disserta-tion

Comprehensive examinationsmust be taken

A. History, Philosophy, andSociology of Education

B. Educational Psychology

VIRGINIA (cont'd)

Ph.D. Ed.D.

D. Educational Administration C. -Curriculum and Instrv:tionE. Elementary Education D. Area of SpecializationF. Secondary Education

INVESTIGATOR'S COMMENTS

A dual degree program listed, but programing in special educationis usually through the Ed.D.

Teaching experience required only in the Ed.D.

Departmental examination is substituted for the language require-ment in the Ed.D.

No specific course requirements for the Ph.D.

Academic work outside of school of education is permitted butnot required.

Minor requirements for the Ed.D. for most students are made upof courses in special education which are planned to provide abroad knowledge of the field.

87

WAYNE STATE

Ph.D. Ed.D.

AREAS OF CONCENTRATION

Mental Retardation, Speechand Hearing, Deaf, VisuallyHandicapped, EmotionallyHandicapped and Crippled;Organization and Adminis-tration

Mental Retardation, Speechand Hearing, Deaf, VisuallyHandicapped, EmotionallyHandicapped and Crippled,Organization and Adminis-tration

ADMISSION TO GRADUATE SCHOOL

Eligibility for stateprovisional certificate.30 quarter hours (20 semesterhours) or professional studyin undergraduate educationcoursestore prerequisite tograduate credit in educationcourses. Evidence of satis-factory undergraduate prepara-tion in the field ofspecialization

Eligibility for stateprovisional certificate.30 quarter hours (20 semesterhours) or professional studyin undergraduate educationcoursesare prerequisite tograduate credit in educationcourses. Evidence of satis-factory undergraduate prepara-tion in the field ofspecialization

ADMISSION TO DOCTORAL PROGRAM

A. Experience RequiredThree years successfulteaching

B. Other Requirements

M.A.

Battery of tests and inven-tories to cover: scholasticaptitude, general education,personality, professionalbackground, B average, MillerAnalogies-50th percentile,also California Test ofMental Maturity-50th per-centile

88

Three years successfulteaching

M.A.

Battery of tests and inven-

tories to cover: scholasticaptitude, general education,personality, professionalbackground, B average, MillerAnalogies-50th percentile,also California Test ofMental Maturity-50th per-centile

Ph.D.

WAYNE STATE (cont'd)

ADMISSION TO CANDIDACY

A. Examinations

Preliminary Examination

B. Residency or UnitsOne year (27 quarter hours)

C. LanguagesCompetency in two languages(usually French and German)May substitute researchtechniques or another foreignlanguage for the French orGerman

D. Tools

Ed.D.

Preliminary Examination

One full year (45 hours)beyond M.A. May includeresearch techniques, but notdissertation research; ofthe 45, 27 must be completedin one calendar year or 3regular quarters plus 1summer session

(18 hours research techniques)Not included 135 minimum hours

DOCTORAL PROGRAM

I. General Requirements for Both Degrees

A. Maintenance of high standards of scholarshipB. Completion of prescribed course workC. Completion of acceptable research and dissertationD. Successful performance on final oral dissertation

II. Major and Minor Sequences Required

A. Completion of a minimum of A.

135 quarter hours beyond B.A.B. A minimum of 45 hours of edu-

cation course work of whichat least 30 is major area

89

Completion of a major ineducation and work cognatethereto, equivalent to 135quarter hours beyond B.A.Eighteen hours in research

WAYNE STATE (cont'd)

Ph.D.

C. A minimum of 12 hrs.in a non-educationminor

D. A minimum of 45 hrs. ofdissertation research

E. The remaining 45 hrs.assigned to research

and/or course work inaccord with student'sneeds

Ed.D.

techniques are required inaddition

B. Pre-Doctoral seminar 4 hrs.C. Professional Theory

Backgrounds 12-15 hrs.D. Professional field of 27 hrs.

concentration (minimum)E. Cognate Study - unspecified amt.

(45 hrs. maximum)F. Non-Education 23 hrsG. Dissertation 23-26 hrsN. Research Techniques 18 hrs

INVESTIGATOR'S COMMENTS

A dual degree program offering same areas of concentration witheach degree.

Identical admission requirements for each program.

Eligibility for state provisional certificate required on bothprograms.

Three years of successful teaching experience required on eachdegree.

Twenty-three hours of course work in non-education fields requiredin the Ed.D.

Unit credits given for Ed.D. dissertation.

A minimum of 12 hours in a non-education minor.

Eighteen hours in research techniques required for Ed.D. are notincluded in the 135 hours minimum of work required.

Credit is given for the dissertation for each degree.

90

UNIVERSITY OF WISCONSIN

Ph.D. in Behavioral Disabilities

AREAS OF CONCENTRATION

Mentally RetardedEmotionally DisturbedPhysical and Neurological Handicaps

ADMISSION TO GRADUATE STUDIES

B.A. or B.S.Undergraduate major in field of proposed graduate studyor its equivalent - 70 semester credits of academic workoutside under-graduate major - B average GPA

ADMISSION TO DOCTORAL PROGRAM

A. Experience RequiredDepartment of Counseling and Behavioral Studies

B. Other RequirementsSpecified GPABattery of Tests

ADMISSION TO CANDIDACY

A. ExaminationsComprehensive Preliminary Examination in Major and

Minor Field

B. Residence or UnitsThree semesters: at least nine graduate credits per

semester

C. LanguageReading knowledge of two foreign languages in whichsubstantial scholarly literature in student's majorfield; one must be German, French or Russian.Certificates of reading proficiency from other schools

not acceptable.

D. Other ToolsA one year period is required after passing the com-prehensive preliminary exams prior to graduation.

E. Other RequirementsApproval of minorApproval of thesis title

91

fi

4

WISCONSIN (cont'd)

DOCTORAL PROGRAM

1. General Requirements

A. A minimum of 72 units beyond the bachelor's degree -54 to 56 of which are required and 16 to 18 of whichare electives

B. Completion of acceptable thesis

C. Final oral examination on the thesis, and if the advisordeems necessary, on the general field of the major andminor studies

II. Major and Minor Sequences Required

Minimum Units Required

A. General Special Education Courses 15 units

B. Fundamental Areas of Knowledge within 21 unitsthe Behavioral Sciences

C. Areas of specialization 9 to 20 units

D. Electives 16 to 18 units

INVESTIGATOR'S COMMENTS

A flexible requirement in major which reflects common practicewith Ph.D. programs

A single degre program is offered - Ph.D., limited to threemajor areas of concentration

The university limits its options to the areas of concentration.

The Ph.D. requires a block of courses in the Behavioral Sciences.

Required preparation of academic work outside the undergraduatemajor before adiission to graduate study

Three semesters of residence with a minimum of nine per semesterare required.

92