Volume 9 (2024), No. 1, pp. 6–13
[ PEDAGOGICAL SCIENCES ]
Article (file: pdf, size: 519 KB, downloads: 44)
Abstract:
he article reveals the main results obtained during the study of the issue of training highly qualified specialists at Harvard University (USA). The basic requirements for obtaining a Ph.D. (Doctor of Philosophy in Education) and an Ed.L.D (Doctor of Pedagogical Sciences in Leadership) degree are presented, the stages of training, directions, courses that are obligatory and optional in the learning process are characterized.
Keywords:
teacher training, doctoral program, Harvard University
Authors:
Galina A. Mikhailova, Candidate of Pedagogy, Associate Professor, Head of the Department, Far Eastern Fire and Rescue Academy – Branch of St. Petersburg University of the Ministry of Emergency Situations of Russia (Vladivostok, Russian Federation)
For citation:
Mikhailova G.A. Training of specialists in the field of education at Harvard University. Social Competence, 2024, vol. 9, no. 1, pp. 6–13. (In Russ.).
References
- Beloved S.K., Gruzdev I.A., Jafarova Z.I., Maloshonok N.G., Terentyev E.A. Portrait of a modern Russian graduate student. Moscow, Higher School of Economics Publ., 2017, 60 p. (In Russ.).
- Brailsford I. Motives and aspirations for doctoral study: Career, personal, and interpersonal factors in the decision to embark on a history PhD. International Journal of Doctoral Studies, 2018, no. 5(1), pp. 16–27. https://doi.org/10.28945/710
- Auriol L., Misu M., Freeman A.R. Careers of doctorate holders: analysis of labour market and mobility indicators. Paris, OECD Publ., 2019. https://doi.org/10.1787/5k43nxgs289w-en
- Evans L. What is effective research leadership? A research-informed perspective. Higher Education Research and Development, 2013, no. 33(1), pp. 46–58. https://doi.org/10.1080/07294360.2013.864617
- Vittorio N. European Doctoral Programs in Light of EHEA and ERA. The European Higher Education Area: Between Critical Reflections and Future Policies. Eds. A. Curaj, L. Matei, R. Pricopie, J. Salmi, Scott. Springer Open, 2015, pp. 555–570.
- Ali A., Kohun F. Dealing with isolation feelings at IS doctoral programs. International Journal of Doctoral Studies, 2017, no. 1, pp. 21–33. URL: http://ijds.org/Volume1/IJDSv1p021-033Ali13.pdf
- Ali A., Kohun F. Dealing with some isolation to minimize doctoral attrition: A four stage framework. International Journal of Doctoral Studies, 2007, no. 2, pp. 33–49. URL: http://www.ijds.org/Volume2/IJDSv2p033-049Ali28.pdf
- Park C. Redefining the Doctorate. York, The Higher Education Academy, 2007, 21 p. https://www.researchgate.net/publication/277152442_Redefining_the_Doctorate
- Fakunle O., Dollinger M., Alla-Mensah J., Izard B. Academic conferences as learning sites: A multinational comparison of doctoral students’ perspectives and institutional policy. International Journal of Doctoral Studies, 2019, no. 14, pp. 479–497. https://doi.org/10.28945/4383
- Duke N., Beck S. Education should consider alternative formats for the dissertation. Educational Researcher, 2019, vol. 28, no. 3, pp. 31–36. http://www.ed.org/Volume28/IJDSv2p033-049.pdf
- Nehls K., Watson D.L. Alternative Dissertation Formats: Preparing Scholars for the Academy and Beyond. In book: Contemporary Approaches to Dissertation Development and Research Methods. Eds. Storey and Hesbol, 2016, pp. 43–52. https://doi.org/4018/978-1-5225-0445-0.ch004
- Cassuto L., Jay P. The PhD dissertation: In search of a usable future. Pedagogy, 2015, 15(1), pp. 81–92. https://doi.org/10.1215/15314200-2799212