Doctoral programs in Foundations of Education, Educational Studies, or Educational
Policy Studies shall offer concentrated, advanced preparation in at least one
of the following disciplines or areas of study and general preparation in at
least two others: history of education, philosophy of education, sociology of
education, religion and education, anthropology and education, politics of
education, economics of education, comparative and international education,
cultural studies in educatiron, gender studies in education, educational
studies, and educational policy studies. The minimum number of academic staff
in Foundations of Education, Educational Studies, or Educational Policy Studies
in institutions offering doctoral degrees in these specializations should be
the full-time equivalency of at least three faculty members who meet the
qualifications of this Standard and represent concentrations in at least two of
the disciplines or areas of study listed above.
This Standard seeks to ensure
common general qualifications among persons seeking the doctorate in
Foundations of Education, Educational Studies, or Educational Policy Studies,
whatever differences in specialization and emphases might otherwise be
encouraged in relation to the foundational disciplines, combinations of
disciplines, and area studies.
Doctoral programs preparing individuals whose interests are
in developing interpretive, normative, and critical perspectives on educational
arrangements, practices, and discourse may be designated as programs in
Foundations of Education, Educational Studies, or Educational Policy Studies.
The distinctive focus of the programs is the interpretive, normative, and
critical examination of education through the framework of the following
disciplines or areas of study: history, philosophy, religion, sociology,
anthropology, political science, economics, psychology, comparative and
international education, cultural studies, gender studies, educational studies,
and educational policy studies.
There are three alternative designs providing general
direction for such programs: (1) in Foundations of Education, interpretive,
normative, and critical perspectives are developed through concentration on the
paradigms and research methods of at least one of the aforementioned
disciplines or areas of study; (2) in Educational Studies, interpretive,
normative, and critical perspectives are developed through analysis of
education as an academic field of study; and (3) in Educational Policy Studies,
interpretive, normative, and critical perspectives are developed through the
study of educational policy, policymaking processes, and policy outcomes.
The complexities involved in each of these programs make it
necessary that candidates be prepared with more than a single perspective. A
minimum qualification would be concentrated preparation at a level appropriate
to doctoral programs in at least one of the aforementioned disciplines or areas
of study and general preparation in at least two other areas. To the extent
possible, programs of study are expected to be individualized, thus taking into
account the candidate’s full background, including undergraduate and masters
preparation and other professional experiences. To advance their interpretive,
normative, and critical skills and understanding, candidates are expected to:
(1) produce demonstrable evidence of disciplined writing; (2) complete advanced
study emphasizing appropriate research methodologies; and (3) participate in
field experiences which strengthen abilities to interpret and communicate the
content and context of issues and themes central to the areas of concentration.
Field experiences, including internships, are to be planned, supervised, and
evaluated collaboratively by faculty in Foundations of Education, Educational
Studies, or Educational Policy Studies and appropriate field personnel.