This report builds on discussions about key components of doctoral programs in mathematics education. It is organized into three parts: (1) Background; (2) Core Knowledge Expectations in Mathematics Education; and (3) Institutional Capacity Needed to Support Quality Doctoral Programs. Each element of core knowledge expectation is identified…

Provides an overview of issues contained in the feature articles on teacher education reform. Maintains that college-level music educators must break the "vicious circle" which results from the tendency of teachers to teach as they were taught, not as they were taught to teach. Concludes with recommendations for changes in recruitment, selection,…

Focusing primarily on the doctorate in English education, this paper explores existing opportunities for the English educator outside the conventional area of teachers training. In spite of a constricted job market, alternatives do exist to reduction or abandonment of doctoral programs in English education. Teachers without terminal degrees can be…

A response to Dwight L. Burton's The English Education Doctorate: Some Further Reflections," English Education," vol. 1, no. 3 (Spring 1970), pp. 135-40. (Author/RD)

The design and implementation of a doctoral program in instructional systems at Florida State University is described and analyzed. Objectives of the program are listed, along with 22 subskills to be developed. Nine possible career fields for degree recipients are identified. Eleven core competencies needed in all career fields are listed, as are…

Describes the development and implementation of "The Curriculum and Pedagogy of Teacher Education," a doctoral course that used case studies to facilitate teacher learning opportunities at all levels. Students examined a set of oral cases, wrote their own cases, and discussed articles exploring subject matter, method, theory, and practice. (SM)