Education Science ›› 2022, Vol. 38 ›› Issue (1): 57-63.

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Tradition and Innovation: the Practical Exploration and Enlightenment of the Doctoral Degree System in the Field of Education in Harvard University

Wang Yujia1, Li Yue2   

  1. 1. Institute of Education, Tsinghua University, Beijing 100084, China
    2. School of Continuing Education, Tsinghua University, Beijing 100084, China
  • Received:2021-06-14 Online:2022-01-15 Published:2022-04-08

Abstract:

In 1920, Harvard University took the lead in breaking through the limitation of traditional doctoral training types in the United States, and established a professional degree of Doctor of Education (EdD) with practical characteristics, which trained a large number of high-level applied talents in the field of American education. But in the process of its development, EdD also faced many problems and challenges. Combining with the reality, Harvard University has reformed and innovated the two doctoral degree systems in terms of target positioning, curriculum design and practical arrangements, and has created distinctive programs for the Doctor of Education Leadership and the Doctor of Philosophy in Education. These two degree systems of Harvard University have some enlightenments for China’s moderate differentiation of research and practice orientation, the construction of a new training model with compatible disciplines and mutual assistance of teachers, and the handling of the relationship between the commonness and difference of the two degrees.

Key words: Harvard University, doctor of education leadership, doctor of philosophy in education

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