By the time doctoral students in the social sciences and education reach the dissertation phase of their program, they have brought a methodological perspective to their research. This perspective-gained through socialization within a field of study, mentoring by advisers, or their own initiative-sh
The Doctoral Comprehensive Examination: Fine-Tuning the Process
β Scribed by TERI OLISKY LOUGHEAD
- Publisher
- American Counseling Association
- Year
- 1997
- Tongue
- English
- Weight
- 576 KB
- Volume
- 37
- Category
- Article
- ISSN
- 0011-0035
No coin nor oath required. For personal study only.
β¦ Synopsis
The Taxonomy of Educational Objectives is offered as a heuristic to fine-tune the process of designing, preparing for, evaluating, and providing feedback about the doctoral comprehensive examination.
The tradition of the doctoral comprehensive examination began at Yale University in 1861 when the flrst doctoral degree was awarded, and it has persisted ever since (Rudolph, 19651. To date, little serious inquiry into the purpose, value, and use of comprehensive examinations has been published in professional journals (Peterson, Bowman, Myer, & Maidl, 1992). Despite the fact that students report anxiety, insecurity, ambiguity, and extraordinary stress surrounding comprehensive examinations and that faculty often question the purposes and cost-benefits of the process, doctoral comprehensive examinations continue to be an integral component of counseling and psychology doctoral programs today
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