Issues of Validity in Reporting the Number of Doctorates in Mathematics Education

Autor/inn/en	Shih, Jeffrey C.; Reys, Robert E.; Engledowl, Christopher
Titel	Issues of Validity in Reporting the Number of Doctorates in Mathematics Education
Quelle	In: Investigations in Mathematics Learning, 10 (2018) 1, S.1-8 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shih, Jeffrey C.) ORCID (Reys, Robert E.) ORCID (Engledowl, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2017.1375356
Schlagwörter	Doctoral Degrees; Mathematics Education; Validity; National Surveys; Universities; College Graduates; Missouri + Suchen Sie Ihr Suchwort? Doctoral degree; Doktorgrad; Mathematische Bildung; Gültigkeit; University; Universität; Hochschulabsolvent; Hochschulabsolventin
Abstract	The Survey of Earned Doctorates (SED) has historically been used to report the number of new doctorates entering over 100 different academic disciplines annually, including the field of mathematics education. In this article, we examine the validity of the use of this measure for this purpose by analyzing data from 23 institutions that grant mathematics education doctoral degrees and a specific university. Results showed that the SED underestimated the number of doctoral graduates by 5-15%, raising concerns about the use of the SED for this purpose. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01