Pls make the essay 3 pages long. Pls add any idea about what do you think the rigors of Doctoral Education

The Rigors of Doctoral Education and Education as the Chosen Program

NOTE: PLS REVISE ALL WRITINGS BELOW IN MAKING A COHERENT AND COHESIVE ESSAY. DO NOT MAKE QUOTATIONS. SENTENCES HAVE TO BE REVISED AND NO SAME WORDS SHALL BE USED AS THE RULE OF THIS ESSAY TO PREVENT PLAGIARISM. THE IDEAS ARE NOT IN ORDER. PLEASE ARRANGE THE IDEAS. ARRANGE THE CITED REFERENCE IN APA STYLE INSIDE THE ESSAY AND LIST ALL REFERENCES AT THE END OF THE ESSAY,

Doctoral education is the highest academic, research training and scholarship achievement of students worldwide . When a student decides to specialize in a field where he or she becomes an authority, he or she enrolls in doctoral education as a researcher

Hoyne, G, Alessandrini, J., & Fellman, (2016). Doctoral education for the future: through the

looking glass. In Blessinger, P., & Stockley, D. (Eds.), Innovations in higher education

teaching and learning: emerging directions in doctoral educations (pp. 231-38, 1st ed.,

Vol. 6). Bingley, United Kingdom: Emeral Group Publishing Ltd.

The goal of a doctoral education is to train and transform students to be ultimate scholars and scientists. It is a rigorous training which culminates in a dissertation defended before a committee of judges who validate the findings and approved its publication . PhD training in most graduate schools worldwide concludes with the preparation and examination of a thesis. This will usually comprise a full review of the literature relevant to the themes in the papers, a full account of the research aims, methodological considerations, results, discussion, conclusions, and further perspectives of the PhD project. In addition, the research results will in many countries, and in all of the institutions presented herein, normally be presented as published/accepted research papers or manuscripts ready for submission.

It is inherent in a doctoral training program that there must be assessment of to what degree the training of each doctoral student has been successful. There are two general processes that are employed to this end—formative assessment in which a doctoral student's learning can be monitored and feedback given in order to facilitate improvement, and summative assessment in which doctoral student learning is evaluated according to a predefined standard. The former system is employed throughout the training period, while the latter can be employed, for example, at mid‐term and at end of the training period. 

The more well‐constructed and conducted formative version in North American universities ensures that the students are repeatedly made aware of both their scientific strengths and weaknesses and that they also receive detailed instruction of target areas that need work.

Barnett, J. V., Harris, R. A., & Mulvany, M. J. (2017). A comparison of best practices for

doctoral training in Europe and North America. FEBS open bio, 7(10), 1444-1452.

doi:10.1002/2211-5463.12305

Rigor is creating an environment in where each student is expected to learn at high levels; each student is supported to be able to learn at high levels , and each student demonstrates learning at high level

Blackburn, Barbara R. (2018). Rigor is no a four-letter word (3rd ed.)

New York, NY: Routledge

The rigors of doctoral education is to be prepared in extensive and specialized education to become authoritatively expert of the body of knowledge the student choose. In my case is Education. Another rigor is to become an unbiased and scientific researcher who is able to conduct a research which results are peer-reviewed and reproducible in same research. laboratories.

Jones S. P. (2017). I'll have the rigor, but hold the mortis. 

Circulation research, 120(12), 1852-1854.

Rigor is a prized quality in scientific work. The word rigor is derived from an old French word, “rigueur,” meaning strength and hardness. In scientific vernacular, the underlying concept of strength resonates in the expressions “hard data” and “solid work” used to convey a sense of reliable and trustworthy information. In common usage, the word “rigor” has evolved to mean the quality of being exact, careful, or strict

Casadevall, A, & Fang, F.C. (2016). Rigorous science: a how-to guide.

MBio, 7(6), 1-4. doi: 10.1128/mBio.01902-16

Scientific rigor is the strict application of the scientific method to ensure unbiased and well-controlled experimental design, methodology, analysis, interpretation and reporting of results. 

National Institutes of Health (n.d.). Policy & Compliance. Enhancing Reproducibility through

Rigor and Transparency. Retrieved from

https://grants.nih.gov/policy/reproducibility/index.htm

The aim is for robust and unbiased results to increase the likelihood: (i) for accuracy of results; (ii) that these accurate results can be independently repeated. Most strive for the former, and hope for the latter.

Hofseth L. J. (2017). Getting rigorous with scientific rigor. 

Carcinogenesis, 39(1), 21-25.

The study proposes a more student-centred approach to meeting doctoral students’ needs, and the enhancement of doctoral student well-being in order, as a long-term goal, to improve academics’ well-being and productivity.

Schmidt, M., & Hansson, E. (2018). Doctoral students' well-being: a literature review. 

International Journal of Qualitative Studies on Health and Well-being, 13(1), 1508171.

Genuine interest in research. The successful PhD student can be described as having an Interest in the PhD program, an Incentive for the program, and an Idea of what he or she wants to investigate, showing Initiative, and having high personal Integrity and good Interpersonal relationships. When these so-called I-determinants are present, the likelihood of success in a PhD program is high. More evidence is available for selection of candidates for postdoctoral appointments since it is known that the postdoctoral candidate has completed a PhD program, published papers in peer-reviewed journals, and received awarded grants. However, other characteristics determine a successful transition of the postdoctoral candidate into a research leader. These determinants are Identity, Independence and Image, Implementation ability in terms of being able to implement decisions and projects, working with Innovative and Important topics, having In-depth knowledge of the research topic, being Interactive and Integrated with the scientific community, and Internationally oriented. In conclusion, regardless of the framework of research, the personal characteristics of a researcher play a very important role in the quality of research. Application of some of the principles mentioned in this article might allow decision to reach a more evidence-based way to recruit PhD students and postdoctorals.

Sorensen H. T. (2016). I-determinants for a successful PhD or postdoctoral outcome. Clinical

Epidemiology, 8, 297-303. doi:10.2147/CLEP.S110527

The Humboldtian model of higher education (German: Humboldtisches Bildungsideal, literally: Humboldtian education ideal) is a concept of academic education that emerged in the early 19th century and whose core idea is a  holistic  combination of research and studies. Sometimes called simply the Humboldtian model, it integrates the arts and sciences with research to achieve both comprehensive general learning and cultural knowledge, and it is still followed today.

von Humboldt, W. (2018). On the spirit and the organizational framework of intellectual

institutions in Berlin. In M.A. Peters & R. Barnett (Eds.), The idea of the university: a

reader (Vol.3). New York, NY: Peter Lang.

When it comes to sizing up America's public schools, test scores are the go-to metric of state policy makers and anxious parents looking to place their children in the "best" schools. Yet ample research indicates that standardized tests are a poor way to measure a school's performance. It is time--indeed past time--to rethink this system, Jack Schneider says.

Beyond Test Scores reframes current debates over school quality by offering new approaches to educational data that can push us past our unproductive fixation on test scores. Using the highly diverse urban school district of Somerville, Massachusetts, as a case study, Schneider and his research team developed a new framework to more fairly and comprehensively assess educational effectiveness. And by adopting a wide range of measures aligned with that framework, they were able to more accurately capture a broader array of school strengths and weaknesses. Their new data not only provided parents, educators, and administrators with a clearer picture of school performance, but also challenged misconceptions about what makes a good school.

With better data, Schneider shows, stakeholders at the federal, state, and local levels can undo the damage of present accountability systems and build greater capacity in our schools. Policy makers, administrators, and school leaders can better identify where assistance is needed. Educators can engage in more evidence-based decision making. And parents can make better-informed choices for their children. Perhaps most importantly, better data can facilitate communication among all these groups, allowing them to take collective action toward shared, concrete goals.

Schneider, J. (2017). Beyond test scores: a better way to measure school quality.

Cambridge, MA: Harvard University Press.