PETE Doctoral Institutions: Programs, Faculty and Students

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Purpose: The present study of doctoral physical education teacher education (D-PETE) programs was part of a longitudinal study that provided an extensive description of demographics including: (a) doctoral program characteristics, (b) faculty, and (c) doctoral students/graduates. Method: This trend study incorporated 3 data sets (2005–2006, 2008–2009, and 2011–2012) that described the characteristics of D-PETE programs. Academic heads of D-PETE programs provided demographic information on their doctoral students, faculty, and institutional characteristics for the 2005–2006, 2008–2009, and 2011–2012 academic years and selected summary data from 1996–1997 through 2011–2012. Results/Conclusion: As a result of this longitudinal data collection, the following trends were revealed. First, there was a decrease in the number of D-PETE programs and an increase of nontenured and part-time pedagogy faculty. Second, initial teacher licensure programs remained in existence at the vast majority of D-PETE programs. Third, funding for doctoral students at D-PETE programs was decreasing. Fourth, racial composition of doctoral graduates and current doctoral students remained largely skewed toward Caucasians. Fifth, there was a slight decline in the percentage of doctoral graduates entering higher education, but employment rates were exceptionally high. Sixth, non-U.S. doctoral students and ABDs were marketable in the United States.