Purpose

This study aims to present a thematic analysis on cohort-based teaching and learning from four education doctorate degree programs. Recommendations are then presented to other scholars engaging in research on cohort-based, graduate degree programs.

Design/methodology/approach

Yin’s (2018) embedded, multiple case study approach guided the design of this study. Data collection consisted of three- to four-day site visits to each program and included the following data sources: program documents (e.g. handbooks, syllabi and third-party evaluations), class observations and semi-structured interviews with students, faculty and program directors.

Findings

This study describes how collaboration and collective learning were key components in each program’s coursework and milestone expectations, arguing that such an emphasis contributed to opportunities for collaboration and collective learning experiences.

Originality/value

Research has documented a number of outcomes associated with cohort-based programs in terms of group dynamics. The authors examine this quality further by showing how specific structures and practices within each program’s cohort model supported not only peer collaboration but also overall student learning.

中文翻译：

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在教育博士学位中检查同类群组模型

目的

这项研究的目的是从四个教育博士学位课程中对基于队列的教学进行专题分析。然后，向从事基于队列的研究生学位课程研究的其他学者提供建议。

设计/方法/方法

Yin（2018）的嵌入式多案例研究方法指导了这项研究的设计。数据收集包括对每个计划的三到四天的现场访问，并包括以下数据源：计划文件（例如手册，教学大纲和第三方评估），课堂观察以及对学生，教职员工和计划主任的半结构式访谈。

发现

这项研究描述了协作和集体学习如何成为每个计划的课程工作和里程碑式期望的关键组成部分，并认为这种强调为协作和集体学习的机会做出了贡献。

创意/价值

研究已经从群体动力学的角度记录了与基于队列的计划相关的许多结果。作者通过展示每个程序的队列模型中的特定结构和实践如何不仅支持同级协作而且还支持整体学生学习，进一步检验了这种质量。