Much criticism has been levied in recent years on professional preparation programs in schools of education offering the Doctor of Education (Ed.D.) degree. This article chronicles the attempt of one Jesuit university to respond to that criticism in designing a professional degree with an ethical focus on social justice.
In many reports, scholars describe parent involvement in schools by focusing on the influence parents have on their children’s learning or on the educators’ perspective of parent involvement (e.g., Norton, 2003). This article looks at the issue through a different lens. It focuses on the nature of parents and community engagement in schools that exhibit the characteristics of effective learning communities where students perform well.
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