Faculty members’ responses to implementing re-envisioned EdD programs

Buss, Ray R.; Zambo, Ron; Zambo, Debby; Perry, Jill Alexa; Williams, Tiffany

doi:10.1080/03075079.2015.1113951

Cited by 16 publications

(13 citation statements)

References 18 publications

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“…The Carnegie Project on the Education Doctorate (CPED) has endorsed and supported the (re)design of EdD programs. CPED-guided institutions have worked to redesign the EdD to be more relevant for the advanced preparation of educational practitioners who serve as leaders (Buss, 2018a;Buss, Zambo, Zambo, Perry, & Williams, 2017;Perry, 2012;Perry & Imig, 2008;Perry, Zambo, & Wunder, 2015;Zambo, Zambo, Buss, Perry, & Williams, 2014). To achieve these ends, faculty members in CPED-guided programs have utilized six CPED Guiding Principles for Program Design and six Program Design Concepts (CPED, n.d.) as they designed and delivered practitioner-oriented EdD programs.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Graduates’ Continuing Work as Scholarly Practitioners after Participation in a Carnegie Project on the Education Doctorate Guided, EdD Program

Buss

2019

IJDS

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Aim/PurposeThis paper examined whether, and how, graduates of an EdD program continued to (a) engage in scholarly practitioner efforts and (b) employ inquiry skills in their workplace settings after completion of their doctoral studies. Recommendations for PractitionersEdD programs that provide affordances for students to apply skills as scholarly practitioners and employ inquiry as practice methods during students' preparation will foster skills/abilities that can be applied in subsequent professional practice by educators after graduation. Recommendation for ResearchersAdditional studies of graduates' application of skills/abilities learned in doctoral programs are warranted because of the limited research that has been conducted in this area.Impact on Society Developing educators' scholarly practitioner skills and inquiry as practice methods will allow educators to more effectively attack the problems of practice they encounter on a daily basis and improve the educational situations of those they teach and serve. Future ResearchA likely next step would be to explore the use of scholarly practice skills and inquiry skills using a case study approach to examine more closely how educators apply these skills/abilities in daily practice.

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Section: Review Of Related Literaturementioning

confidence: 99%

Graduates’ Continuing Work as Scholarly Practitioners after Participation in a Carnegie Project on the Education Doctorate Guided, EdD Program

Buss

2019

IJDS

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“…Use of the six GPPD and six DC has resulted in extensively (re)designed EdD programs throughout the United States (Buss et al, , 2017De Lisi, 2013;Macintyre Latta &Wunder, 2012;Perry, 2012Perry, , 2016Rueda, Sundt, & Picus, 2013;Sawyer, 2013;Susman Israel, Sostak, Stewart, & BazziMoughania, 2016;Zambo et al, 2014).…”

Section: The Carnegie Project On the Education Doctoratementioning

confidence: 99%

“…Faculty members from CPED-affiliated colleges of education have collaborated since 2007 to reenvision and reclaim the EdD as the relevant terminal, professional degree for educational leaders (Buss et al, 2017;Hoffman & Perry, 2016;Perry, 2012Perry, , 2016Perry & Imig, 2008;Zambo et al, 2014). By drawing upon the CPED Framework, taking into account local contexts, and considering students' needs and faculty members' visions for programs, CPEDaffiliated colleges of education have developed new EdD programs to meet better the needs of practicing educational professionals.…”

Section: The Carnegie Project On the Education Doctoratementioning

confidence: 99%

“…In numerous studies, researchers have suggested educational leaders frequently have been prepared in programs that were not appropriate to meet their needs (Levine, 2005;Shulman, Golde, Bueschel, & Garabedian, 2006). Fortunately for educators seeking the EdD degree, more than 100 Carnegie Project on the Education Doctorate (CPED) affiliated programs have been (re)designed to better meet practicing educators' needs (Buss, Zambo, Zambo, Perry, & Williams, 2017;Hoffman & Perry, 2016;Perry, 2012Perry, , 2016Perry, Zambo, & Wunder, 2015;Zambo, Zambo, Buss, Perry, & Williams, 2014). In this essay, I have described how the CPED Frameworkthe Guiding Principles for Program Design (GPPD) and Design Concepts (DC)-has been used to (a) influence the design of Arizona State University's EdD in Leadership and Innovation program and its delivery, (b) develop our program milestones, which have served as a means to assess students' progress throughout the program, and (c) shape our courses.…”

Section: Introductionmentioning

confidence: 99%

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How CPED Guiding Principles and Design Concepts Influenced the Development and Implementation of an EdD Program

Buss

2018

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In this essay, I have described how the CPED Guiding Principles for Program Design (GPPD) and Design Concepts (DC) have influenced the development and implementation of Arizona State University's EdD in Leadership and Innovation program. I have explained the pervasive influence of the CPED GPPD and DC on various aspects of the program including (a) more general or global aspects of the program; (b) signature pedagogies of the program; (c) development of program milestones; and (d) development and implementation of courses in the program. As a result, faculty members have created and continue to deliver a more coherent, practitioner-oriented program, which benefits students and is guided by the CPED Principles and Design Concepts.

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“…In 2007, CPED invited EdDgranting institutions to join the organization in redesigning the EdD to more closely align the research content, process, format, and preparation to the goals of practitioner scholarship (Buss, Zambo, Zambo, Perry, & Williams, 2017;CPED, 2016a). CPED distinguishes the EdD dissertation as a "dissertation in practice," one that focuses on "a persistent, contextualized, and specific issue embedded in the work of a professional practitioner" (CPED, 2016b, DecisionConcepts section, para.…”

Section: Contents Of the Dissertation Researchmentioning

confidence: 99%

Engaging in the Battle of the Snails by Challenging the Traditional Dissertation Model

Kennedy

Altman²,

Pizano³

2018

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Tensions arise with regard to appropriate research preparation and dissertation experiences for students who have as a career goal the conducting of context-based research to solve problems of practice (Hochbein & Perry, 2013;Shulman, Golde, Conklin Bueschel, & Garabedian, 2006). Schön (1995) describes "technical rationality [,] the prevailing epistemology built into the research university" (p. 27), as a primary impediment to programs that attempt to develop practitioner scholars. In this paper, we define technical rationality and explore the epistemological challenges it presents to faculty. Next, we describe a critical incident illustrating how conflicting epistemologies between programs and graduate schools impact students and faculty. Finally, we make recommendations for policies and practices that could better support doctoral work conducted from a range of epistemological approaches.

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Faculty members’ responses to implementing re-envisioned EdD programs

Cited by 16 publications

References 18 publications

Graduates’ Continuing Work as Scholarly Practitioners after Participation in a Carnegie Project on the Education Doctorate Guided, EdD Program

Graduates’ Continuing Work as Scholarly Practitioners after Participation in a Carnegie Project on the Education Doctorate Guided, EdD Program

How CPED Guiding Principles and Design Concepts Influenced the Development and Implementation of an EdD Program

Engaging in the Battle of the Snails by Challenging the Traditional Dissertation Model

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