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

Buss, Ray R.

doi:10.5195/ie.2018.57

Cited by 5 publications

(5 citation statements)

References 15 publications

(23 reference statements)

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“…programs (e.g. Buss, 2018;Creighton, 2008;Mertler & Henriksen, 2018;Normore & Issa Lahera, 2019;Peterson, 2017), scholarly practice will ultimately permeate the teaching profession. Such permeation is necessary to raise the profile of educators among the general public and, more importantly, among the policymakers who influence the working conditions that give rise to teachers' problems of practice-as well as to their activism.…”

Section: History Of the Education Doctoratementioning

confidence: 99%

An Emerging Framework for the EdD Activist

Becton

Bogiages

D’Amico

et al. 2020

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Increasingly, Ed.D. programs are challenged to produce graduates with the skills and expertise needed to create and foster change in the various educational environments in which they serve. Promoting, and more importantly, preparing the Ed.D. Activist is a theme that was addressed during the October 2019 convening of the Carnegie Project on the Education Doctorate (CPED) hosted by the University of South Carolina. As part of the opening convening, the U of SC faculty assisted with surveying the more than 65 CPED-informed programs in an effort to construct a potential framework to guide both new and existing programs within the consortium. The resulting framework highlights two potential profiles for the Ed.D. Activist, 12 considerations that programs should examine, four primary outcomes, and five quality indicators. The framework is representative of the data collected from more than 200 participants and provides a broad, but foundational framework for engaging more deeply in the work of promoting activism amongst Ed.D. graduates.

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Section: History Of the Education Doctoratementioning

confidence: 99%

An Emerging Framework for the EdD Activist

Becton

Bogiages

D’Amico

et al. 2020

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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%

“…Additionally, CPED-influenced programs (Buss, 2018a;Perry, 2012;Perry et al, 2015) have employed CPED Program Design Concepts such as (a) scholarly practitioner, (b) signature pedagogies, (c) inquiry as practice, (d) laboratories of practice, (e) dissertations in practice, and (f) problem of practice. Taken together, CPED-guided programs have been distinguished by applying the six CPED Guiding Principles for Program Design and the six CPED Program Design Concepts as faculty members (re)designed and implemented EdD programs to be more responsive to the leadership and research needs of educational practitioners (Buss, 2018a;Perry, 2012;Perry et al, 2015). Because of their importance in the current study, two selected Program Design Concepts relevant to ongoing practices of program graduates have been described briefly in the next section.…”

Section: Review Of Related Literaturementioning

confidence: 99%

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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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“…Later, researchers found that there is hope within the scope of graduating doctoral candidates, when programs aim to develop new leaders as scholar-practitioners who challenge the status quo (e.g., Zambo, 2013;Zambo, Buss & Zambo, 2015). Through the reframing of the EdD in this way, programs can focus on a rigorous curriculum that cultivates graduates who can take with them the critical skills of scholarly inquiry, coupled with problem-solving of systemic issues in the communities they serve (Buss, 2018).…”

Section: Introductionmentioning

confidence: 99%

Cultivating Problem-Solving Scholar-Practitioners: Impact of One CPED Program on Leader Self-Efficacy

Akhavan

Walsh

Goree³

2020

IJLTER

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This single case study is a qualitative inquiry into the cultivation of doctoral candidates and graduates on their efficacy as leaders in using inquiry as to approach problems of practice in daily work. The study examined a doctoral program in educational leadership at one large public university in California, USA. The case study methods included artifact analysis, an examination of field notes, and semi-structured one-on-one phone interviews. The data analysis of all sources revealed three themes related to participants’ leader self-efficacy in using scholarly inquiry on problems of practice in the field. Findings indicate that the participants grew in their leader self-efficacy, transformed, and confident in their sense of self as an educational scholar-practitioner to enact change. As a result of their experience in a Carnegie Project on the Education Doctorate (CPED) program, graduate participants also highlight the focus on inquiry processes to solve problems of practice as vital to educational leadership. Conclusions highlight considerations for similar programs when evaluating how they prepare graduates to impact education beyond coursework. Further research should emphasize how programs are addressing problems of practice for social justice to impact educational leaders in the field upon program completion.

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

Cited by 5 publications

References 15 publications

An Emerging Framework for the EdD Activist

An Emerging Framework for the EdD Activist

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

Cultivating Problem-Solving Scholar-Practitioners: Impact of One CPED Program on Leader Self-Efficacy

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