The EdD and the Scholarly Practitioner
Published on 6. June 2016
Book
Paperback/Softback
234 pages
978-1-68123-541-7 (ISBN)
Description
The purpose of this book is to highlight the efforts of the members of the Carnegie Project on the Education Doctorate (CPED) to prepare Scholarly Practitioners in the field of education leadership. The volume is edited by Jill Alexa Perry, Executive Director of CPED, a consortium of 86 schools of education in the US, Canada and New Zealand. CPED is a collaboration of faculty working together since 2007 to re-envision professional practice preparation in education. Contributing authors include faculty and graduates from CPED-influenced programs. Faculty members highlight the need to rethink and strengthen all aspects of doctoral level preparation for practitioners, the expanded and enhanced role of research, inquiry and the dissertation in practice, and discuss the implications these changes have on university schools of education. Students and graduates, who face pressing educational issues in their daily lives, reflect on the impact their EdD program has had on their professional practice.
More details
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
Professional and scholarly
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 13 mm
Weight
363 gr
ISBN-13
978-1-68123-541-7 (9781681235417)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Jill Alexa Perry
EdD and the Scholarly Practitioner
E-Book
01/2016
1st Edition
Information Age Publishing
from
€62.33
Available for download
Person
Jill Alexa Perry, University of Pittsburgh.
Content
Preface.
Chapter 1. The New Education Doctorate: Preparing the Transformational Leader; Jill Alexa Perry.
Section I. Tools for Considering EdD Program Redesign.
Chapter 2. The CPED Framework: Tools for Change; Rachael L. Hoffman and Jill Alexa Perry.
Chapter 3. Change Leadership and Support for the CPED-Influenced Education Doctorate; Stephanie J. Jones.
Chapter 4. Building and Sustaining a Learning Cohort; Tricia Browne-Ferrigno and Bryan D. Maughan.
Chapter 5. Mentoring Students in CPED-Influenced Doctoral Programs; Ann Dutton Ewbank.
Chapter 6. The Role of Research Courses; Ed Bengtson, Kara Lasater, Maureen M. Murphy-Lee, and Stephanie J. Jones.
Section II. Highlights from CPED-Influenced EdD Programs.
Chapter 7. The Practitioner-Scholar Doctorate: Not a PhD Lite; Michael Chirichello, Mark Wasicsko, and Jim Allen.
Chapter 8. The Single-District Dissertation; Craig Hochbein.
Chapter 9. Using Action Research to Develop Educational Leaders and Researchers; Ray R. Buss and Debby Zambo.
Chapter 10. The Problem of Practice Dissertation: Matching Program Goals, Practices, and Outcomes; Alisa Belzer, Tali Axelrod, Cathleen Benedict, Tara Jakubik, Michelle Rosen, and Olcay Yavuz.
Section III. In Their Own Words-Experiences of Scholarly Practitioners.
Chapter 11. Community College Student Practitioner; Stephanie J. Jones and Pamela S. Campbell.
Chapter 12. Problem of Practice Dissertations as Improvement Efforts: Implementing Research-Based New Teacher Induction; Nicole Petrin, Patricia Tartivita, and Alisa Belzer.
Chapter 13. Journey to Becoming a Scholarly Practitioner; Nancy C. Kline.
About the Editor.
Chapter 1. The New Education Doctorate: Preparing the Transformational Leader; Jill Alexa Perry.
Section I. Tools for Considering EdD Program Redesign.
Chapter 2. The CPED Framework: Tools for Change; Rachael L. Hoffman and Jill Alexa Perry.
Chapter 3. Change Leadership and Support for the CPED-Influenced Education Doctorate; Stephanie J. Jones.
Chapter 4. Building and Sustaining a Learning Cohort; Tricia Browne-Ferrigno and Bryan D. Maughan.
Chapter 5. Mentoring Students in CPED-Influenced Doctoral Programs; Ann Dutton Ewbank.
Chapter 6. The Role of Research Courses; Ed Bengtson, Kara Lasater, Maureen M. Murphy-Lee, and Stephanie J. Jones.
Section II. Highlights from CPED-Influenced EdD Programs.
Chapter 7. The Practitioner-Scholar Doctorate: Not a PhD Lite; Michael Chirichello, Mark Wasicsko, and Jim Allen.
Chapter 8. The Single-District Dissertation; Craig Hochbein.
Chapter 9. Using Action Research to Develop Educational Leaders and Researchers; Ray R. Buss and Debby Zambo.
Chapter 10. The Problem of Practice Dissertation: Matching Program Goals, Practices, and Outcomes; Alisa Belzer, Tali Axelrod, Cathleen Benedict, Tara Jakubik, Michelle Rosen, and Olcay Yavuz.
Section III. In Their Own Words-Experiences of Scholarly Practitioners.
Chapter 11. Community College Student Practitioner; Stephanie J. Jones and Pamela S. Campbell.
Chapter 12. Problem of Practice Dissertations as Improvement Efforts: Implementing Research-Based New Teacher Induction; Nicole Petrin, Patricia Tartivita, and Alisa Belzer.
Chapter 13. Journey to Becoming a Scholarly Practitioner; Nancy C. Kline.
About the Editor.