Ray R. Buss, Ron Zambo, Debby Zambo and Tiffany R. Williams
The purpose of this paper is to examine how entering students and graduating students from an education doctorate (EdD) program viewed themselves as learners, leaders, and action…
Abstract
Purpose
The purpose of this paper is to examine how entering students and graduating students from an education doctorate (EdD) program viewed themselves as learners, leaders, and action researchers. Further, the paper examines differences in the identity trajectories between the two groups. Finally, the paper suggested a new identity status – scholarly and influential practitioners (SaIP) emerged from melding the three identity statuses.
Design/methodology/approach
The paper employed a mixed method design.
Findings
Results indicated students new to the program held strong identities as learners and leaders, but not as action researchers; whereas graduates held stronger views of each type of identity, especially as researchers. Program features such as cycles of action research (CAR), and leader-scholar communities were instrumental in influencing graduates’ identities as researching professionals.
Research limitations/implications
SaIP emerge when doctoral programs enhance the learner and leader identity statuses of doctoral students while at the same time fostering the construction of a researching professional identity status.
Practical implications
Development of researching professionals can be accomplished by fostering a researcher ethos during their participation in a doctoral program. For working professionals, this can be accomplished by requiring and supporting ongoing CAR in a doctoral program.
Social implications
With respect to social implications, researching professionals, especially those in education offer substantial promise of achieving the educational reforms the school so desperately need.
Originality/value
This research examines how one institution has attempted to develop researching professionals during their preparation in an EdD program, which is based on Carnegie Project for the Education Doctorate (CPED) working principles and design features.
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Jill Alexa Perry and Debby Zambo
Since its inception at Harvard in 1921, the Doctorate in Education (EdD) has been a degree fraught with confusion as to its purpose and distinction from the PhD. In response to…
Abstract
Since its inception at Harvard in 1921, the Doctorate in Education (EdD) has been a degree fraught with confusion as to its purpose and distinction from the PhD. In response to this, the Carnegie Project on the Education Doctorate (CPED), a collaborative project consisting of 80+ schools of education located in the United States, Canada, and New Zealand were established to undertake a critical examination of the EdD and develop it into the degree of choice for educators who want to generate knowledge and scholarship about practice or related policies and steward the education profession. However, programmatic changes in higher education can bring both benefits and challenges (Levine, 2005). This chapter explains: the origins of the education doctorate; how CPED as a network of partners has changed the EdD; the use of bi-annual Convenings as spaces for this work; CPED’s three phases of membership that have built the network; CPED’s path forward.
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Barbara Cozza and Patrick Blessinger
The chapters in this book focus on how university-school partnerships can be used to foster academic and program development. The introductory chapter is oriented around three key…
Abstract
The chapters in this book focus on how university-school partnerships can be used to foster academic and program development. The introductory chapter is oriented around three key questions: How do we define innovative international university partnerships? Do these innovative international university partnerships really work? What factors contribute to the success of these collaborations? In addressing these questions, this chapter presents a framework that addresses a taxonomy for innovative programs, elements to develop partnerships, ideas for sustaining collaboration, and challenges that might surface during implementation. In this volume a range of perspectives is presented using case studies and empirical research on how university partnerships are being implemented internationally. These findings suggest that university partnerships have great potential to enhance and even transform colleges and universities.