This first-of-its-kind text explores the Ed.D. program as a crucible for equitable higher education and community leadership. It was inspired in part by the Carnegie Project on the Educational Doctorate (CPED) and, more broadly, by widespread international interest in the power of the Ed.D. as a force for positive social change.
This first-of-its-kind text explores the Ed.D. program as a crucible for equitable higher education and community leadership. It was inspired in part by the Carnegie Project on the Educational Doctorate (CPED) and, more broadly, by widespread international interest in the power of the Ed.D. as a force for positive social change. The book's range of cultural contexts and educational perspectives promises new insights and solutions for policy analysts, policy makers, executive administrators, faculty researchers, philanthropists, and policy beneficiaries.
In contrast to the traditional Ph.D., the Ed.D. typically attracts educational practitioners within school boards, government agencies, non-governmental organizations (NGOs), as well as standalone or internationally linked community associations. The greatest attraction of the Ed.D. is an assessment strategy that encourages graduate students to incorporate their own cultural and professional contexts into a capstone project instead of producing a classic dissertation.
This book features inclusive language, highlights everyday expressions from minoritized cultures, and clarifies new concepts to accommodate new scholars and English Language Learners. Readers will discover representative research on Ed.D. policy and practice from the United States, Canada, and a sprinkling of other countries. Renowned and emergent researchers represent multiple roles within the Ed.D. education process. Individual chapters contrast historical and contemporary issues, and raise awareness about many complexities and strategies that make the Ed.D. an ideal engine of professional empowerment and social justice leadership.
Contents: Virginia Stead: A Call to Action - Ann Toler Hilliard: Ed.D. Program Candidate Recruitment and Admission Policy in the United States - Lara Willox: Online Ed.D. Program Delivery as a Medium for Enhanced Civic Engagement - Sunny Liu/M.D. Haque: Teaching Research Method Courses in a Hybrid Ed.D.Program: A Mixed Methods Study - Christina M. Dawson/Cheryl Keen/Carol Philips: An Argument for the Ed.D. Project Study as an Alternative to the Dissertation - Stephanie J. Jones: Reforming Practitioner-Based Ed.D. Programs: Access, Diversity, and Impact - Thomas W. Christ: A Mixed Methods Research Project: Combining Research, Evaluation, and Leadership Skills in Ed.D. Programs - Jude Chua/Yew-Jin Lee: Supervising the Educational Doctorate Dual Award (Ed.D.D.A.): Juggling Truth, Relevance, and Economic Development - Kelly S. Hall: Ed.D. Program Dissertation Research: Increasing the Odds of Completion - Glenda M. Prime/Whitney Johnson: Perspectives from Morgan State, a Historically Black University: Rethinking Ed.D. and Ph.D. Education Programs - Marnie O'Neill: Fitness for Purpose: Is This a Problem for Professional Ed.D. Programs? - Carol Kochhar-Bryant: Designing Educational Identity and Civic Courage: Using U.S.-Israeli Cross-National Dialogue to Transform the Ed.D. - Lerona Dana Lewis: Activating the Ed.D. Teaching Experience to Challenge Microaggression in Evaluations of Minority Faculty - Zarrina Talan Azizova: Ed.D. Socialization Contexts: Origins, Evolving Purpose, Demographic Trends, and Institutional Practices - Jioanna Carjuzaa/William G. Ruff/David Henderson: Promoting Social Justice Through the Indian Leadership Education and Development (I LEAD) Ed.D. Program - Four Arrows, aka Don Trent Jacobs: The Authentic Ed.D. Program: Project-Based and Counter-Hegemonic - Paris T. Priore-Kim: Leveraging Multiplicity in the Ed.D. Cohort toward Transformation of Practice - Mariam Orkodashvili: Critical Discourse Analysis of Ed.D. Program Narratives: Engagement with Academic Conferences and Publications - Jocelyn Romero Demirbag: Giving Voice Through the Practitioner-Based Ed.D. Program - Audrey Hovannesian: The 100 Dinners Project: An Ed.D. Capstone Project Grounded in Conceptual Change Theory - Amanda J. Rockinson-Szapkiw/Lucinda S. Spaulding: An Examination of the Intersecting Identities of Female Ed.D. Students and Their Journeys of Persistence - Michael L. Washington: Transforming the Ed.D. Program into a Force for Culturally Relevant Leadership - Cynthia J. Macgregor/Michele Smith: Bridge Building: Can Ed.D. Program Redesign Connect Social Justice Scholars and Practitioners? - Arnold Danzig/Elaine Chin: The Ed.D. Program in Educational Leadership: Applying Principles of Human Appreciation - Carla DiGiorgio: An International Survey of the Professional Ed.D. Program: Leading Reflective Research and Communities of Practice - Tara L. Shepperson/Jessica Hearn: Professional Scholarship in an Ed.D. Program: Research and Writing for Real-World Contexts and Community Impact - Sweeney Windchief: Stepping Up: Tribal College Leadership and the Ed.D. Program - Jill Bickett/Karie Huchting/Ernest Rose/Mary K. McCullough/Shane P. Martin: The Doctorate in Educational Leadership for Social Justice: A Decade of Impact at Loyola Marymount University - Christopher Burke/Truman Hudson, Jr.: Whose Knowledge Counts in an Ed.D. Program? Building Diverse Relationships to Illuminate Opportunities and Challenges - Chris Willis/Kay Brocato: Issues of Superintendent Preparation in Disadvantaged Areas: Considering the Usefulness of the Educational Doctorate (Ed.D.) - David J. Siegel/Crystal R. Chambers: Reimagining the Education Doctorate (Ed.D.) as a Catalyst for Social
Virginia Stead (Ed.D., OISE University of Toronto) founded the book series Equity in Higher Education Theory, Policy, and Praxis in 2015. Dr. Stead mentors students, facilitates symposia, and furthers her social justice agenda through conferences including AERA, AESA, ASHE, CIES, CSSE, CSSHE, and EAN.
Über den Autor
Virginia Stead (Ed.D., OISE University of Toronto) founded the book series Equity in Higher Education Theory, Policy, and Praxis in 2015. Dr. Stead mentors students, facilitates symposia, and furthers her social justice agenda through conferences including AERA, AESA, ASHE, CIES, CSSE, CSSHE, and EAN.
Inhaltsverzeichnis
Contents: Virginia Stead: A Call to Action - Ann Toler Hilliard: Ed.D. Program Candidate Recruitment and Admission Policy in the United States - Lara Willox: Online Ed.D. Program Delivery as a Medium for Enhanced Civic Engagement - Sunny Liu/M.D. Haque: Teaching Research Method Courses in a Hybrid Ed.D.Program: A Mixed Methods Study - Christina M. Dawson/Cheryl Keen/Carol Philips: An Argument for the Ed.D. Project Study as an Alternative to the Dissertation - Stephanie J. Jones: Reforming Practitioner-Based Ed.D. Programs: Access, Diversity, and Impact - Thomas W. Christ: A Mixed Methods Research Project: Combining Research, Evaluation, and Leadership Skills in Ed.D. Programs - Jude Chua/Yew-Jin Lee: Supervising the Educational Doctorate Dual Award (Ed.D.D.A.): Juggling Truth, Relevance, and Economic Development - Kelly S. Hall: Ed.D. Program Dissertation Research: Increasing the Odds of Completion - Glenda M. Prime/Whitney Johnson: Perspectives from Morgan State, a Historically Black University: Rethinking Ed.D. and Ph.D. Education Programs - Marnie O'Neill: Fitness for Purpose: Is This a Problem for Professional Ed.D. Programs? - Carol Kochhar-Bryant: Designing Educational Identity and Civic Courage: Using U.S.-Israeli Cross-National Dialogue to Transform the Ed.D. - Lerona Dana Lewis: Activating the Ed.D. Teaching Experience to Challenge Microaggression in Evaluations of Minority Faculty - Zarrina Talan Azizova: Ed.D. Socialization Contexts: Origins, Evolving Purpose, Demographic Trends, and Institutional Practices - Jioanna Carjuzaa/William G. Ruff/David Henderson: Promoting Social Justice Through the Indian Leadership Education and Development (I LEAD) Ed.D. Program - Four Arrows, aka Don Trent Jacobs: The Authentic Ed.D. Program: Project-Based and Counter-Hegemonic - Paris T. Priore-Kim: Leveraging Multiplicity in the Ed.D. Cohort toward Transformation of Practice - Mariam Orkodashvili: Critical Discourse Analysis of Ed.D. Program Narratives: Engagement with Academic Conferences and Publications - Jocelyn Romero Demirbag: Giving Voice Through the Practitioner-Based Ed.D. Program - Audrey Hovannesian: The 100 Dinners Project: An Ed.D. Capstone Project Grounded in Conceptual Change Theory - Amanda J. Rockinson-Szapkiw/Lucinda S. Spaulding: An Examination of the Intersecting Identities of Female Ed.D. Students and Their Journeys of Persistence - Michael L. Washington: Transforming the Ed.D. Program into a Force for Culturally Relevant Leadership - Cynthia J. Macgregor/Michele Smith: Bridge Building: Can Ed.D. Program Redesign Connect Social Justice Scholars and Practitioners? - Arnold Danzig/Elaine Chin: The Ed.D. Program in Educational Leadership: Applying Principles of Human Appreciation - Carla DiGiorgio: An International Survey of the Professional Ed.D. Program: Leading Reflective Research and Communities of Practice - Tara L. Shepperson/Jessica Hearn: Professional Scholarship in an Ed.D. Program: Research and Writing for Real-World Contexts and Community Impact - Sweeney Windchief: Stepping Up: Tribal College Leadership and the Ed.D. Program - Jill Bickett/Karie Huchting/Ernest Rose/Mary K. McCullough/Shane P. Martin: The Doctorate in Educational Leadership for Social Justice: A Decade of Impact at Loyola Marymount University - Christopher Burke/Truman Hudson, Jr.: Whose Knowledge Counts in an Ed.D. Program? Building Diverse Relationships to Illuminate Opportunities and Challenges - Chris Willis/Kay Brocato: Issues of Superintendent Preparation in Disadvantaged Areas: Considering the Usefulness of the Educational Doctorate (Ed.D.) - David J. Siegel/Crystal R. Chambers: Reimagining the Education Doctorate (Ed.D.) as a Catalyst for Social
Klappentext
This first-of-its-kind text explores the Ed.D. program as a crucible for equitable higher education and community leadership. It was inspired in part by the Carnegie Project on the Educational Doctorate (CPED) and, more broadly, by widespread international interest in the power of the Ed.D. as a force for positive social change. The book¿s range of cultural contexts and educational perspectives promises new insights and solutions for policy analysts, policy makers, executive administrators, faculty researchers, philanthropists, and policy beneficiaries.n In contrast to the traditional Ph.D., the Ed.D. typically attracts educational practitioners within school boards, government agencies, non-governmental organizations (NGOs), as well as standalone or internationally linked community associations. The greatest attraction of the Ed.D. is an assessment strategy that encourages graduate students to incorporate their own cultural and professional contexts into a capstone project instead of producing a classic dissertation.n This book features inclusive language, highlights everyday expressions from minoritized cultures, and clarifies new concepts to accommodate new scholars and English Language Learners. Readers will discover representative research on Ed.D. policy and practice from the United States, Canada, and a sprinkling of other countries. Renowned and emergent researchers represent multiple roles within the Ed.D. education process. Individual chapters contrast historical and contemporary issues, and raise awareness about many complexities and strategies that make the Ed.D. an ideal engine of professional empowerment and social justice leadership.
