A University as the Center of Change: Preparing Educational Activists and Change Leaders

  • Matthew Militello East Carolina University http://orcid.org/0000-0002-6988-1868
  • Lynda Tredway East Carolina University
  • Lihi Rosenthal University of California, Berkeley
  • James Ronald Welch International School Bangkok
Keywords: program design, dissertation in practice, equity, participatory action research, student voice

Abstract

The East Carolina University International EdD supports school leaders in the United States and across the globe to address local educational equity challenges. To achieve this, we prepare and support school and district leaders to use evidence as practitioner-researchers together with members of their educational community. As a result, the reimagined EdD harnesses the power and utility of participatory action and activist research to address a contextualized, equity-focused dissertation in practice. We explore how two doctoral students have transformed their practices during and after their EdD experience.

Author Biography

Matthew Militello, East Carolina University
Matthew Militello, Wells Fargo Distinguished Professor of Educational Leadership and Founding Director of the ECU International Ed.D.

References

Allensworth, E.M. & Hart, H. (2018). How do principals influence student achievement? University of Chicago Consortium on School Research.

Bair, C. R., & Haworth, J. G. (2004). Doctoral student attrition and persistence: A meta-synthesis of research. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (pp. 481-534). Kluwer.

Baumbusch, J. L., Kirkham, S. R., Khan, K. B., McDonald, H., Semeniuk, P., Tan, E., & Anderson, J. M. (2008). Pursuing common agendas: a collaborative model for knowledge translation between research and practice in clinical settings. Research in Nursing & Health, 31(2), 130-140.

Bronfenbrenner, U. (1981). The ecology of human development: Experiments by nature and design. Harvard University Press.

Bryk, A. (2015). Accelerating how we learn to improve. Educational Researcher, 44(9), 467-477.

Bryk, A. (2017). Keynote Address. Carnegie Summit on Improvement in Education.

Bryk, A. & Schneider, B. (2002). Relational trust: A core resource in schools. Russell Sage.

Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. (2010). Organizing schools for improvement: Lessons from Chicago. The University of Chicago Press.

Bryk, A., Gomez, L., Grunow, A., & LeMahieu, P. (2015). Learning to improve: How America's schools can get better at getting better. Harvard Education Press.

Cyert, R. M., & March, J. G. (1963). A behavioral theory of the firm. Blackwell.

Dewey, J. (1938). Experience & education. Touchstone.

DiMaggio, P. J., & Powell, W. W. (1991). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. In W. W. Powell & P. J. DiMaggio (Eds.), The new institutionalism in organizational analysis (pp. 63-82). University of Chicago Press.

Eubanks, E., Parish, R., & Smith, D. (1997). Changing the discourse in schools. In P. M. Hall (Ed.), Race, ethnicity and multiculturalism policy and practice (pp. 151-167). Garland Publishing.

Foster-Fishman, P., Nowell, B., Deacon, Z., Nievar, M. A., & McCann, P. (2005). Using methods that matter: The impact of reflection, dialogue, and voice. American Journal of Community Psychology, 36(3-4), 275-91.

Freire, P. (1997). The pedagogy of the oppressed. Continuum.

Gallagher, A. & Thordarson, K. (2018). Design thinking for schools leaders: Five roles and mindsets that ignite positive changes. Association for Supervision and Curriculum Development.

Gardner, S. (2009). Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States. Higher Education, 58(1), 97-112.

Girves, J. E., & Wemmerus, V. (1988). Developing models of graduate student degree progress. Journal of Higher Education, 59(2), 163-189.

Grubb, W.N. (2009). The money myth: School resources, outcomes, and equity. Russell Sage.

Guajardo, M., Guajardo, F., Janson, C., & Militello, M. (2016). Reframing community partnerships in education: Uniting the power of place and wisdom of people. Routledge.

Gawande, A. (2017, January 23). Tell me where it hurts. The New Yorker, 36-45.

Gutiérrez, C. (2013). Designing resilient ecologies: Designing social experiments and a new social imagination, Educational Researcher 45(3), 187–196.

Hale, C. R. (2001). What is activist research? Items and Issues 2(1), 13-15. Social Science Research Council.

Hale, C. R. (2008). Engaging contradictions: Theory, politics, and methods of activist scholarship. University of California Press.

Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5-24.

hunter, l., Emerald, E., & Martin, G. (2013). Participatory activist research in the globalized world. Springer.

Hughes, P., & Grace, B. (2010). Gracious space: A practical guide to working together (2nd ed.). Center for Ethical Leadership.

Kagan, S. (2013). Cooperative learning structures. Kagan Publishing Co.

Khalifa, M. (2019). Culturally responsive school leadership. Harvard Education Press.

Khan-Cullors, P., & bandele, a. (2018). When they call you a terrorist: A black lives matter memoir. Canongate Books.

Labaree, D. (2008). The winning ways of a losing strategy:

Educationalizing social problems in the United States. Educational Theory, 58(4), 447-460.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Levine, A. (2005). Educating school leaders. The Education Schools Project. The National Center for Education Statistics (NCES).

March, J. G. (1997). Understanding how decisions happen in organizations. In Z. Shapira (Ed.), Organizational decision making (pp. 9-31). Cambridge University Press.

McKenzie, K.B. & Scheurich, J.J. (2004). Equity traps: A useful construct for preparing principals to lead schools that are successful with racially diverse students. Education Administration Quarterly 40(5), 601-632.

Militello, M., Janson, C., & Tonissen, D. (2016). InQuiry: A participatory approach for understanding stakeholder perceptions. Foundation Review, 8(1), 88-107. DOI 10.9707/1944-5660.1286

Militello, M., Tredway, L., & Jones, K. (2019). A reimagined Ed.D.: Participatory, progressive on-line pedagogy. In J. Keengwe (Ed.). Handbook of research on blended learning pedagogies and professional development in higher education (pp. 214-242). IGI Global.

Militello, M. & Tredway, L. (2020). A reimagined doctoral program. In J. Richardson. Bringing innovative practices to your school: Lessons from international schools (pp. 122-132). Routledge.

Militello, M., Tredway, L., Killoran, T., Powell, C., & Halligan, K. (2020). A reimagined doctoral program in action: Confronting equity challenges in international schools. In J. Richardson. Bringing innovative practices to your school: Lessons from international schools (pp. 164-173). Routledge.

Mills, C.W. (1997). The racial contract. Cornell University Press.

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 131-141.

Most, D. (2009). Patterns of doctoral student degree completion: A longitudinal analysis. Journal of College Student Retention, 10(2), 171-190.

Nash, J. (2019). Design thinking in schools: A leader’s guide to collaborating for improvement. Harvard Education Press.

Paryani, P. (2019). Teacher evaluation that matters: A participatory process for growth and development (Unpublished doctoral dissertation). East Carolina University.

Perry, J. (2013). Carnegie project on the education doctorate: The education doctorate - A degree for our time. Planning and Changing Journal, 44(3/4), 113-126.

Plattner, H. (n.d.) An introduction design thinking process guide. Retrieved from https://dschool-old.stanford.edu/sandbox/groups/designresources/wiki/36873/attachments/74b3d/ModeGuideBOOTCAMP2010L.pdf

Richardson Garcia, L. (2019). Utilizing Community Learning Exchanges to empower all voices and strengthen community engagement in an international middle school (Unpublished doctoral dissertation). East Carolina University.

Rigby, J. & Tredway, L. (2015). Actions matter: How school leaders enact equity principles. In M. Kahlifa, N.A. Witherspoon, A. F. Osanloo, & C.M. Grant, C.M., Handbook of urban educational leadership (pp. 426-440). Rowan & Littlefield.

Rogers, E. (2003). Diffusion of innovation (5th ed.). Free Press.

Rosenthal, L. (2019). Fits and starts: One elementary school’s journey toward trauma-informed leadership (Unpublished doctoral dissertation). East Carolina University.

Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.

Sebastian, J. & Allensworth, E. (2019). Linking principal leadership to organizational growth and student achievement: A moderation analysis. Teachers College Record, 121(9), 1-32.

Spaulding, L. S. & Rockinson-Szapkiw, A. J. (2012). Hearing their Voices: Factors doctoral candidates attribute to their persistence. International Journal of Doctoral Studies, (7)16. 199-219. https://doi.org/10.28945/1589

Spillane, J. P. (2009). Leading and managing instruction: Adopting a diagnostic and design mindset. Voices in Urban Education, 16-25. Annenburg Institute for School Reform.

Spillane, J. P., Halverson, R., & Diamond, J.B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30(3), 2-28.

Spillane, J. P. & Diamond, J.B. , Eds. (2007). Distributed leadership in practice. Teachers College Press.

Spillane, J. and Coldren, A. (2011). Diagnosis and design for school improvement. Teachers College Press.

Theoharis, G. (2009). The School Leaders our Children Deserve: Seven keys to equity, social justice and school reform. Teachers College Press.

Theoharis, G. (2010). Disrupting injustice: Principals narrate the strategies they use to improve their schools and advance social justice. Teachers College Record, 112(1), 331–373.

Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press.

Tredway, L. (1995). Socratic seminars: Engaging students in intellectual discourse. Educational Leadership, 53(1), 26-29.

Van der Haert, M., Ortiz, E., Emplit, P., Halloin, V., & Dehon, C. (2014). Are dropout and degree completion in doctoral study significantly dependent on type of financial support and field of research? Studies in Higher Education, 39(10), 1885-1909. https://doi.org/10.1080/03075079.2013.806458

Wang, C., Yuan, Y., & Feng, M. (1996). Photovoice as a tool for participatory evaluation: the community’s view of process and impact. Journal of Contemporary Health, 4, 47-49.

Welch, R.J. (2019). Moving from the middle: An exploration of student experiences transitioning to high school in international settings (Unpublished doctoral dissertation). East Carolina University.

Zwick, R. (1991). Differences in graduate school attainment patterns across academic programs and demographic groups. Educational Testing Service.

Zwiers, J. & Crawford, M. (2011). Academic conversations: Classroom talk that fosters critical thinking and classroom understanding. Stenhouse.

Published
2021-03-11
How to Cite
Militello, M., Tredway, L., Rosenthal, L., & Welch, J. R. (2021). A University as the Center of Change: Preparing Educational Activists and Change Leaders. Impacting Education: Journal on Transforming Professional Practice, 6(1), 22–32. https://doi.org/10.5195/ie.2021.118