Strategies for Promoting Evidence Use Through the Education Doctorate

Authors

  • William A. Firestone Rutgers Graduate School of Education https://orcid.org/0000-0001-9448-3274
  • Andrew S. Leland Southern Illinois University at Edwardsville

DOI:

https://doi.org/10.5195/ie.2021.154

Keywords:

doctoral programs, leadership curriculum, leadership knowledge and skills, leadership program design, university programs, qualitative research methods

Abstract

One goal of the education doctorate is to prepare educational leaders who can use research-based evidence to solve complex problems related to education and improve lives. We recently completed a mixed methods study of four EdD programs that showed the kinds of experiences that encourage their graduates to use evidence. This paper uses qualitative data from the study to describe in more detail the strategies these programs used to promote evidence use. These strategies helped students develop skills in finding, assessing, and doing research; applying research; and working with others to use research. They ranged in size from the kinds of in-class activities professors used to help students collectively process what they were learning to the coordinated set of assignments spread across three years to help students turn a work-related issue into a research problem while designing and conducting their capstone doctoral project.

Author Biographies

William A. Firestone, Rutgers Graduate School of Education

Retired

Andrew S. Leland, Southern Illinois University at Edwardsville

Assistant Professor, Department of Educationial Leadership

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Published

2021-10-19

How to Cite

Firestone, W. A., & Leland, A. S. (2021). Strategies for Promoting Evidence Use Through the Education Doctorate. Impacting Education: Journal on Transforming Professional Practice, 6(4), 8–15. https://doi.org/10.5195/ie.2021.154

Issue

Vol. 6 No. 4 (2021)

Section

Research Manuscripts

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