Taking Action: The Dissertation in Practice at Northeastern University

Authors

DOI:

https://doi.org/10.5195/ie.2022.219

Keywords:

Dissertation in Practice, social justice, action research

Abstract

This essay describes the development and implementation of the redesigned Doctor of Education program at Northeastern University. In our new model, students implement and evaluate the effectiveness of their change work while enrolled in our program. Our intent in moving from a traditional model to our alternative model was to focus on providing students the opportunity to create systemic, justice-oriented change guided by our faculty. The program now uses action research as its signature pedagogy and an alternative format for the Dissertation in Practice. We developed the alternative format for the Dissertation in Practice to privilege participants’ voices and to focus on the results of our students’ initiatives. This essay discusses the challenges and successes experienced in the creation and implementation of an alternative model for the Doctor of Education degree.

Author Biographies

Cherese Childers-McKee, Northeastern University

Assistant Teaching Professor
Graduate School of Education
Northeastern University

Joe McNabb, Northeastern University

Professor of the Practice

Graduate School of Education

Northeastern University

Kim Nolan, Northeastern University

Associate Teaching Professor

Graduate School of Education

Northeastern University

Melissa Parenti, Northeastern University

Assistant Teaching Professor

Graduate School of Education

Northeastern University

References

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Denecke, D., & McCarthy, M. T. (2017). Articulating learning outcomes in doctoral education. Council of Graduate Schools.

Harden, R. M. (1999). What is a spiral curriculum?.Medical teacher, 21(2), 141-143. https://doi.org/10.1080/01421599979752

Herr, K. & Anderson, G. (2015). The action research dissertation: A guide for students and faculty (2nd ed.). Sage Publishing.

Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Temple University Press.

Short, D. C., & Shindell, T. J. (2009). Defining HRD scholar-practitioners. Advances in Developing Human Resources, 11(4), 472-485. https://doi.org/10.1177/1523422309342225

Stringer, E. T. & Aragón, A. O. (2020). Action research (5th ed.). Sage Publishing.

Thayer-Bacon, B. J. (2004). An exploration of Myles Horton's democratic praxis: Highlander Folk School. Educational Foundations, 18(2), 5-23. https://doi.org/10.5840/thinking20021616

Wergin, J. (2011). Rebooting the EdD. Harvard Educational Review, 81(1), 119-140. https://doi.org/10.17763/haer.81.1.fp775268x77n0122

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Published

2022-01-14

How to Cite

Ewell, S., Childers-McKee, C., Giblin, J., McNabb, J., Nolan, K., & Parenti, M. (2022). Taking Action: The Dissertation in Practice at Northeastern University. Impacting Education: Journal on Transforming Professional Practice, 7(1), 4–8. https://doi.org/10.5195/ie.2022.219

Issue

Vol. 7 No. 1 (2022): Evolution of the Dissertation in Practice

Section

Themed - DiP

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