Applying Theory and Research to Practice

The Pedagogical Practices

Authors

  • Heather Hurst Frostburg State University

DOI:

https://doi.org/10.5195/ie.2023.358

Keywords:

doctoral education, instructional design, practitioner research, scholarly practitioners, CPED

Abstract

This essay describes the pedagogical practices and learning activities of an EdD course redesigned to help students develop scholarly practitioner identities by weaving together the program’s previously disparate strands of educational leadership, theory, practice, research, and social justice. We particularly focus on how students can learn to apply theories for equity and justice to their leadership practice.

Author Biography

Heather Hurst, Frostburg State University

Educational Professions

Assistant Professor

References

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Porfilio, B. J., Strom, K., & Lupinacci, K. (2019). Getting explicit about social justice in educational doctoral programs in the U.S.: Operationalizing an elusive construct in neoliberal times. The Journal of Educational Foundations, 32(1, 2, 3, & 4), 104–123.

Shulman, L. S., Golde, C. M., Bueschel, A. C., & Garabedian, K. J. (2006). Reclaiming education’s doctorates: A critique and a proposal. Educational Researcher, 35(3), 25–32. https://doi.org/10.3102/0013189X035003025

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Published

2023-08-07

How to Cite

Hurst, H. (2023). Applying Theory and Research to Practice: The Pedagogical Practices. Impacting Education: Journal on Transforming Professional Practice, 8(3), 58–64. https://doi.org/10.5195/ie.2023.358

Issue

Vol. 8 No. 3 (2023): Regular Issue

Section

Essays

License

Copyright (c) 2023 Heather Hurst

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