Themed Section of Impacting Education Focused on CPED’s Principle

Authors

  • Jill A Perry University of Pittsburgh and Executive Director CPED
  • Debby Zambo

DOI:

https://doi.org/10.5195/ie.2018.89

Keywords:

CPED Principles

Abstract

This themed section of Impacting Education (IE) focuses on the use of the Carnegie Project on the Education Doctorate’s (CPED) Guiding Principles for EdD program design. Authors in this section are CPED Writing Fellows who have been selected because of their experience around engaging the Principles in their program design. To become a Fellow each author posed a manuscript around the theme, created a draft version, and came together at the June 2017 convening to align their work with others, provide constructive feedback, and form support groups to ensure manuscript completion and acceptance. The following articles in this section are the result of this year-long process.

Focusing on CPED’s Guiding Principles for Program Design offers readers of IE an understanding of the foundation of CPED’s Framework (to access these go to https://www.cpedinitiative.org/page/AboutUs) which over 100 schools of education have now used to redesign their EdD programs.  These Principles were created in a collaborative effort of member faculty (Perry, 2016; Perry, Zambo, & Wunder, 2015) to move the Consortium away from a prescriptive EdD program model, toward a more flexible framework that would make professional practice preparation in education as purposeful, fluid, and meaningful as possible The result of this work was not only the Guiding Principles for Program Design but also a movement that has made CPED the first action-oriented effort working to distinguish and define the EdD as a rigorous and relevant degree for professional practice (Perry, 2010, 2012; Perry & Imig, 2008). In this themed section, manuscripts written by Writing Fellows show the impact of the principles on their EdD programs.  To help readers get a grounding into the importance of this work, we provide background into the development of the principles.

Downloads

Published

2018-06-20

How to Cite

Perry, J. A., & Zambo, D. (2018). Themed Section of Impacting Education Focused on CPED’s Principle. Impacting Education: Journal on Transforming Professional Practice, 3(2). https://doi.org/10.5195/ie.2018.89

Issue

Vol. 3 No. 2 (2018): CPED Principles

Section

Themed Section

License

Authors who publish with this journal agree to the following terms:

  1. The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
  2. Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
  3. The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
    1. Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
    with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
  4. The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
  5. Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
  6. Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
  7. The Author represents and warrants that:
    1. the Work is the Author’s original work;
    2. the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
    3. the Work is not pending review or under consideration by another publisher;
    4. the Work has not previously been published;
    5. the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
    6. the Work contains no libel, invasion of privacy, or other unlawful matter.
  8. The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.

Revised 7/16/2018. Revision Description: Removed outdated link.