Impacting Education: Journal on Transforming Professional Practice 2021-10-20T14:37:08-04:00 Rhonda Jeffries, PhD & Suha Tamim, EdD Open Journal Systems <p>"<em>When you do your work and you innovate and examine it, make it public; Invite others to critique it; and Pass it on</em>." <br>- Dr. Lee Shulman, President Emeritus, Carnegie Foundation for the Advancement of Teaching.</p> Using Evidence to Frame Problems of Practice 2021-10-20T14:37:08-04:00 Lesley F. Leach Credence Baker Catherine G. Leamons Phillis Bunch Jesse Brock <p>Improvement initiatives crafted based on well-understood problems of practice often stand the greatest chance of leading to sustainable educational improvements. Framing problems of practice using multiple modes of evidence is advisable to fully understand the system of root causes of the problem and its stakeholders. In this study, we used the document analysis method to investigate the types of evidence (e.g., literature, anecdotal, secondary data) that students used to frame problems of practice in EdD dissertations in practice within CPED consortium member institutions (<em>N</em>=53). Results suggest that students predominantly use literature to frame problems of practice with fewer using primary and secondary data.&nbsp;</p> <p>&nbsp;&nbsp;</p> 2021-10-19T16:05:17-04:00 Copyright (c) 2021 Lesley F Leach, Credence Baker, Catherine G. Leamons, Phillis Bunch, Jesse Brock Strategies for Promoting Evidence Use Through the Education Doctorate 2021-10-20T14:36:59-04:00 William A. Firestone Andrew S. Leland <p>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.</p> 2021-10-19T16:07:14-04:00 Copyright (c) 2021 William A. Firestone, Andrew S. Leland Preparing Education Researchers: Identifying Necessary Competencies for Teachers, Administrators, and Student Affairs Professionals 2021-10-20T14:36:51-04:00 Annie Cole Rebecca Smith <p>This descriptive study aimed to answer two research questions: (a) what are the assessment, evaluation, and research (AER) competencies necessary for three educator types (teachers, K-12 administrators, and higher education student affairs professionals); and (b) what are the similarities and differences in competencies by educator type? Current professional standards for each educator type were identified and coded for alignment with AER topics, then reviewed for similarities and differences. Results suggest that teacher competency standards focus heavily on assessment; administrator competencies focus on ethical decision making and continuous improvement; and student affairs professional standards focus on advocacy and supporting institutional mission. These results imply that education preparation programs may need to adjust AER course curriculum and instruction to align with distinct educator needs.</p> 2021-10-19T16:08:00-04:00 Copyright (c) 2021 Annie Cole, Rebecca Smith Project-Based Learning and Doctoral Student Research Skill Development: A Case Study 2021-10-20T14:36:44-04:00 Nancy Fichtman Dana James Rigney Vicki Vescio Vera Wei Ma <p class="AbstractParagraph" style="text-indent: 0in;">The purpose of this study was to understand the ways doctoral students in an online Ed.D. program developed their skills as practitioner researchers through a project-based learning (PBL) experience. In order to describe and analyze the nature of the students’ PBL experiences, case study methodology was used. Interviews, a video-recording of a two-hour synchronous class session, and student generated artifacts were iteratively analyzed by a team of researchers. Results reveal underlying tensions within three case themes: individual versus collective learning, simulated versus real research experience, and public class activity versus private group conversations. These findings demonstrate that Ed.D. program area faculty must balance the competing tensions raised by these case themes in order to facilitate research skill development and foster the ability of their students to grow as practitioner scholars.</p> 2021-10-19T16:08:43-04:00 Copyright (c) 2021 Nancy Fichtman Dana, James Rigney, Vicki Vescio, Vera Wei Ma Reflecting on the Journey Towards Identity and Belonging During Professional Doctoral Study 2021-10-20T14:36:36-04:00 Christopher Martin <p>The Professional Doctorate in Education (EdD) is a doctoral level professional qualification for practising teachers that affords the opportunity to research an area of practice of particular interest. Many EdD students encounter mixed feelings, emotions and new identities as many could be leaders within their employment and seen as ‘experts’ in their role, however, they may find themselves on the periphery of a new community of which they are yet to feel a part. This reflective paper explores the role of ‘identity’ and ‘belonging’ in Professional Doctoral students with particular emphasis placed on situated learning theory (Lave &amp; Wenger, 1991) and the notion of communities of practice. I discuss the idea of ‘identity congruence’ and how I experienced this in terms of my identity as a leader of learning and as a fledgling doctoral researcher. The paper concludes that communities of practice promote a sense of community and belonging that have clearly supported me through the doctoral journey.</p> 2021-10-19T16:09:19-04:00 Copyright (c) 2021 Christopher Martin Establishing Rigor and Quality in Doctoral Programs Through Program Assessment 2021-10-20T14:36:29-04:00 Maida Finch Jake D. Follmer Heather Porter <p class="AbstractParagraph">This essay describes the development and implementation of a CPED-grounded program assessment system and the ways in which it contributes to quality assurance in Ed.D. programs broadly. We begin by articulating program quality and describing the contextual factors that guide our approach to program assessment. Next, we overview major components and processes of our program assessment system. Specific emphasis is placed on describing the development and evaluation of program effectiveness based on CPED-influenced student learning outcomes. We then briefly describe how we leverage an existing learning management system to implement program assessment efficiently, and outline continuous monitoring and improvement efforts that are based on our program assessment work. Finally, we describe our experiences with academic program review and discuss lessons learned and suggestions to promote program rigor and success.</p> 2021-10-19T16:10:20-04:00 Copyright (c) 2021 Maida Finch, Jake D. Follmer, Heather Porter The Dissertation Clinic: Supporting Doctoral Students’ Research Methods Training in an Online EdD Program 2021-10-20T14:36:22-04:00 Carey Borkoski Camille Bryant Christine Eith <p>“The professional doctorate in education prepares educators for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession” (CPED, 2009). The Johns Hopkins University EdD attracts diverse learners with varying experiences with statistics and research methods. These experiences coupled with becoming doctoral students often contributes to high levels of reported anxiety and low confidence related to these topics. Evidence also suggests that this anxiety may contribute to higher rates of attrition in online doctoral programs. Understanding the importance and value of acknowledging our students’ needs, differences, and worries around methods and statistics and recognizing that intentionally working with students in these areas can mitigate this anxiety, the methods faculty in this EdD program set out to create a forum for students, faculty, and advisors to call on for matters related to methods, statistics, and data analysis. This essay offers a description of the Dissertation Clinic, implementation of the clinic and the services offered, as well as next steps and future considerations.</p> 2021-10-19T16:11:11-04:00 Copyright (c) 2021 Carey Borkoski, Camille Bryant, Christine Eith The Improvement Science Dissertation in Practice Book Review 2021-10-20T14:36:14-04:00 Jacqueline Hawkins Monica L. Martens 2021-10-19T16:12:05-04:00 Copyright (c) 2021 Jacqueline Hawkins, Monica L. Martens