Impacting Education: Journal on Transforming Professional Practice http://impactinged.pitt.edu/ojs/ImpactingEd <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> University Library System, University of Pittsburgh en-US Impacting Education: Journal on Transforming Professional Practice 2472-5889 <p>Authors who publish with this journal agree to the following terms:</p><ol><li>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.</li><li>Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.</li><li>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 <a title="CC-BY" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a> or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:<ol type="a"><li>Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;</li></ol>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.</li><li>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.</li><li>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.</li><li>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.</li><li>The Author represents and warrants that:<ol type="a"><li>the Work is the Author’s original work;</li><li>the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;</li><li>the Work is not pending review or under consideration by another publisher;</li><li>the Work has not previously been published;</li><li>the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and</li><li>the Work contains no libel, invasion of privacy, or other unlawful matter.</li></ol></li><li>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.</li></ol><p><span style="font-size: 75%;">Revised 7/16/2018. Revision Description: Removed outdated link. </span></p> Using Evidence to Frame Problems of Practice http://impactinged.pitt.edu/ojs/ImpactingEd/article/view/144 <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> Lesley F. Leach Credence Baker Catherine G. Leamons Phillis Bunch Jesse Brock Copyright (c) 2021 Lesley F Leach, Credence Baker, Catherine G. Leamons, Phillis Bunch, Jesse Brock https://creativecommons.org/licenses/by/4.0 2021-10-19 2021-10-19 6 4 1 7 10.5195/ie.2021.144 Strategies for Promoting Evidence Use Through the Education Doctorate http://impactinged.pitt.edu/ojs/ImpactingEd/article/view/154 <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> William A. Firestone Andrew S. Leland Copyright (c) 2021 William A. Firestone, Andrew S. Leland https://creativecommons.org/licenses/by/4.0 2021-10-19 2021-10-19 6 4 8 15 10.5195/ie.2021.154 Preparing Education Researchers: Identifying Necessary Competencies for Teachers, Administrators, and Student Affairs Professionals http://impactinged.pitt.edu/ojs/ImpactingEd/article/view/181 <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> Annie Cole Rebecca Smith Copyright (c) 2021 Annie Cole, Rebecca Smith https://creativecommons.org/licenses/by/4.0 2021-10-19 2021-10-19 6 4 16 26 10.5195/ie.2021.181 Project-Based Learning and Doctoral Student Research Skill Development: A Case Study http://impactinged.pitt.edu/ojs/ImpactingEd/article/view/148 <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> Nancy Fichtman Dana James Rigney Vicki Vescio Vera Wei Ma Copyright (c) 2021 Nancy Fichtman Dana, James Rigney, Vicki Vescio, Vera Wei Ma https://creativecommons.org/licenses/by/4.0 2021-10-19 2021-10-19 6 4 27 35 10.5195/ie.2021.148 Reflecting on the Journey Towards Identity and Belonging During Professional Doctoral Study http://impactinged.pitt.edu/ojs/ImpactingEd/article/view/197 <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> Christopher Martin Copyright (c) 2021 Christopher Martin https://creativecommons.org/licenses/by/4.0 2021-10-19 2021-10-19 6 4 36 39 10.5195/ie.2021.197 Establishing Rigor and Quality in Doctoral Programs Through Program Assessment http://impactinged.pitt.edu/ojs/ImpactingEd/article/view/171 <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> Maida Finch Jake D. Follmer Heather Porter Copyright (c) 2021 Maida Finch, Jake D. Follmer, Heather Porter https://creativecommons.org/licenses/by/4.0 2021-10-19 2021-10-19 6 4 40 47 10.5195/ie.2021.171 The Dissertation Clinic: Supporting Doctoral Students’ Research Methods Training in an Online EdD Program http://impactinged.pitt.edu/ojs/ImpactingEd/article/view/106 <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> Carey Borkoski Camille Bryant Christine Eith Copyright (c) 2021 Carey Borkoski, Camille Bryant, Christine Eith https://creativecommons.org/licenses/by/4.0 2021-10-19 2021-10-19 6 4 48 52 10.5195/ie.2021.106 The Improvement Science Dissertation in Practice Book Review http://impactinged.pitt.edu/ojs/ImpactingEd/article/view/182 Jacqueline Hawkins Monica L. Martens Copyright (c) 2021 Jacqueline Hawkins, Monica L. Martens https://creativecommons.org/licenses/by/4.0 2021-10-19 2021-10-19 6 4 53 55 10.5195/ie.2021.182