Centering the Scholarly Practitioner Within the EdD

Lessons Learned

Authors

DOI:

https://doi.org/10.5195/ie.2024.369

Keywords:

scholarly practitioner, program development, informed consumer of research

Abstract

The Educational Doctorate (EdD) is designed to meet the needs of current practitioners who aim to expand their professional expertise by leveraging deep knowledge and research methods to address specific and contextualized problems of practice. This approach centers on developing scholarly practitioners that are equipped with the skills necessary to bridge the knowledge-to-doing gap and contribute meaningfully to school improvement (CPED, 2020; Donovan, 2013; Hochbein & Perry, 2013; Jackson & Sun, 2022; Lewis et al., 2020; Perry, Zambo, & Crow, 2020). To achieve this goal, program faculty and their respective thinking must be concerned with and oriented to the scholarly practitioner and their unique positionality. This paper explores two considerations related to centering scholarly practitioners and their impact to illustrate the possibilities inherent within EdD programs.

References

Augusta University. (2023). Doctorate of Education (Ed.D.) in Educational Innovation. https://www.augusta.edu/education/research/edd-ei.php

Buss, R. R., Zambo, R., Zambo, D., & Williams, T. R. (2014). Developing research professionals in an EdD program. Higher Education, Skills and Work-based Learning, 4(2), 137–160.

Carnegie Project on the Education Doctorate (CPED). (2022). The CPED framework. https://cped.memberclicks.net/the-framework

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Foster, H. A., Chesnut, S., Thomas, J., & Robinson, C. (2023). Differentiating the EdD and the PhD in higher education: A survey of characteristics and trends. Impacting Education: Journal on Transforming Professional Practice, 8(1), 18–26.

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Honig, M. I., & Donaldson Walsh, E. (2019). Learning to lead the learning of leaders: The evolution of the University of Washington’s education doctorate. Journal of Research on Leadership Education, 14(1), 51–73.

Jackson, S. G., & Sun, Y. (2022). EdD student research for scholarly practice. Impacting Education: Journal on Transforming Professional Practice, 7(4), 1. https://doi.org/10.5195/ie.2022.341

Kerrigan, M. R., & Hayes, K. M. (2016). EdD students’ self-efficacy and interest in conducting research. International Journal of Doctoral Studies, 11, 147–162.

Lewis, T., Puckett, H., & Ringler, M. (2020). Changing the mindset from practitioner to scholarly practitioner: Admission through the first two semesters of an EdD program. International Journal of Educational Leadership Preparation, 15(1), 1–16.

Perry, J. A., & Abruzzo, E. (2020). Preparing the scholarly practitioner: The importance of socialization in CPED-influenced EdD programs. In J. Weidman & L. DeAngelo (Eds.), Socialization in higher education and the early career. Springer International Publishing.

Perry, J. A., Zambo, D., & Crow, R. (2020). The improvement science dissertation in practice: A guide for faculty, committee members, and their students. Myers Education Press.

Wergin, J. F. (2011). Rebooting the EdD. Harvard Educational Review, 81(1), 119–140.

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Published

2024-05-01

How to Cite

Flood, L. D. (2024). Centering the Scholarly Practitioner Within the EdD: Lessons Learned . Impacting Education: Journal on Transforming Professional Practice, 9(2), 31–33. https://doi.org/10.5195/ie.2024.369

Issue

Vol. 9 No. 2 (2024): Regular Issue

Section

Essays

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Copyright (c) 2024 Lee D. Flood

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