The following publications have emerged from members of the CPED Consortium as a result of their work on the Ed.D.
General Program Development
Redesigning Professional Education Doctorates: Applications of Critical Friendship Theory to the EdD. Storey, V. A. (Ed.) (2013). Palgrave Macmillan.
The professional education doctorate - the EdD - has long been debated. What should its focus be, how should it be composed, and what should it prepare its recipients to accomplish? What, ultimately, distinguishes it from the PhD in education? The contributors to this volume demonstrate that Critical Friendship Theory can succeed in distinguishing and enriching EdD programs. Drawing on multiple, detailed case studies to examine how the CFT framework can be used to foster innovative pedagogy, develop creative dissertation-in-practice experiences, and resolve problems of practice, they build an argument that the implementation of Critical Friendship Theory helps to enhance the particular contributions EdD program graduates are trained to make.
Standards, success, & CPED? A Foucaultian examination of “Best Practices” for doctoral programs in education. Hart, J., & Ludwig, E. (in press). In S. Freeman, Jr., L. Goodchild, & L. Hagedorn (Eds.), Advancing higher education administration degree program quality: The question of doctoral guidelines (commemorating 120 years of excellence as a field of study), Sterling, VA: Stylus.
Placing Practitioner Knowledge at the Center of Teacher Education — Rethinking the Policy and Practice of the Education Doctorate. Co-Editors: Margaret Macintyre Latta & Susan Wunder, University of Nebraska-Lincoln (2012)
Educational Leadership Preparation: Innovation and Interdisciplinary Approaches to the Ed.D. and Graduate Education Edited by Gaetane Jean-Marie and Anthony H. Normore (2010).
This book explores the efficacy of innovative and interdisciplinary approaches to educational leadership preparation implemented at universities across the United States that serve K-12 populations in urban, rural, and suburban contexts. This collection of chapters draws from seminal and contemporary literature on preparation programs, the Carnegie Project for Education Doctorate. It demonstrates how theory and research play a pivotal role in the creation of new doctoral programs in educational leadership. The book focuses on trends, issues, challenges, and possibilities that weave commonalities and differentiate structures among seven professional doctorate programs in educational leadership (Ed.D.).
About Dissertations in Practice
Preparing Ed.D. students to conduct group dissertations.Browne-Ferrigno, T., & Jensen, J. M. (2012). Innovative Higher Education, 37(5).
Action Research and the Educational Doctorate: New Promises and Visions. Zambo, D. & Isai, S. (2013). Journal of Research on Leadership Education, 8(1): 97-112.
Action Research as Signature Pedagogy in an Education Doctorate Program: The Reality and Hope
Zambo, D. (2010).
What Does History Reveal About the Education Doctorate? Perry (2012). In Placing practitioner knowledge at the center of teacher education: Rethinking the policy and practice of the Education Doctorate by Margaret Macintyre Latta & Susan Wunder (Eds.) (2012)
This chapter explores the historical roots of the development of professional practice preparation in education with particular attention on the creation of the Ed.D. It also outlines a century of scholarly attempts to distinguish the two degrees and the arguments for and against the elimination of the Ed.D. that have led to the current efforts of the Carnegie Project on the Education Doctorate to reclaim its Education Doctorate and firmly establish the Ed.D. and the degree of choice for education practitioners.
As an outcome of Phase I of the CPED initiative, consortium members identified a set of working principles for the development and delivery of Ed.D. programs.
A Signature Pedagogy in Doctoral Education: The Leader-Scholar Community
Kate Olson and Christopher M. Clark (2009). Educational Researcher (38) 3, pp 216-221.
Provides a working example of a signature pedagogy in professional practice doctoral preparation at one CPED institution.
Carnegie Project on the Education Doctorate: Creating Rubrics for the Assessment of Ed.D. Narrative Report to the Spencer Foundation (2009)
David Imig, Jill Alexa Perry, & Syraj Syed
Reports on the outcomes a year-long study to define institutional and graduate outcomes of CPED-inlfluenced Ed.D. programs.
Characteristics of Professional Practice Doctorate Graduates
Taxonomic Analysis performed by Syraj Syed (2009)
Reports out on graduate outcomes derived from an analysis of CPED member work.
A Stewardship of Practice in Education
Jill Alexa Perry and David G. Imig (2008)
Reports out on the first year of the CPED initiative.
Gives samples from institutions who have made clear distinctions between their Ed.D and Ph.D. degrees.
A Sample of Research Conducted on the EdD Program
Wetzel, K. & Ewbank, A. (2013). Conceptualizing the innovation: factors influencing doctoral candidates’ interventions in the action research dissertation. Educational Action Research, 21(3) 392-411.
Zambo, D. Elbow Learning about Leadership and Research: EdD Students’ Experiences in an Internship Course. Accepted in Planning and Changing.
Cruz, H., & Zambo, D. (accepted May 20, 2011). Giving Students in Middle School the Power to See Their Own Learning: Using Student Data Portfolios to Understand Assessment. Accepted in Middle School Journal.
Wetzel, K.A. & Ewbank, A.D. (2013, in press). Conceptualizing the innovation: Factors influencing doctoral candidates’ interventions in the action research dissertation. Educational Action Research.
Perry, J.A. & Carlson, D.L. (2013). In their own words includes a chapter by Buss R., Parades, M. & Vasquez, V.
Zambo D. & Isai, S. Action Research and the Zambo D. & Isai, S. Action Research and the Educational Doctorate: New Promises and Visions. Journal of Research on Leadership Education.
Buss, R.B. Zambo, D. Painter, S.R. & Moore, D.W. Examining Faculty Member Changes in an Innovative Educational Doctorate Program. Innovative Higher Education, (37)2.
Amrein-Beardsley, A., Zambo, D., Moore, D. W., Buss, R. R., Perry, N. J., Painter, S. R., Carlson, S. L., Foulger, T. S., Olson, K., & Puckett, K. S. Graduates respond to an innovative educational doctorate program. Journal of Research on Leadership Education. 7(1) 98–122.
Zambo, D., & Isai, S. (2012) Lessons learned by a faculty member working in an education doctorate program with students performing action research Educational Action Research, 20(3), 471–477.
Zambo, D. (2011). Action research as signature pedagogy in an Education Doctorate program: The reality and hope. Innovative Higher Education, 36(4).
Olson, K. & Clark, C. C. A Signature Pedagogy in Doctoral Education: The Leader–Scholar Community. Educational Researcher.
Ewbank, A.D., Foulger, T.S., & Wetzel, K.A. (2012). A Naturalistic Description of Educational
Doctoral Students’ Uses of Technology. Technology and Teacher Education Annual, 2012(1). Association for the Advancement of Educational Computing.
Zambo, D. & Zambo, R. (2011, July). Using I poems to hear the voices of Ed.D. students doing action research. In the International Yearbook on Teachers and Teacher Education: Towards excellence in curriculum, pedagogy and leadership. 55th International Council for Teaching World Assembly. Glasgow, Scotland, University of Glasgow.
*Ewbank, A.D., Foulger, T.S., & Wetzel, K.A. (2012). A Naturalistic Description of Educational
Doctoral Students’ Uses of Technology. Society for Information Technology and Teacher Education, 23rd International Conference, Austin, TX (March 5, 2012).
Perry, J.A., Zambo, D. Brown-Welty, S., Ferrigno, T., Mayer, A., Reardon, M. (November, 2012). Dissertations in Practice. Ignite session presented at the annual meeting of the University Council for Educational Administration, Denver, CO.
Perry (Carnegie Project on the Education Doctorate) Dissertation in Practice: Creating Generative Impact using Theory & Practice
Zambo (Arizona State University): Dissertation in Practice: Action Research Dissertations as a means to prepare Scholarly and Influential Practitioners
Brown-Welty (California State University Fresno) Dissertations in Practice: Doctoral Dissertation Studies that Address Regional Educational Problems of Practice
Ferrigno (University of Kentucky) Dissertation in Practice: Transformative Learning to Support Companion Dissertations
Mayer (University of Connecticut) Dissertation in Practice: Capstone Projects as advanced leadership development preparation for aspiring school leaders.
Reardon (VCU) Dissertation in Practice: Research Quality in the Context of Team-based Program Evaluation
Foulger, T. & Zambo, D. (November, 2012). Sharing Action Research on Research Day: Students’ Perceptions of a Command Performance. Paper presented at the annual meeting of the University Council for Educational Administration, Denver, CO.
Hochbein, C. (University of Kentucky) & Zambo, D. (October, 2012). Research Preparation and the EdD. CPED Convening, William and Mary College, Williamsburg, VA.
Zambo, D., Zambo, R, Wetzel K, & Painter, S. (June, 2012) Critical Friends Exercise: Dissertation in Practice. CPED Convening, California State University, Fresno, CA.
Zambo, D., Buss, R, Zambo, R. & Williams, T. (April, 2012). Using Leader Scholar Communities to Support EdD Students Conducting Action Research as Dissertation Work. Paper presented at the Annual Meeting of the American Educational Research Association in Vancouver, Canada.
Zambo, R., Buss, R., & Zambo, D. (November, 2011). On Going Reform in an Education Doctorate. Paper presented at the Annual Conference of the University Council for Educational Administration. Pittsburgh, PA.
Zambo, D, Zambo, R. & Buss, R. (November, 2011). Articulating the future of leadership preparation: Reclaiming the educational doctorate as the degree of choice for scholarly and influential practitioners. Paper presented at the Annual Conference of the University Council for Educational Administration. Pittsburgh, PA.
Osterman, K., Browne-Ferrigno, T., Furman, G., Fusarelli, L.D., Fusarelli, B.C., Sernak, K., & Zambo, D. (November, 2011). Action Research: Its role and value in Ed.D. programs for educational leaders. Presentation at the Annual Conference of the University Council for Educational Administration. Pittsburgh, PA.
Storey, V., Perry, J., Zambo, D., & Taylor, R. (2011). Evaluating the role of the Carnegie Project on the Education Doctorate in redesigning professional practice preparation. Presentation at the Annual Conference of the University Council for Educational Administration. Pittsburgh, PA.
Canelake, C., Hansen, C. C., & Zambo, D. (November, 2011). Developing scholarly practitioners who make a difference: Promoting school reform and leadership through Mary Lou Fulton Teachers College Ed.D. program. Presentation given at MLFTC School Reform & Leadership Conference. Mesa, AZ.
Debby Zambo, D., Rueda, R., Brown-Welty, S. Gabriner, R. (November, 2011). How do we go about program assessment? Presentation given at the November Convening of the Carnegie Project on the Education Doctorate. University of Vermont, Burlington, VT.
Zambo, D., Jensen, J., & Mayer, A. (2011). The role of inquiry in the Education Doctorate. Carnegie Project on the Education Doctorate Phase II Convening. University of Vermont, Burlington, VT.
Zambo, D. & Zambo, R. (2011). Using I poems to hear the voices of Ed.D. students doing action research. In the International Yearbook on Teacher Education of the 55th World Assembly on Education in Teaching. Wheeling, IL: International Council on Education for Teaching at National Louis University.
Imig. D., Perry, J.A., Shakeshaft, C., Clark, H., Robinson, S., Robinson, M., Latta, M., Wunder, S., Zambo, D., Zambo. R., Welty-Brown, S., & Young, B. (2011, July). A focus on leadership: Changing the Education Doctorate. Symposium presented at the International Council for Teaching World Assembly. Glasgow, Scotland. In the International Yearbook on Teachers and Teacher Education: Towards excellence in curriculum, pedagogy and leadership. 55th International Council for Teaching World Assembly. Glasgow, Scotland, University of Glasgow.
Zambo, D. (2011, April). Using action research in the educational doctorate as signature pedagogy and capstone experience to develop stewards of practice. Paper presented at the Annual Meeting of the American Educational Research Association in New Orleans.
Buss, R.R., Zambo, R., Moore, D. M., & Zambo, D. (2011, April). Faculty member changes in an innovative Educational Doctorate. Paper presented at the Annual Meeting of the American Educational Research Association in New Orleans.
Conference papers Under Review:
*Wetzel, K., Buss, R. & Ewbank, A. (2013, under review). Supporting Ed.D. students with leader-scholar communities. British Educational Leadership and Management Society Annual Conference (July 11-14, 2013).
Zambo, D. & Riskus.M.
*Wetzel, K. & Ewbank, A.D. (2013). Conceptualizing the innovation: Factors
influencing doctoral candidates’ innovation in the action research dissertation. American
Educational Research Association Annual Meeting, San Francisco, CA
(April 27-May 1, 2013).
Wetzel, K., Ewbank, A. Gresko, J., Imel, B., Kiernan, N., Ruggles, T., & Santos, R. (2010, November 5.). “Clarifying the Intervention- A Key to Successful Action Research Implementation.” Arizona Educational Research Organization, Chandler, AZ.
2009 Olson, K. & Clark, C. C. Educational ResearcherA Signature Pedagogy in Doctoral Education: The Leader–Scholar Community
Ewbank, A.D., Foulger, T.S., & Wetzel, K.A. (2013, under review). Novice Researchers Find their Power: Using Technology to Support the Development of Doctoral Students. International Journal of Technology in Teaching and Learning.