The following publications have emerged from members of the CPED Consortium as a result of their work on the Ed.D.
General Program Development
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
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.
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