The Carnegie Project on the Education Doctorate

Future Meetings:

1. AERA: May 1, 10:00am-2:00pm, Hyatt Regency, Denver, Mineral
   Hall A.
   We will have a CPED meeting at AERA to further discuss our research
   designs
2. June Convening:  UCF has offered to host our June
   convening. We will have our usual Wed-Friday format on June, 9-11, 2010.
   Details will be posted to the website shortly. Registration/details available.
3. October Convening. The University of Houston will welcome
   us October 6-8, 2010. We will again have our usual Wed-Friday format.
   Details will be posted to the website shortly.

We, the members of CPED, believe:

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.

With this understanding, we have identified the following statements that will focus a research and development agendas to test, refine, and validate principles for the professional doctorate in education.

The Professional doctorate in education:

1. Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice
2. Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities
3. Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships
4. Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions
5. Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry
6. Emphasizes the generation, transformation, and use of professional knowledge and practice

At the AERA 2009 CPED town hall meeting, Lee Shulman provided members with his thoughts on the progress CPED and the future of our work on the professional practice doctorate.

by Kate Olson and Chris M. Clark, ASU

Abstract: Since 2005 there has been an explosion of interest and debate about alternative futures for the doctorate in education. The authors take the debate from the abstract to the concrete by describing a signature pedagogy in doctoral education that combines theory, applied scholarship, and the wisdom of practice in new ways. They describe leader–scholar communities, whose goal is to assist and support students to conduct applied research in local educational contexts. They argue that leader–scholar communities are particularly useful for helping doctoral students persist to graduation, become socialized into a new identity as leader–scholars, and bridge the gap between what is learned at the university and what is practiced in schools.

Educational Researcher (38)3, pp. 216-221

Tue, April 14, 10:00am - 2:00pm
Manchester Grand Hyatt, Room Mohsen AB
Snacks and lunch will be provided (must RSVP—see below)

This four hour session will be directed at:

1. evaluating and discussing the outcomes data
2. developing a next steps process for these data
3. discussion of moving CPED funding forward using these findings

We had originally asked for volunteers to be a part of this process. Given the small response, we thought it might be best to convene as many members as possible at a common forum to get a greater response and stronger input.

We will have plenty of snacks and a lunch for those who attend. Please confirm your attendance by Tuesday, March 10th by emailing Jill.