Emerging Literature from Members
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General EdD Program Development

Standards, success, & CPED? A Foucaultian examination of “Best Practices” for doctoral programs in education.
 Hart, J., & Ludwig, E. (2014). In S. Freeman, Jr., L. Goodchild, & L. Hagedorn (Eds.), Advancing higher education administration degree program quality: The question of doctoral guidelines Sterling, VA: Stylus.

Special Issue: Carnegie Project on the Education Doctorate The Education Doctorate -- A Degree for Our Times. Perry, J.A.(Ed.)(2014). Planning and Changing: An Educational Leadership and Policy Journal. Vol.44 issue 3/4.

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This special issue serves three purposes. First, it provides a brief introduction to the Carnegie Project on the Education Doctorate with an historical overview of the project, a description of how it came to be the first action-oriented effort to distinguish the EdD as a professional practice degree, and a summary of the consortium’s accomplishments. Second, through the stories of change presented by various authors, this issue will demonstrate how national level ideas, tested locally, are driving the way we think about the EdD as a professional practice degree. Finally, this issue supports the goals of CPED as a learning organization. The articles included are written so that all schools of education can learn from the experiences of those who are already walking the path of redesigning the EdD, of those who have faced and continue to face the many challenges that come with change in higher education, and of those who continue to improve professional preparation in education.

Redesigning Professional Education Doctorates: Applications of Critical Friendship Theory to the EdD.  Storey, V. A. (Ed.) (2013). Palgrave Macmillan.

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.

In their Own Words: A Journey to Stewardship of the Practice in Education. Perry, J.A. & Carlson, D.L. (Eds). (2013). Information Age Publishing.

With this book, the editors offer multiple perspectives of graduates from several CPED-influenced programs and allow these graduates to describe how they have experienced innovative professional practice preparation. The chapters in this book tell the reader a story of transformation providing several narratives that describe each graduate’s progression through their doctoral studies. Authors specifically chronicle how individual EdD programs prepared them to be scholarly practitioners, and how their doctoral studies changed who they have become as people and practitioners. The primary market for this project would be scholars, professors, and students interested in higher education and doctoral education. In particular, those that are interested in understanding the purpose of the Education Doctorate (EdD) and its role in preparing Stewards of the Practice.

Examining Faculty Member Changes in an Innovative Educational Doctorate Program. Buss, R.B. Zambo, D. Painter, S.R. & Moore, D.W. (2013). Innovative Higher Education, (37)2.

Placing Practitioner Knowledge at the Center of Teacher Education — Rethinking the Policy and Practice of the Education Doctorate. Macintyre Latta, M. & Wunder, S. (Eds). (2012). Information Age Publishing. 

Rethinking the Education Doctorate so that practitioner knowledge is at the center of programmatic concern in teacher education raises provocative education policy/practice considerations. Participants in the national Carnegie Project on the Education Doctorate (CPED) are doing just this. Their accounts of rethinking what counts as educational knowledge and their reconsideration of the roles of teacher educators, scholar-practitioners, students, policy makers, and others are illuminated in this book. Asserting the primacy of practitioner knowledge, the book generates a rich and complex terrain of issues and considerations that participating CPED institutions navigate as multiple technical, normative, and political questions at the crux of educator preparation, professional growth, and control of their field. And, it is this terrain that calls attention to the nature of practitioner knowledge and its inherent potential for redirecting, mediating, and generating education policy. Conversations within and across national and local levels orient away from technical means-ends "what works" questions alone, and open into normative and political questions about educational value and professional action. 

Graduates respond to an innovative educational doctorate program. 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. (2012). Journal of Research on Leadership Education. 7(1) 98–122.

Educational Leadership Preparation: Innovation and Interdisciplinary Approaches to the Ed.D. and Graduate Education. Jean-Marie, G. & Normore, A. H. (Eds). (2010). Palgrave Macmillian.

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 (EdD).

By CPED Design Concept

Signature Pedagogy

Action Research as Signature Pedagogy in an Education Doctorate Program: The Reality and Hope. Zambo, D. (2011). Innovation in Higher Education, Vol. 36 pp. 261-271

A Signature Pedagogy in Doctoral Education: The Leader-Scholar Community. Olson, K. & Clark, C.M. (2009). Educational Researcher (38) 3, pp 216-221.

Inquiry in Practice

The Role of research in the professional doctorate. Hochbien, C. & Perry, J.A. (2013) Planning and Changing Journal. 44(3/4). pp. 181-194.

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.

Lessons learned by a faculty member working in an education doctorate program with students performing action research. Zambo, D., & Isai, S. (2012) Educational Action Research, 20(3), 471–477.

Laboratory in Practice

Elbow Learning about Leadership and Research: EdD Students’ Experiences in an Internship Course. Zambo, D. (2014). Planning and Changing: An Educational Leadership and Policy Journal. Vol.44 issue 3/4: Fall/Winter 2013.

Dissertation in Practice

Contemporary Approaches to Dissertation Development and Research Methods. Storey, V. & Hesbol, K. (2016). Hershey, PA: IGI Global

Preparing Ed.D. students to conduct group dissertations. Browne-Ferrigno, T., & Jensen, J. M. (2012). Innovative Higher Education, 37(5).

Conceptualizing the innovation: factors influencing doctoral candidates’ interventions in the action research dissertation. Wetzel, K. & Ewbank, A. (2013). Educational Action Research, 21(3) 392-411.  

Scholarly Practitioner

Perry, J.A. (Ed.) (2016) The EdD and Scholarly Practitioners: the CPED Path. Charlotte, NC: IAP

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This volume highlights some of the efforts and learning that has come from the Carnegie Project on the Education Doctorate (CPED), a collaboration of 86 schools of education in the US, Canada and New Zealand working to re-envision professional practice preparation at the doctoral level. In this volume, faculty and graduates from CPED-influenced EdD programs help readers to understand the distinctions being made in EdD program designs that improve the way practitioners utilize and engage scholarship to impact practice. These contributions are meant to offer ideas, tools and examples of how changes to EdD programs can be made and what those changes result in—scholarly practitioners. The editor offers an overview of the CPED vision and the tools that have been developed by its members. Faculty from member institutions offer examples of how they have operationalized these ideas and what they have learned. Finally, several students reflect on their experience in a CPED-influenced EdD program and how they have become change agents as a result. This volume offers faculty who are interested in changing their EdD programs will have a unique look into how CPED’s flexible framework for program design can be implemented in different context.

Carnegie Project on the Education Doctorate (CPED)
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