Framework in Action
Share |

 Where to Begin with CPED

The following links offer pages with resources tailored for specific audiences.

For Member Institutions & Faculty
For Non-Member Institutions & Faculty
For Future & Current Students


Defining the Education Doctorate (EdD)

EdD vs PhD video: This CPED video offers student perspectives on the distinction of the EdD.  

Reclaiming Education's Doctorates: A critique and a proposal. This 2006 article written by Shulman, Golde, Bueschel and Garabidan was the piece that established CPED with a call to distinguish the EdD as a professional degree. It is a good first reading for faculty seeking to understand why this distinction should be made.

Lee Shulman on the EdD: In this video, Lee Shulman is the president emeritus of the Carnegie Foundation for the Advancement of Teaching and initiator of the CPED initiative.

To EdD or Not to EdD. In this practitioner oriented article, Perry offers an understanding how the difference between these two degrees. Perry, J.A. (2012). Kappan Magazine, (94)1 pp. 41-45

A Side by Side Comparison of the EdD and PhD, This chart created by Michelle D. Young of UCEA (2006) offers a comparative look at program components between these two degrees.

 

Founding Literature: This link offers a list of the founding literature that started CPED discussions on distinguishing the EdD. These are good pieces to share with faculty or administrators who want to better understand the history and reasons for reclaiming this degree as the professional practice doctorate in education.

 

Historical Literature: This link offers a list of the historical studies that have focused on understanding the distinction of the EdD and the PhD.

 


Guiding Principles for Program Design

 

CPED members have identified the following statements that will focus a research and development agenda 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.
 

Read more here to understand how the principles were developed.

 

Samples: How Members have Operationalized the Principles 



CPED Literature on Guiding Principles: 

Special Issue on CPED Principles in Impacting Education Journal (forthcoming) 

FitzGerald, A.M., & Militello, M. (2016). Preparing school leaders to work in and with community. The School Community Journal, 26(2), 107-134. 

Peterson, D., Perry, J.A., Dostilio, L. D., & Zambo, D. (July 2016). Community-engaged faculty: A must for preparing impactful EdD graduates. Metropolitan Universities Journal.  

Perry, J.A. & Zambo, D. (2016) The Carnegie Project on the Education Doctorate: A Partnership of Universities and Schools Working to Improve Higher Education, Education Doctorate, and K-20 Schools. In Blessinger, P. & Cozza, B. University Partnerships for Academic Program and Professional Development. 

 

Perry, J.A., Zambo, D. & Wunder, S. (2015). Understanding How Schools of Education have Redesigned the Doctorate of Education, Journal of School Public Relations. Vol 36. Winter. 

 

Perry, J.A. (2015) The Carnegie Project on the Education Doctorate – A Path for Change. Change Magazine. 

 

Convening, Video & Member Resources 

Critical Principles of Leadership for Social Justice  
Antonia Darder, Loyola Marymount University 

Watch the video here. 

Operationalizing Equity, Ethics, and Social Justice in your Ed.D Program 
Deborah Peterson, PhD, Anita Bright, PhD, and Swapna Mukhopadhyay, PhD, Portland State University 

 

Probing Our Practice: Our Journey into Social Justice 
Molly Quin, Niki Christodoulou, and Darla Linnville, Augusta University; Doctoral students Angela Williams and Mary Ann Gray, Augusta University 

 

EdD and Social Justice Interview with Dr. Lee Shulman (2012) 

  


Design-Concepts 

 

To build an EdD program upon these program principles, CPED members have defined a set of design concepts, which include:

Scholarly Practitioner: Scholarly Practitioners blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They use practical research and applied theories as tools for change because they understand the importance of equity and social justice. They disseminate their work in multiple ways, and they have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals.  

 

Signature Pedagogy: Signature Pedagogy is the pervasive set of practices used to prepare scholarly practitioners for all aspects of their professional work: “to think, to perform, and to act with integrity” (Shulman, 2005, p.52). Signature pedagogy includes three dimensions, as articulated by Lee Shulman (2005):

Teaching is deliberate, pervasive and persistent. It challenges assumptions, engages in action, and requires ongoing assessment and accountability.

Teaching and learning are grounded in theory, research, and in problems of practice. It leads to habits of mind, hand, and heart that can and will be applied to authentic professional settings.Teaching helps students develop a critical and professional stance with a moral and ethical imperative for equity and social justice.

 

Inquiry as Practice: Inquiry as Practice is the process of posing significant questions that focus on complex problems of practice. By using various research, theories, and professional wisdom, scholarly practitioners design innovative solutions to address the problems of practice. At the center of Inquiry of Practice is the ability to use data to understand the effects of innovation. As such, Inquiry of Practice requires the ability to gather, organize, judge, aggregate, and analyze situations, literature, and data with a critical lens. 

 

Laboratories of Practice: Laboratories of Practice are settings where theory and practice inform and enrich each other. They address complex problems of practice where ideas—formed by the intersection of theory, inquiry, and practice—can be implemented, measured, and analyzed for the impact made. Laboratories of Practice facilitate transformative and generative learning that is measured by the development of scholarly expertise and implementation of practice. 

 

Dissertation in Practice: The Dissertation in Practice is a scholarly endeavor that impacts a complex problem of practice.

Problem of Practice: A Problem of Practice is as a persistent, contextualized, and specific issue embedded in the work of a professional practitioner, the addressing of which has the potential to result in improved understanding, experience, and outcomes.

Scholarly Practitioner Resources:

 

Dr. Lee Shulman & Dr. Chris Golde (Carnegie Foundation): Reflections on Stewardship of Practice (June 2008)

Jarvis, P. (1999). The Practitioner-Researcher: Developing theory from practice. Jossey Bass: San Francisco

Council of Graduate Schools Task Force Report on the Professional Doctorate (2005) 

 

Becoming Scholar-Practitioners: Developing Critical, Situated Views of Research in EdD Programs 
Kathryn Strom, CSU- East Bay 

Researcher Graphic Organizer Handout 
Research Design Activity Worksheet

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

Download Table of Contents 
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. 

 

Signature Pedagogy Resources:

What is a Signature Pedagogy? (October 2007) 

 
Laboratories of Practice & Inquiry Preparation (April 2013) 

 

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.

Signature Pedagogies in the Profession by Lee S. Shulman (2005)

Signature Pedagogies in Doctoral Education: Are They Adaptable for the Preparation of Education Researchers? by Chris M. Golde (2007) 

 

Inquiry as Practice Resources:

 

Framing and Researching Problems of Practice 
Rick Mintrop, UC Berkley  

 

Research Course Re/Design - CPED Professional Development Session 
Deborah Peterson, Portland State University, and Debby Zambo, CPED 

Research Course Re/Design PowerPoint 
Research Course Re/Design Handout 
Research Course Re/Design Worksheet

Applied Statistics and Data Use for Educational Leaders 
Joel R. Malin, Assistant Professor, Miami University Oxford, Department of Educational Leadership 

 

Designing for Inquiry Across the EdD Program 
Maida Finch, Judi Franzak, Jay Imbrenda, and Koomi Kim, Salisbury University 

 

"Intimate Scholarship" as Social Justice 
Katie Strom and Bradley Porfilio, California State University 

 

Social Justice, Oral History, and Inquiry into Practice 
Molly Quin, Niki Christodoulou, and Darla Linnville, Augusta University; Doctoral students Angela Williams and Mary Ann Gray, Augusta University 

 

Using Action Research as a Signature Pedagogy to Develop EdD Students' Inquiry as Practice Abilities 
Ray Buss, Arizona State University 

Action Research Infographic 
Action Research Handout

The Role of research in the professional doctorateHochbien, 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 researchZambo, D., & Isai, S. (2012) Educational Action Research, 20(3), 471–477. 

 

Laboratory of Practice Resources:

 

The Innovation of Embedded Fieldwork as a Signature Pedagogy: A Decade Later, How Do We Know if Students Have Learned? 
Jennifer Watson, CSU-Fresno 

 

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

 

Problem of Practice Resources:

Identifying Problems in Practice for Community Colleges: Implementing a Collaborative Design Approach 
James Bartlett and Michelle E. Bartlett, North Carolina State University; Doctoral Students Jordan Dolfi, Adrianne Freeman, Elizabeth Muckensturm, and Kamisha Kirby 

 

Problems of Practice: Two Program Perspectives 
Stephen J. Pape, Camille Bryant, and Christine Eith, Johns Hopkins University; Elan Paulson, Western University 

 

Dissertation in Practice Resources:

 

Best Practices for Chairing a DiP... A Non-Traditional Format at the Doctoral Level 
Kelly A. BurlisonEdD and Jennifer J. Lesh, PhD, Lynn University, Ross College of Education 

 

Practice Theory as a Framework of Transformation: Exploring the Impact of Group Consultancy Projects 
TwomeyLambrevAlencastre, Hussey, McEwan, Baxa, Hampton, Leong, Noh, and Watanabe, University of Hawaii at Manoa  

 

Disquisition Guidelines: Increasing Clarity of Expectations for the EdD Culminating Experience Among Students and Faculty 
Jess Weiler, Kofi Lomotey, Brandi Hinnant Crawford, and Robert Crow, Western Carolina University (WCU) 

See the Disquisition Proposal Outline here.

Group Capstones Instead of Dissertations: What We Have Learned and What We Value 
BetsAnn Smith, Susan Printy, and EdD program graduates, Michigan State University

Shaping a Powerful EdD Dissertation Experience: Useful Tools to Define, Refine, and Study a Problem of Practice 
Nancy Fichtman Dana and Vera Wei Ma, University of Florida

Chairing a Dissertation in Practice Online: Challenges and Opportunities 
Sara Ewell, Northeastern University

Program Innovation and Design in an Era of Accountability 
Joy C. Phillips, Ken Mawritz, and Kristine Lewis Grant, Drexel University 

 
Beyond a Definition: Designing and Specifying Dissertation in Practice (DiP) Models 

http://c.ymcdn.com/sites/www.cpedinitiative.org/resource/resmgr/Literature/cped_beyond_definition-desig.pdf 

 

Dissertation in Practice Formats at member institutions 

http://cpedinitiative.site-ym.com/?page=DiPResources 

 

Dr. Joseph Murphy (Vanderbilt): Eliminate Dissertation in EdD programs (June 2014) 

 
Dr. Doug Archibald (Delaware): The Problem Based Thesis (June 2014) 
 
Archbald, D. (2008). Research versus problems solving for the Educational Leadership Doctoral Thesis: Implications for form and function. Educational Administration Quarterly (44)7. Pp 704-739 

 

University of Southern California Capstone & Thematic Dissertation (October 2008) 

 

Contemporary Approaches to Dissertation Development and Research MethodsStorey, 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.