- Convenings & Events
|Framework in Action|
Where to Begin with CPED
The following links offer pages with resources tailored for specific audiences.
Defining the Education Doctorate (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.
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). 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.
Read more here to understand how the principles were developed.
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., , 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
Watch the video here.
Operationalizing Equity, Ethics, and Social Justice in your Ed.D Program
Probing Our Practice: Our Journey into Social Justice
and Social Justice Interview with Dr. Lee Shulman (2012)
To build an 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 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:
Jarvis, P. (1999). The Practitioner-Researcher: Developing theory from practice. Jossey Bass: San Francisco
Becoming Scholar-Practitioners: Developing Critical, Situated Views of Research in EdD Programs
Perry, J.A. (Ed.) (2016) The EdD and Scholarly Practitioners: the CPED Path. Charlotte, NC: IAP
Download Table of Contents
Signature Pedagogy Resources:
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)
Inquiry as Practice Resources:
Framing and Researching Problems of Practice
Research Course Re/Design - CPED Professional Development Session
Applied Statistics and Data Use for Educational Leaders
Designing for Inquiry Across the EdD Program
"Intimate Scholarship" as Social Justice
Social Justice, Oral History, and Inquiry into Practice
Using Action Research as a Signature Pedagogy to Develop EdD Students' Inquiry as Practice Abilities
The Role of research in the professional doctorate. , C. & Perry, J.A. (2013) Planning and Changing Journal. 44(3/4). pp. 181-194.
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 of Practice Resources:
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.
Problem of Practice Resources:
Identifying Problems in Practice for Community Colleges: Implementing a Collaborative Design Approach
Problems of Practice: Two Program Perspectives
Dissertation in Practice Resources:
Best Practices for Chairing a DiP... A Non-Traditional Format at the Doctoral Level
Practice Theory as a Framework of Transformation: Exploring the Impact of Group Consultancy Projects
Disquisition Guidelines: Increasing Clarity of Expectations for the EdD Culminating Experience Among Students and Faculty
See the Disquisition Proposal Outline here.
Group Capstones Instead of Dissertations: What We Have Learned and What We Value
Shaping a Powerful EdD Dissertation Experience: Useful Tools to Define, Refine, and Study a Problem of Practice
Chairing a Dissertation in Practice Online: Challenges and Opportunities
Program Innovation and Design in an Era of Accountability
Dissertation in Practice Formats at member institutions
Contemporary Approaches to Dissertation Development and Research Methods. , V. & , K. (2016). Hershey, PA: IGI Global
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.