Call for Submissions for a Special Impacting Education Issue on Reimagining Research Methods Coursework for the Preparation of Scholar-Practitioners

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Call for Submissions for a Special Impacting Education Issue:
Reimagining Research Methods Coursework for the Preparation of Scholar-Practitioners

Proposal Submission Deadline: September 1, 2022
Expected Publication: April 2023

CPED's academic journal Impacting Education is currently seeking proposals for research articles and essays for an upcoming special themed issue focused on rethinking the use of traditional educational research methodology courses to prepare EdD students as scholar-practitioners, particularly within practitioner-oriented EdD programs and EdD programs that follow the CPED Framework for program (re)design.
 
This themed issue is designed to promote dialogue around rethinking the reliance on traditional educational research methodology courses and course design sequences in EdD programs. We invite researchers, EdD faculty, and EdD students to share their current thinking, work, and experiences around how we might reimagine, design, and implement practitioner-focused inquiry courses for CPED-influenced and practitioner-focused EdD programs by curating a collection of empirical, theoretical, and practiced-based articles that address the following or related questions:

  • How are EdD programs shifting to embrace applied research methodologies (e.g., improvement science, action research, program evaluation, and design-based methods)? 
  • What are the effects of these redesigned methods courses on students’ development as scholar-practitioners?
  • What research-based skills and knowledge do scholar-practitioners need, and how might research methods courses be sequenced to foster these skills and knowledge?
  • What are effective and meaningful pedagogical practices for teaching and learning applied practitioner inquiry research methods?
  • How are current students or program graduates applying their learning about practitioner research in their practice?

Submission Guidelines:

Interested authors should submit a 500 word manuscript proposal by September 1, 2022 via the IE online submission portal. Please note that only research articles and essays will be accepted for this special issue. Specific requirements for each type of manuscript are detailed in the journal’s editorial policies. Authors will be notified of the editors’ decision by October 2022, and full manuscripts will be due for peer review in November 2022
 
Please contact guest editors Dr. Sarah Capello ([email protected]), Dr. Maxwell Yurkofsky ([email protected]), or Dr. Edwin Nii Bonney ([email protected]) or editors-in-chief Dr. Suha Tamim ([email protected]) or Dr. Rhonda Jeffries ([email protected]) with questions.

Guest Editors:

Sarah Capello is an Assistant Professor in the School of Teacher Education and Leadership at Radford University where she teaches practitioner inquiry courses and advises students in the Doctor of Education program. Her research focuses on transformative EdD education and supporting the growth and development of educational leaders who are scholarly practitioners through practitioner inquiry, doctoral assessments, and dissertation writing.  

Maxwell Yurkofsky is an Assistant Professor in the School of Teacher Education and Leadership at Radford University. He teaches in the Doctor of Education program and the Master’s in Educational Leadership program and is committed to preparing school and system leaders to strategically utilize improvement science, organizational theory, evaluation, and design principles to inquire into and address high-leverage problems of practice. His research centers on understanding how school systems can organize for continuous improvement towards more ambitious and equitable visions of learning. 

Edwin Nii Bonney is an Assistant Professor in the School of Teacher Education and Leadership at Radford University where he teaches courses and advises students in the Doctor of Education program. His research centers on how educational leaders and educators disrupt and/or reinforce the marginalization of their minoritized, vulnerable, and racialized students’ languages, cultures, and histories, and he is interested in learning and working alongside educational leaders in tackling problems of practice so that their students can be equitably served.

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