Deadline for Submissions for a Special Impacting Education Issue on Reimagining Research Methods Coursework for the Preparation of Scholar-Practitioners
Thursday, September 01, 2022, 12:00 AM - 11:59 PM EDT
Category: Events
Deadline for Submission
Special Impacting Education Journal Issue"Reimagining Research Methods Coursework for the Preparation of Scholar-Practitioners"
Proposal Submission Deadline: September 1, 2022 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.
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. 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.
|