Graduates Respond to an Innovative Educational Doctorate Program

Audrey Amrein-Beardsley, Debby Zambo, David W. Moore, Ray R. Buss, Nancy J. Perry, Suzanne R. Painter, David L. Carlson, Teresa S. Foulger, Kate Olson, Kathleen S. Puckett

Research output: Contribution to journalArticlepeer-review

15 Scopus citations

Abstract

Dispute about professional doctoral programs in education has increased, with much hinging on the design of educational doctorate (EdD) programs. In this study, the first cohort of graduates responded to a new, innovative EdD program designed to develop them as leaders, scholars, and practitioners. Twenty graduates completed an exit survey, and a content analysis of their dissertations was performed. Both were done to improve the program. Graduates valued curricular and instructional features, engaged in actions to improve their local settings, endorsed a sense of community that developed, and reported changes in their professional identities. Their dissertation work validated these ideas.

Original languageEnglish (US)
Pages (from-to)98-122
Number of pages25
JournalJournal of Research on Leadership Education
Volume7
Issue number1
DOIs
StatePublished - Apr 1 2012

Keywords

  • action research
  • communities of practice
  • doctoral programs
  • identity

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'Graduates Respond to an Innovative Educational Doctorate Program'. Together they form a unique fingerprint.

Cite this