The purpose of the qualitative grounded theory study was to explore why industrial arts educators resisted organizational change to technology and engineering education. An exploratory, grounded theory method was used to identify new theory related to educators’ resistance because the current literature did not provide a theoretical perspective about why industrial arts educators have resisted the change. The sampling frame was derived from a database of 379 secondary technology and engineering education teachers in the state of Kansas, and a sample size of 13 participants was needed to reach theoretical saturation of the phenomenon. The data for the study was collected through observations and face-to-face semi-structured interviews with in-service industrial education teachers. Data collected from the observations and interviews were analyzed using the three-phase classic grounded theory coding technique. Data analysis and interpretation resulted in the emergence of three substantive theories related to the study phenomenon: (a) inefficacious transition to technology and engineering education, (b) value for technical learning, and (c) industry demand-based change.

This chapter presents the results of a systematic review of the current scholarship into doctoral student agency from a U.S. perspective. In past work, the authors and others have explored doctoral student and research supervisor agency from the perspective of scholar-practitioner agency within the doctoral learning community as well as the post-doctorate practice-based research agenda. This chapter focuses on a systematic analysis of the current scholarship published since 2019 that has continued to examine the aspects of doctoral student voice, agency, academic identity, and dissemination of graduate student research. Theoretical perspectives are drawn from the scholarship of situated learning theory and other theories that define how and why doctoral students are able to move from the periphery of the doctoral learning community to entrance into the scholarly academic and publishing community.

This chapter addresses practitioner researcher agency specific to doctoral education and the post-doctorate research agenda. Perspectives come from both doctoral scholars and doctoral research supervisors of practice-based or practice-led dissertation research for current research insights and examples of dissertation researcher agency specific to U.S. practitioner doctoral programs. Scholar-practitioner agency among the doctoral learning community is defined and discussed as well as the post-doctorate practice-based research agenda.

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This chapter addresses practitioner researcher agency specific to doctoral education and the post-doctorate research agenda. Perspectives come from both doctoral scholars and doctoral research supervisors of practice-based or practice-led dissertation research for current research insights and examples of dissertation researcher agency specific to U.S. practitioner doctoral programs. Scholar-practitioner agency among the doctoral learning community is defined and discussed as well as the post-doctorate practice-based research agenda.