The development and enactment of practitioner scholarship among graduates from one online Ed.D. programme

Kennedy, Briana L.; Bondy, Elizabeth; Dana, Nancy Fichtman; Vescio, Vicki; Wei, Vera

doi:10.1080/0309877x.2019.1576858

Cited by 5 publications

(1 citation statement)

References 34 publications

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“…For instance, examining leader-scholar communities (Olson & Clark, 2009) and capstone projects (Smrekar & McGraner, 2009) has yielded important lessons for program development. More recent research has examined dissertations in practice (DiP), revealing that while the majority of EdD programs are yet to reconfigure the traditional dissertation to the applied nature of the degree (Costley & Fulton, 2019), DiPs that address issues in students' professional settings enhances graduates' commitment to equity (Kennedy et al, 2019;Zambo et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Consultancy Communities of Practice

Lambrev

2023

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The last two decades have witnessed an ongoing effort to re-design the education doctorate to prepare practitioners to conduct research as a key aspect of their practice. As part of the reform, Carnegie Project on the Education Doctorate (CPED) members have tried to ensure the delivery of a relevant practice-based curriculum that prepares practitioners to respond to local needs. This article examines how one U.S. EdD program uses a practice-based pedagogy, called the Group Consultancy Project, to develop students as scholarly practitioners, that is, educational leaders who conduct research to enact positive societal changes. The analysis draws from final consultancy reports and from the responses of 11 students in three consultancy projects. By examining how students learned within the projects, the study reveals that the consultancy model cultivated communities of practice that moved students from a practice community toward a community of scholars and researchers.

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