The Distinctiveness of the EdD within the University Tradition

Taysum, Alison

doi:10.1080/00220620600984255

Cited by 11 publications

(7 citation statements)

References 9 publications

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“…This is echoed by Taysum's (2006) affirmative argument that 'the EdD is distinctive because it connects theory and practice rigorously' (330) and offers learners the opportunity to contribute to knowledge through research. In so doing, school leaders will benefit from theoretical perspectives and research practice for knowledge creation within their own schools and community.…”

Section: Resultsmentioning

confidence: 94%

Developing primary leadership in England: adopting an interpretivist perspective

Wei

Brundrett

2011

Education 3-13

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This paper aims to investigate the perceptions of primary school leaders about the efficacy of the National College programmes. The findings from six contextually different primary schools reveal that the programmes were perceived to have exerted the least influence on school leaders' personality change and pupil outcomes because many generalised programmes discount schools' contextual complexity and phase difference. It also identifies the gaps among the government initiatives; and between the positivist and interpretivist paradigms adopted in the field. The evidence suggests that the College should work collaboratively with higher educational institutions (HEIs) to encourage research activities and support knowledge creation.

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Section: Resultsmentioning

confidence: 94%

Developing primary leadership in England: adopting an interpretivist perspective

Wei

Brundrett

2011

Education 3-13

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“…Simultaneously, industrial advancements, cultural diversity, and societal changes raised the interest in professional education to meet market needs. The education doctorate expanded access to research-based graduate study and offered new contexts for inquiry around professional practice (Archbald, 2011;Taysum, 2006). No longer catering to early-career, young adult learners only, professional doctorates opened the way for professional part-time students (Archbald, 2011).…”

Section: History Of the Education Doctoratementioning

confidence: 99%

“…students are driven by career/professional development or a love for learning (Hawkes, 2016), and the Ed.D. enables educators to address problems of practice through "research-based and research-driven" principles (Taysum, 2006, p. 330), using their expertise and linking theory to practice (Hawkes, 2016;Taysum, 2006;Tupling & Outhwaite, 2017). We view the ability of scholarly practitioners to effectively address problems of practice as directly related to the "work" of activism.…”

Section: History Of the Education Doctoratementioning

confidence: 99%

An Emerging Framework for the EdD Activist

Becton

Bogiages

D’Amico

et al. 2020

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Increasingly, Ed.D. programs are challenged to produce graduates with the skills and expertise needed to create and foster change in the various educational environments in which they serve. Promoting, and more importantly, preparing the Ed.D. Activist is a theme that was addressed during the October 2019 convening of the Carnegie Project on the Education Doctorate (CPED) hosted by the University of South Carolina. As part of the opening convening, the U of SC faculty assisted with surveying the more than 65 CPED-informed programs in an effort to construct a potential framework to guide both new and existing programs within the consortium. The resulting framework highlights two potential profiles for the Ed.D. Activist, 12 considerations that programs should examine, four primary outcomes, and five quality indicators. The framework is representative of the data collected from more than 200 participants and provides a broad, but foundational framework for engaging more deeply in the work of promoting activism amongst Ed.D. graduates.

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“…Due to the variability of the degree objectives and format, confusion exists over what the degree is (Huisman and Nadoo, 2006;Kot and Hendel, 2012). Scholars have typically studied recognition of the degree within a particular national context (predominately the UK, USA, Canada and Australia), usually in relation to the PhD (for example , Neumann, 2005;Wildy et al, 2015;Taysum, 2006), with few (if any) studies addressing EdD recognition in countries that do not offer it.…”

Section: Background To the Eddmentioning

confidence: 99%

Academic degree recognition in a global era: The case of the doctorate of education (EdD) in Israel

Bamberger¹

2018

London Review of Education

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The current discussion around recognition of the doctorate of education (EdD) typically focuses on a national context, usually in relation to the PhD; however, relatively little is known about recognition of the EdD degree in countries that do not offer the qualification. As international cohorts and online delivery of doctoral education grows, it is valuable to understand the recognition of the EdD, particularly in countries that do not currently offer it, and in which policy and legislation may impede its recognition. Using Israel as a case, this study explores EdD recognition in a country that does not offer the degree and that has a particularly rigid recognition system, likely as a result of a neoliberal experiment with the deregulation of the higher education arena in the 1990s. My investigations indicate three spheres of recognition for the degree: the public, private and academic spheres. This article outlines these spheres and explores the implications of such a system.

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The Distinctiveness of the EdD within the University Tradition

Cited by 11 publications

References 9 publications

Developing primary leadership in England: adopting an interpretivist perspective

Developing primary leadership in England: adopting an interpretivist perspective

An Emerging Framework for the EdD Activist

Academic degree recognition in a global era: The case of the doctorate of education (EdD) in Israel

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