How Ed.D. Programs Develop School Leaders Who Work for the Dreams, Possibilities, and Necessity of Public Education

• In Event: Education and Professional Doctorates: Impacts and Innovation

Abstract

This study was aimed at understanding if Education Doctorate programs affiliated with the Carnegie Project on the Education Doctorate (CPED) were using its framework to frame programs around social justice and making a positive difference.

Data were gathered with an open-ended survey completed by individuals from 80+ colleges of education. Participants explained how programs enacted CPED’s Principle 1 (equity, ethics, and social justice) and Principle 2 (make a positive difference in the lives of individuals, families, organizations, and communities). A qualitative approach was used for analysis.

Results indicate enactment of principles to varying degrees. In some programs principles are explicitly stated whereas in others, implied. Program elements include mission statements, community embedded assignments, and dissertations focused on problems of practice.

Authors

• Jill Alexa Perry, University of Pittsburgh

• Debby M. Zambo, Carnegie Project on the Education Docorate