Developing Educational Leaders With the Capacity to Connect Research and Practice

• In Event: 61.045 - Supporting Doctoral Students at All Phases

Abstract

This study was conducted to understand if Education Doctorate programs influenced by the Carnegie Project on the Education Doctorate are using CPED’s Framework to change research capabilities. The study the notion of inquiry as practice, the process of posing significant questions; blending one’s professional wisdom and scholarly knowledge; and conducting collaborative inquiry.

Survey data were gathered from 53 institutions and analyzed with a qualitative grounded approach. Results indicate CPED-influenced programs teach inquiry as an action process. Students apply what they learn to problems of practice and, in doing so, develop traits of a scholarly practitioner. Data show perceptions of research have changed in four ways: action orientation, iterations or cycles, dissertations as knowledge, and inquiry as collaboration.

Authors

• Jill Alexa Perry, University of Pittsburgh

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