Learning to Teach for Social Justice in an Ed.D. Program

• In Event: Creating and Sustaining Professional and Online Doctoral Programs

Abstract

The objective of this study is to examine the extent to which social justice related beliefs and perspectives differ among former and current doctoral students at entry to, exit from, and one year out of the Ed.D program in Educational Innovation which has an explicit social justice agenda. Understanding former and current doctoral students’ beliefs and perspectives is important to assess the impact of a social-justice oriented doctoral program and will provide insight into the process of learning to teach for social justice. Data have begun to be collected for this longitudinal mixed method study. This study utilizes statistical analysis as well as deductive and inductive qualitative analysis to identify codes and themes as the data is collected and analyzed.

Authors

• Darla Linville, Augusta University

• Do-Hong Kim, Wayne State University