Designing the Education Doctorate to Prepare Leaders of Equity-Focused Continuous Improvement: Assessing Program Impact

• In Event: Sheraton Roundtable Session One
  In Roundtable Session: Doctoral Student Experiences and Doctoral Studies Program Considerations in Leadership Preparation (Table 6)

Abstract

This study addresses how the education doctorate (Ed.D.) and dissertation can be designed as a means of supporting leaders in positively benefiting the schools and systems they lead. Specifically, this study analyzes evidence of the extent to which one university’s Ed.D. program prepares leaders in equity-focused continuous improvement. Specifically, it draws on survey data of Ed.D. candidates, course and program completion data, and a content analysis of dissertations to determine their success in program completion, the extent of their knowledge and use of continuous improvement methodologies (e.g., improvement science), the impact on their schools, and their commitment and practice in leading for equity. Evidence from initial program graduates suggests that many students’ dissertations led to positive changes in their schools.

Authors

• Margaret Terry Orr, Fordham University
  Presenting Author

• Elizabeth Leisy Stosich, Fordham University
  Presenting Author