Promoting Doctoral Researcher Learning Through a Course-Embedded Self-Study: Connecting Theory to Practice

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Bridging Research and Practice: Navigating Challenges in Knowledge Use and Educational Renewal (Table 8)

Abstract

This course-embedded self-study engaged Doctor of Education (EdD) candidates in a research project that made direct connections between theory and practice. This research scaffolded student development as scholarly practitioners; students were participants and researchers in an applied research project where they observed, recorded, and then analyzed group dynamics. Data analysis utilized Bandura’s (1989) Social Cognitive Theory, allowing students to inductively and collaboratively code data. Findings indicate that leaders who promote social and emotional learning principles create learning spaces that are more inclusive. Additionally, feedback data from EdD participants suggest that a self-study research design and implementation was an effective signature pedagogy for preparing students for their dissertation research and for allowing students to see how theories are active in practice.

Authors

• Rebecca Smith, University of Portland

• Gonzalo Aquino, University of Portland

• Caitlin Biddulph, University of Portland

• Maureen Briare, University of Portland

• Gerardo Cifuentes, University of Portland

• Melissa Evers, University of Portland

• Jony Gregory, University of Portland

• Michelle Harris, University of Portland

• Mariel Menges, University of Portland

• Rawls Moore, University of Portland

• Nicole Ralston, University of Portland

• Crystal Ramirez-Klein, University of Portland

• Carmen Roberti, University of Portland

• Andrew Weingarten, University of Portland