The Scholarly Practitioner: CPED (Carnegie Project on the Education Doctorate)-Influenced Educational Leaders’ Approach to Research, Remedy, and Repair

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Issues and Solutions for Entering and Completing Doctoral Programs (Table 8)

Abstract

This qualitative investigation examined how PK-20 educational leaders characterize their work and themselves as scholarly practitioners after completing the professional practice doctorate, the EdD. The purpose was to understand how the graduates learned and used the skills of scholarly practice in their leadership practice as outlined in the Carnegie Project on the Education Doctorate (CPED) program design principles. Four themes emerged as prominent across the two sets of participants: equity, ethics and justice, theory and practice in action, engagement of others in scholarly practice, and generation of new knowledge for impact. This study provides insights into the impact of EdD programs on preparing leaders who are grounded in justice and who collaborate with their communities to improve education.

Authors

• Elizabeth C. Reilly, California State University - Channel Islands

• Jill Alexa Perry, Carnegie Project on the Education Doctorate