PRODUCTS

The Disquisition: An Equity-Driven Capstone for Leadership Preparation Program provides a thoughtful, detailed example of a capstone process and paper (The Disquisition) that employs improvement science, critical theory, and critical praxis to prepare educational leaders to disrupt inequity within their organizations. The chapters in this book represent 12 years of collaborative learning among experienced, respected, and award-winning leadership preparation faculty presently at or formerly from Western Carolina University (WCU). It integrates multiple sources of data from research, student feedback, faculty experiences, capstone committee member input, learnings from the Carnegie Project on the Education Doctorate (CPED), and program evaluation data examining the achievement of student learning outcomes.

Following foundational chapters that describe the origin and evolution of the disquisition at WCU and its focus on social justice, faculty present six chapters—each one clearly detailing a primary component of the disquisition process and paper including the problem of practice; a causal analysis; identifying the improvement initiative; designing the improvement initiative; evaluating the improvement initiative and reporting results; and implications, recommendations, and leadership lessons learned. Each of these chapters includes a brief introduction to the component; expectations for students as practitioners (leading the work); expectations for students as scholars (evaluating and writing about the work); an excerpt from the disquisition paper outline relevant to the component; example figures, tables, or text from completed disquisition papers; and scholarly resources for scholar-practitioners. The final chapter of the book presents the process for convening a disquisition committee, a description of the IRB process, and the expectations for defending the disquisition at both the proposal defense and the final defense meeting.  Although this book is written as a guide for students engaging in the disquisition process and writing the disquisition paper, it serves as a strong model for leadership preparation programs and university administrators who seek to build or refine their capstone (and program) in ways that ensure students are prepared to lead justice-driven transformation across their organizations.

Perfect for courses such as: Dissertation-in-Practice Writing; Academic Writing for the Scholar Practitioner; Capstone-Independent Study; Capstone-Student Learning Community; Improvement Science: Data Collection, Analysis & Reporting; Improvement Science: Data Presentation; The Role of the Scholar-Practitioner as Educational Leader

The Importance of the Dissertation in Practice (DiP): A Resource Guide for EdD Students, Their Committee Members and Advisors, and Departmental and University Leaders Involved with EdD Programs is the first book-length study that looks at the elements of high-quality Dissertations in Practice (DiPs). It serves as a resource for EdD students, their committee members, their advisors, and departmental or university leaders involved with EdD programs. The book can be used to improve support from key stakeholders within EdD programs for the implementation of the DiP in the development of practitioner-scholars.

The first section of the book discusses the difference between the DiP and traditional dissertations, the history of the DiP, and how the practitioner-scholar is developed through the DiP process. Next, the book describes the elements that are reflective of a high-quality DiP. Finally, it addresses a few of the unique formats that are sometimes used with the DiP, some of the practical issues with implementing the DiP, and issues of the future including the use of artificial intelligence.

The ultimate goal of The Importance of the Dissertation in Practice is to serve as a practical guide for all those involved with the DiP, reflecting the editors’ and authors’ experiences working with students within a variety of higher education institutions.

Perfect for courses such as: Introduction to Research Methods (doctoral level); Improvement Science; Applied Research Methods; Advanced Research Methods; Introduction to the Dissertation; Educational Evaluation; Theory of Change in Education; Educational Policy

The IMPACT of the Scholarly Practitioner Doctorate: Developing Socially-Just Leaders to Make Equitable Change is a collection of shared counternarratives between EdD alums and their supervising professor mentors, detailing their dissertation in practice (DiP) journeys as scholarly practitioners and the impact of the scholarly practitioner doctorate on their paths from doctoral students to socially-just leaders in a wide range of educational fields. The IMPACT of the Scholarly Practitioner Doctorate posits these relationships as the catalyst in bringing theory learned in course work to scholarly research that is positioned within practice, focused on contributing to equity-centered work. The book serves as an exemplar learning companion to a wide audience and diverse EdD programs looking to modify, develop, or redesign their programs to align with The Carnegie Project on the Education Doctorate (CPED) concepts including signature pedagogy, laboratories of practice, inquiry as practice and mentoring and advising. The IMPACT of the Scholarly Practitioner Doctorate demonstrates how change in education, community, and organizations have been impacted in efficacious ways. EdD students and their supervising professors, faculty, and administrators will be able to use this book’s content as their own catalyst for building socially-just leadership knowledge, skills, and dispositions while preparing their EdD students to exhibit equitable change in the professional practice areas they are in.

Perfect for courses such as: Introduction to Educational Research; Social Justice Education Foundations; Leadership for Equity and Social Change; Transformative Leadership; Foundations of Inquiry for Social Justice; Qualitative Inquiry for Social Justice; Critical Perspectives for Equity in Education; Engaging in Critical Social Theories for Designing Research for Equity and Social Justice; Reform and Change for Social Justice; Educational Leadership Development

Professional and educational associations, such as the Carnegie Project for the Education Doctorate (CPED), create and offer awards that recognize the accomplishments of individuals, programs, and institutions. In this edited book, W. Kyle Ingle and Harriette Thurber Rasmussen focus on CPED’s Program of the Year (POY) Award, examining its history, purpose, submission requirements, its committee structure, activities, and outcomes. Faculty members from CPED’s award-winning institutions have been invited to discuss their innovative programs, how these innovations were developed, how they pursue social justice, and how these innovations have been sustained since winning the award. Furthermore, the award’s role in facilitating the diffusion of innovative and effective practices among CPED member institutions is examined. The book and its chapters are framed through the lens of innovation diffusion theory. Popularized by communication theorist Everett Rogers (1967, 2003), innovation diffusion theory has spread widely across the social sciences. In his seminal work, Diffusion of Innovations, Rogers defines an innovation as “an idea, practice, or object that is perceived as new by an individual or other unit of adoption” (2003, p. 12). Innovation diffusion is the process by which an innovation spreads among the members of a social system, in this case the internal and external communities of Ed.D.-granting institutions.

The book includes dual components: (1) innovative programs that drive social justice and (2) how these institutional innovations were developed and sustained. The latter component will shed light on three self-study processes related to these award willing programs:

1. The process of creating the featured innovative program;
2. The process of applying for the program of the year award; and
3. The process of writing the journey and considering the impact of the program of the year award on their institution, including any reinvention/adaptations. 

Reclaiming the Education Doctorate: A Guidebook for (re)Designing EdD Programs is a practical guide for those seeking to (re)design a professional practice doctorate program in education that prepares Scholarly Practitioners. To tackle the comprehensive change process necessary for (re)designing the EdD, this book will guide the reader with an improvement lens that looks at the roots of the confusion of the EdD, the system that created it, and the framework that helped to reclaim it.

Readers will be guided through a backward mapping (re)design process that begins with defining graduate outcomes, maps through the milestones and courses, ends with rethinking the admissions process. Along the way, readers will learn how to design and integrate a dissertation in practice into the curriculum, consider best practices for their program (re)design, and view examples of successful programs. Additionally, to support readers in their (re)design efforts, each chapter will offer exercises, tools, and resources that will guide the process. The book will prove to be an invaluable resource for anyone developing or revising their EdD program.

After the opening chapter that explains the mission statement of Reclaiming the Education Doctorate, Jill Perry structures chapters to deal with the full range of issues that impact EdD programs, including:

• Roots of the EdD Problem

• Aim: The Professional Practice Doctorate Driving Change

• Backward mapping: beginning with the end

• The heart of the program: Curriculum

• The beginning: Admitting Candidates

• Measuring Impact

• Leading Change

A key distinction between an education doctorate, or Ed.D., and other doctorates in the field of education is the development of scholar practitioners armed with knowledge and skills to successfully lead change in their profession. Critical inquiry is one such skill, increasingly taught in many Ed.D. programs in some form of applied research methodology. Teaching Critical Inquiry and Applied Research: Moving Beyond Traditional Methods gathers insights from Ed.D. faculty regarding how the teaching of applied research occurs to develop scholar practitioners prepared to bring change to their respective professional fields. The 13 chapters provide a broad coverage of related topics, which includes advocacy and leadership through research, innovative features of methods courses, and methodology-focused program redesign. Each chapter includes strategies and recommendations for others interested in implementing something similar in their courses and programs. This book also captures student voices, in the form of vignettes written by students within each chapter, to illustrate the powerful impact of learning related to critical inquiry and applied research. Teaching Critical Inquiry and Applied Research is an excellent text for classrooms devoted to critical research, critical pedagogy, and other courses.

2024 SPE Outstanding Book Award Honorable Mention

Transforming Identities is the story of one doctoral program that was developed to transform the individuals who participated in the program personally and professionally, leading to improved ways of working within their professional practice. The book details the components of the program believed to have contributed to students' transformed personal and professional identities. The description of the program serves as a frame for 14 individual, compelling stories of transformation. These stories include identities experienced during the program, programmatic components that were mechanisms for change, and the impact of these alums' transformation on their professional organizations. In the final chapter, the editors look across the alums' stories of transformation to inform those who are developing/redeveloping doctor of education programs. Mechanisms of change highlighted by these former students include courses, communities of practice, advisers, and comprehensive examination. The book also synthesizes alums' descriptions of the phases of their transformation, what it means to be a scholar-practitioner, and what meaningful contributions “look like” within their professional contexts.

The Johns Hopkins University (JHU) Doctor of Education (EdD) program was created with the expressed programmatic outcome of developing leaders who possess the knowledge, skills, and dispositions to rigorously examine educational problems of practice with stakeholders within their context of professional practice. Transforming Identities frames this discussion of identity transformation from an improvement science perspective as depicted by Bryk et al. (2015) (see also Author et al., 2022). Using this framework for the Applied Dissertation, the program supported its scholar-practitioners to partner with their colleagues in educational institutions and to independently take on the challenges and opportunities they encountered in their work within their context of professional practice. The initial chapters in the book provide an overview of the EdD program, to frame the remaining chapters in which graduates from the program describe their inspirational stories of transformation. They describe the ways in which the program components, including their dissertation, transformed their identity as well as their work within their context of professional practice. These stories present the ways in which these change agents within their organizations have served as insiders who, with greater knowledge and access to knowledge, were able to become the bridge between research and practice, and practice and research and thereby change their organizations from the inside. These stories of transformation highlight how their skills and insights accurately identify the variability in the contexts in which their problem of practice is situated, the variability in the successes of interventions within similar contexts, and the most appropriate way to move the organization forward toward improved outcomes. Each chapter tells the author’s story of transformation from practitioner to scholar-practitioner through the dissertation study and beyond.

The intent of Challenges in (Re)designing EdD Programs: Supporting Change with Learning Cases is to provide faculty, who are seeking to redesign their EdD programs into professional practice doctorate, with case examples that describe common challenges and pitfalls encountered during the redesign process. Each of the cases portrays real situations generated from case study research conducted by the chapter authors. Each case is comprised of three parts: a) a contextual overview of the challenge or problem, b) case study notes that ground the challenge or problem in literature and provide deeper understanding of the issues at hand, and c) a set of discussion questions that will guide faculty in conversation about similar issues they may face in their own program redesign. This volume is an invaluable resource for program leaders, faculty, and graduate students involved in EdD programs.