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First published online April 1, 2012

Graduates Respond to an Innovative Educational Doctorate Program

Audrey Amrein-Beardsley, Debby Zambo, David W. Moore, Ray R. Buss, Nancy J. Perry, Suzanne R. Painter, David L. Carlson, Teresa S. Foulger, Kate Olson, and Kathleen S. PuckettView all authors and affiliations
Volume 7, Issue 1
https://doi.org/10.1177/1942775112440630

Abstract

Dispute about professional doctoral programs in education has increased, with much hinging on the design of educational doctorate (EdD) programs. In this study, the first cohort of graduates responded to a new, innovative EdD program designed to develop them as leaders, scholars, and practitioners. Twenty graduates completed an exit survey, and a content analysis of their dissertations was performed. Both were done to improve the program. Graduates valued curricular and instructional features, engaged in actions to improve their local settings, endorsed a sense of community that developed, and reported changes in their professional identities. Their dissertation work validated these ideas.

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Published In

Volume 7, Issue 1
Pages: 98 - 122
Article first published online: April 1, 2012
Issue published: April 2012

Keywords

  1. doctoral programs
  2. action research
  3. communities of practice
  4. identity

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© The University Council for Educational Administration 2012.
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History

Published online: April 1, 2012
Issue published: April 2012

Authors

Affiliations

Audrey Amrein-Beardsley
Arizona State University, Phoenix, USA
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Debby Zambo
Arizona State University, Phoenix, USA
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David W. Moore
Arizona State University, Phoenix, USA
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Ray R. Buss
Arizona State University, Phoenix, USA
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Nancy J. Perry
Arizona State University, Phoenix, USA
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Suzanne R. Painter
Arizona State University, Phoenix, USA
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David L. Carlson
Arizona State University, Phoenix, USA
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Teresa S. Foulger
Arizona State University, Phoenix, USA
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Kate Olson
Vassar College, Poughkeepsie, NY, USA
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Kathleen S. Puckett
Arizona State University, Phoenix, USA
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Notes

Audrey Amrein-Beardsley, Mary Lou Fulton Teachers College, Arizona State University, PO Box 37100, Phoenix, AZ 85069-7100 Email: [email protected]
Audrey Amrein-Beardsley, PhD, is an associate professor in the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University (ASU). Her research interests include educational policy, research methods, and more specifically, high-stakes tests and value-added measurements and systems. She is also the creator and host of a show titled Inside the Academy during which she interviews some of the top educational researchers in the academy (http://insidetheacademy.asu.edu).
Debby Zambo, PhD, is an associate professor in the MLFTC at ASU. She is the coordinator of MLFTC’s EdD program and an executive board member on the Carnegie Project on the Educational Doctorate (CPED). Her research interests include the new vision of the EdD and the application of educational psychology and neuroscience to classrooms.
David W. Moore, PhD, is an emeritus professor of education in the MLFTC at ASU. For 30 years, his research interests centered about adolescent literacy. His interests recently shifted to the professional doctorate in education when he became coordinator of the EdD in Leadership and Innovation program at ASU.
Ray R. Buss, PhD, is an associate professor in the MLFTC at ASU. His research interests include the development of efficacy in preservice and beginning teachers, action research and its use in classroom settings, and evaluation of the new doctoral program in the college.
Nancy J. Perry, PhD, is the assistant dean of clinical services in the MLFTC at ASU. Her research interests include school readiness, particularly social-emotional development, and clinical experiences in preservice teacher preparation programs.
Suzanne R. Painter, PhD, is an associate professor and the director of the Division of Educational Leadership and Innovation in the MLFTC at ASU. Her research is in the area of leadership preparation, school law, and technology implementation.
David L. Carlson, EdD, is an assistant professor in the MLFTC at ASU. His research interests include methods of teaching English, writing assessment, and poststructuralist theories in education. He is also working on three book projects, one which focuses on graduates from the CPED consortium.
Teresa S. Foulger, EdD, is an associate professor in the MLFTC at ASU. Her research interests include educational technology, innovation, collaboration and communities of practice, social networking possibilities in K-12, and professional development. She currently serves as incoming president of the Teacher Education Special Interest Group (SIG) of the International Society of Technology in Education (ISTE).
Kate Olson, PhD, is an adjunct assistant professor and independent scholar in the Department of Education at Vassar College. She has a breadth of experience both teaching and conducting research at the K-12 and university levels in education. Her professional interests include research on teaching, teacher education, and the influence of educational policies and programs on teaching and learning for English learners.
Kathleen S. Puckett is an associate professor in MLFTC at ASU. Her research agenda includes assistive and instructional technology integration for students with disabilities and teacher training in special education. She has been an administrator of programs and grants from the U.S. Department of Education, a leader in the Council for Exceptional Children, and a teacher of elementary and middle school students.

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