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An outcome of international conferences on the professional
practice doctorate has been a continuing conversation amongst
scholarly practitioners focused on addressing challenges and issues
being encountered concerning in the number and variety of
professional practice doctorates in the twenty-first century. These
conversations have resulted in a proliferation of programs
utilizing a variety of pedagogical models focused on practicing
professionals undertaking research and development in the
workplace. Grounded by critical friend theory, contributions from
scholar practitioners in Australia, Canada, England, Ireland,
Israel, New Zealand, USA, and Wales address trends and themes in
international professional practice doctoral programs. These
include how knowledge is produced, organized, developed and used;
doctoral program design; program capstone models; insider- outsider
collaborative research partnerships; and collaborative ways to work
across national boundaries in different settings.
This volume demonstrates that Critical Friendship Theory can help
distinguish education doctorate (EdD) programs from research
doctorates (education PhDs). Drawing on multiple, detailed case
studies of CFT implementation at universities, it covers curriculum
and implementation, online and in-person education, challenges, and
strategies for success.
The professional education doctorate - the EdD - has long been
debated. What should its focus be, how should it be composed, and
what should it prepare its recipients to accomplish? What,
ultimately, distinguishes it from the PhD in education? The
contributors to this volume demonstrate that Critical Friendship
Theory can succeed in distinguishing and enriching EdD programs.
Drawing on multiple, detailed case studies to examine how the CFT
framework can be used to foster innovative pedagogy, develop
creative dissertation-in-practice experiences, and resolve problems
of practice, they build an argument that the implementation of
Critical Friendship Theory helps to enhance the particular
contributions EdD program graduates are trained to make.
There is a growing global interest in reimagining higher education
ecosystems. Whether or not this is a recognition of apparent
existential challenges or not, aspiring higher education
administrators, faculty, and trustees need to have an understanding
of the varying types of higher education institutions in the USA
and an awareness of how other countries structure their higher
education systems and how they are preparing to deal with the
challenges. Additionally, they require deep knowledge of how these
systems measure success or failure. Improving Higher Education
Models Through International Comparative Analysis explores critical
aspects and challenges in the higher education setting, describes
and analyzes initiatives being taken to address these challenges,
and presents case studies to help foster a better understanding and
create competency in strategic thinking and problem solving for
higher education leadership. Covering key topics such as
sustainability, education systems, and the digital age, this
premier reference source is ideal for administrators, policymakers,
researchers, academicians, practitioners, scholars, instructors,
and students.
There is a growing global interest in reimagining higher education
ecosystems. Whether or not this is a recognition of apparent
existential challenges or not, aspiring higher education
administrators, faculty, and trustees need to have an understanding
of the varying types of higher education institutions in the USA
and an awareness of how other countries structure their higher
education systems and how they are preparing to deal with the
challenges. Additionally, they require deep knowledge of how these
systems measure success or failure. Improving Higher Education
Models Through International Comparative Analysis explores critical
aspects and challenges in the higher education setting, describes
and analyzes initiatives being taken to address these challenges,
and presents case studies to help foster a better understanding and
create competency in strategic thinking and problem solving for
higher education leadership. Covering key topics such as
sustainability, education systems, and the digital age, this
premier reference source is ideal for administrators, policymakers,
researchers, academicians, practitioners, scholars, instructors,
and students.
Leading in Change: Implications for School Leadership Preparation
in England and the United States considers the ways in which school
leadership, and its preparation has changed and developed in
response to a rapidly changing educational scenario over the past
decade. Drawing together leading thinkers, researchers, and
practitioners in the field of school leadership and management this
text takes an international perspective to consider what we know
about school diversification, and school leadership preparation.
Theoretically and conceptually informed, the contributors' draw on
recent empirical research studies and practitioner experience into
school leadership preparation to examine how neoliberal and
neoconservative policies are working in unison to privatize and
corporatize public schools. It looks at how these policies have
impacted the preparation of school leaders. In addition to
information, critique, and analysis, multiple perspectives are
provided that readers can draw upon to ensure aspiring school
leaders are successfully prepared to lead in a diversified and
corporate school context. The book is divided into three sections.
In the first section key topics covered include: Relationship
between school corporatization and leadership preparation in
England and the United States Comparative analysis of US charter
schools and UK academy trusts Section two is focused on England.
Key topics covered include:System leadership and governance in
networked systems Role of a specialist leader Role of social
capital in the leadership of academy and free schools Building
leadership capacity Women's leadership preparation in the
independent sector Section three is focused on the United States.
Key topics covered include: Overview of current education reform,
issues and challenges for school leadership Historical analysis of
standards for educational leadership preparation programs Preparing
charter school leaders, emerging challenges and opportunities Role
of a growth mindset in principal preparation programs School
leadership preparation and development in one state Leading in
Change: Implications for School Leadership Preparation in England
and the United States is essential reading for those who work,
study, or research in k-12 school reform. Contributors examine the
current research and best practices on present school leadership
preparation programs in England and the US adding to the discourse
on effective training methods for 21st century school leaders.
Given the crucial importance of leadership for effective school
performance, a number of strategies are proposed by chapter authors
to help future school leaders operate successfully in demanding and
changing times.
Leading in Change: Implications for School Leadership Preparation
in England and the United States considers the ways in which school
leadership, and its preparation has changed and developed in
response to a rapidly changing educational scenario over the past
decade. Drawing together leading thinkers, researchers, and
practitioners in the field of school leadership and management this
text takes an international perspective to consider what we know
about school diversification, and school leadership preparation.
Theoretically and conceptually informed, the contributors' draw on
recent empirical research studies and practitioner experience into
school leadership preparation to examine how neoliberal and
neoconservative policies are working in unison to privatize and
corporatize public schools. It looks at how these policies have
impacted the preparation of school leaders. In addition to
information, critique, and analysis, multiple perspectives are
provided that readers can draw upon to ensure aspiring school
leaders are successfully prepared to lead in a diversified and
corporate school context. The book is divided into three sections.
In the first section key topics covered include: Relationship
between school corporatization and leadership preparation in
England and the United States Comparative analysis of US charter
schools and UK academy trusts Section two is focused on England.
Key topics covered include:System leadership and governance in
networked systems Role of a specialist leader Role of social
capital in the leadership of academy and free schools Building
leadership capacity Women's leadership preparation in the
independent sector Section three is focused on the United States.
Key topics covered include: Overview of current education reform,
issues and challenges for school leadership Historical analysis of
standards for educational leadership preparation programs Preparing
charter school leaders, emerging challenges and opportunities Role
of a growth mindset in principal preparation programs School
leadership preparation and development in one state Leading in
Change: Implications for School Leadership Preparation in England
and the United States is essential reading for those who work,
study, or research in k-12 school reform. Contributors examine the
current research and best practices on present school leadership
preparation programs in England and the US adding to the discourse
on effective training methods for 21st century school leaders.
Given the crucial importance of leadership for effective school
performance, a number of strategies are proposed by chapter authors
to help future school leaders operate successfully in demanding and
changing times.
Exploring the Impact of the Dissertation in Practice significantly
contributes to our understanding of the design and impact of the
Dissertation in Practice, the capstone of professional practice
doctoral programs. Chapter authors are to be commended for sharing
with the reader a broad and reflective view of their dissertation
journey, and as a consequence give the reader insight into the
nature of professional practice doctorate education in the early
21st century. Readers have the opportunity to hear firsthand how
the dissertation is changing not only in format but also in the
impact it makes in the field. Faculty and program graduates share
accounts of their scholarly practice; the problems of practice that
they have encountered and addressed in their professional practice;
and their evolving role as change agents in their field of
practice. In the process, they assist all faculty involved in
designing and evaluating professional practice programs by
identifying challenges and opportunities for construction of
powerful end?of?program doctoral work. Individually and
collectively chapter authors reflect on their experiences in
creating practice?anchored and intellectually rigorous Dissertation
in Practice. The editor, Dr. Valerie A. Storey, has divided the
book into two sections. The first focused on reflections of faculty
and the second on reflections of program graduates as they describe
how the Dissertation in Practice process develops scholarly
practitioner graduates capacity to lead systemic reform.
Exploring the Impact of the Dissertation in Practice significantly
contributes to our understanding of the design and impact of the
Dissertation in Practice, the capstone of professional practice
doctoral programs. Chapter authors are to be commended for sharing
with the reader a broad and reflective view of their dissertation
journey, and as a consequence give the reader insight into the
nature of professional practice doctorate education in the early
21st century. Readers have the opportunity to hear firsthand how
the dissertation is changing not only in format but also in the
impact it makes in the field. Faculty and program graduates share
accounts of their scholarly practice; the problems of practice that
they have encountered and addressed in their professional practice;
and their evolving role as change agents in their field of
practice. In the process, they assist all faculty involved in
designing and evaluating professional practice programs by
identifying challenges and opportunities for construction of
powerful end?of?program doctoral work. Individually and
collectively chapter authors reflect on their experiences in
creating practice?anchored and intellectually rigorous Dissertation
in Practice. The editor, Dr. Valerie A. Storey, has divided the
book into two sections. The first focused on reflections of faculty
and the second on reflections of program graduates as they describe
how the Dissertation in Practice process develops scholarly
practitioner graduates capacity to lead systemic reform.
Uncovering the best methods for conducting and writing about
research is vital to members of the academic community, especially
to those just beginning their careers. In this regard, graduate and
post-graduate degree programs are crucial in ensuring that future
academic and professional progress will continue. Contemporary
Approaches to Dissertation Development and Research Methods is a
pivotal reference source that focuses on current models used for
doctoral dissertations and how these techniques impact future
research and knowledge in various scholarly fields. Featuring
innovative perspectives on the design and function of doctoral
programs, this book is ideally designed for practitioners,
researchers, and academicians.
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