Preparing Ed.D. Students to Conduct Group Dissertations
- PDF / 204,698 Bytes
- 15 Pages / 439.37 x 666.142 pts Page_size
- 40 Downloads / 221 Views
Preparing Ed.D. Students to Conduct Group Dissertations Tricia Browne-Ferrigno & Jane McEldowney Jensen
# Springer Science+Business Media, LLC 2012
Abstract In this article we present an overview of a recently launched cohort-based Ed.D. program that prepares participants to conduct group dissertations. The program, a hybrid model of online learning activities and monthly face-to-face class sessions, is delivered through a partnership between a university’s college of education and the administrative office of a statewide system of community and technical colleges. Discussion begins with a review of the pedagogical rationale that informed program design and instructional practices, followed by a presentation of key program elements tracing the development of the cohort through an innovative, collaborative dissertation process still in progress. Key words Doctoral dissertation . Companion dissertation . Education doctorate . Cohort . Carnegie Project on the Education Doctorate (CPED) The traditional dissertation process has been described by Shulman (2010) as a marathon designed to measure who has the stamina to stay the course, but not particularly useful for the real work that individuals with doctorates are called upon to do. Shulman argued instead for doctoral education, even for those in the humanities or more theoretical disciplines, to be viewed as professional education. The Carnegie Project on the Education Doctorate (CPED) is a response to the argument that the Doctor of Education (Ed.D.) is often just as much a long distance race as is its Doctor of Philosophy (Ph.D.) counterpart. Tricia Browne-Ferrigno earned a Ph.D. in Educational Leadership and Innovation from the University of Colorado Denver. She is Associate Professor and Teacher Leadership Program Chair in the Department of Educational Leadership Studies at the University of Kentucky; her research foci include leadership preparation, adult learning, doctoral education, and educational reform. Dr. Browne-Ferrigno can be reached via electronic mail addressed to [email protected]. Jane McEldowney Jensen was awarded a joint Ph.D. in Anthropology and Higher Education by Indiana University. Her research interests include qualitative research methodology, issues in post-compulsory education, and postsecondary transitions. She is Associate Professor and Director of Graduate Studies in the Department of Educational Policy Studies and Evaluation at the University of Kentucky. T. Browne-Ferrigno (*) Educational Leadership Studies, University of Kentucky, 111 Dickey Hall, Lexington, KY 40506-0017, USA e-mail: [email protected] URL: http://education.uky.edu/EDL/ J. M. Jensen Educational Policy Studies and Evaluation, University of Kentucky, 131 Taylor Education Building, Lexington, KY 40506-0017, USA
Innov High Educ
CPED is the most recent of a series of initiatives by the Carnegie Foundation for the Advancement of Teaching. Prior to the CPED initiative, the Carnegie Foundation had rekindled discussions about doctoral education, beginning with
Data Loading...
