Published In
International HETL Review
Document Type
Article
Publication Date
2-28-2015
Subjects
Doctor of Education degree, Academic dissertations, Education -- Study and teaching (Graduate)
Abstract
In 2007, 25 colleges and schools of education (Phase I) came together under the aegis of the Carnegie Project on the Education Doctorate (CPED) to transform doctoral education for education practitioners. A challenging aspect of the reform of the educational doctorate is the role and design of the dissertation or Dissertation in Practice. In response to consortium concerns, members of the CPED Dissertation in Practice Awards Committee conducted this action research study to examine the format and design of Dissertations in Practice submitted by (re) designed programs. Data were gathered with an online survey, interviews, analyses of 25 Dissertations in Practice submitted in 2013 to the Committee. Results indicated few changes occurred in the final product, despite evidence of change in the Dissertation in Practice process. Findings contribute to debates about the distinctive nature of EdDs (and of professional doctorates generally) as distinct from PhDs, and how about the key criteria for demonstrating “new knowledge to solve significant problems of practice” are demonstrated through the dissertation submission.
Persistent Identifier
http://archives.pdx.edu/ds/psu/18280
Citation Details
Storey, V. A., Caskey, M. M., Hesbol, K. A., Marshall, J. E., Maughan, B., & Dolan, A. W. (2015). Examining EdD dissertations in practice: The Carnegie Project on the Education Doctorate. International HETL Review, Volume 5, Article 2.
Description
Originally appeared in International HETL Review, volume 5, 2015. May be found at https://www.hetl.org/examining-edd-dissertations-in-practice-the-carnegie-project-on-the-education-doctorate.
Copyright © 2015 V. A. Storey, M. M. Caskey, K. A. Hesbol, J. E. Marshall, B. Maughan and A. W. Dolan.