scholarly journals Approaching EdD Program Redesign as a Problem of Practice

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Lesley F Leach ◽  
Juanita M Reyes ◽  
Credence Baker ◽  
Ryan Glaman ◽  
Jordan M Barkley ◽  
...  
Keyword(s):  
United States ◽  
Educational Leadership ◽  
The United States ◽  
University Faculty ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Education Doctorate ◽  
Educational Environments ◽  
Professional Practitioners ◽  
Program Redesign

As members of the Carnegie Project on the Education Doctorate (CPED), universities across the United States are restructuring EdD programs to better prepare professional practitioners with the practical skills and theoretical knowledge needed to improve the educational environments that they serve. The hallmark of these programs is often the dissertation in practice, a scholarly investigation within which students define a problem of practice and then systematically test solutions to that problem. In this study, we investigate the experiences of university faculty participating in the redesign of an Educational Leadership EdD program who approach the redesign as a problem of practice. Root causes of identified program issues are presented in addition to the changes implemented in the redesigned program to improve upon the problem of practice. 

scholarly journals Doctoral Program in Educational Leadership Redesign: Utilizing a Multicriteria Framework

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Miriam D. Ezzani ◽  
Noelle A. Paufler
Keyword(s):  
Educational Leadership ◽  
Educational Administration ◽  
Doctoral Program ◽  
The United States ◽  
Visionary Leadership ◽  
Education Doctorate ◽  
Design Concepts ◽  
The University ◽  
University Council ◽  
Program Redesign

The development of educational leaders, who have a profound influence in shaping a culture of organizational learning; ethical community engagement; advocacy for diversity, equity and inclusion; and theory to practice solutions, is the aim of redesign efforts in one educational leadership (EDLE) program in the United States. These ideas, grounded in a multicriteria framework, are reified in the Carnegie Project on the Education Doctorate’s (CPED) Principles and Design Concepts and reinforced by the University Council for Educational Administration (UCEA) criteria. Yet, right from the beginning, faculty struggled with ideological differences and logistical challenges. Without the dean and department chair’s collaborative, visionary leadership and support of key faculty, efforts to redesign the program would have been stifled. We argue that the multicriteria framework, underscoring the importance of collaborative leadership, is the cornerstone of the education doctorate program redesign. The article’s contributions are intended to inform the planning, implementation, and evaluation of this program redesign and its impact.

scholarly journals Balancing race, gender, and responsibility: Conversations with four black women in educational leadership in the United States of America

2021 ◽  
pp. 174114322199183
Author(s):  
Natasha N Johnson
Keyword(s):  
United States ◽  
Black Women ◽  
Educational Leadership ◽  
United States Of America ◽  
Hermeneutic Phenomenology ◽  
The United States ◽  
Women's Leadership ◽  
Structured Interviews ◽  
Race And Gender ◽  
And Gender

This article focuses on equitable leadership and its intersection with related yet distinct concepts salient to social justice pertinent to women and minorities in educational leadership. This piece is rooted and framed within the context of the United States of America, and the major concepts include identity, equity, and intersectionality—specific to the race-gender dyad—manifested within the realm of educational leadership. The objective is to examine theory and research in this area and to discuss the role they played in this study of the cultures of four Black women, all senior-level leaders within the realm of K-20 education in the United States. This work employed the tenets of hermeneutic phenomenology, focusing on the intersecting factors—race and gender, specifically—that impact these women’s ability and capability to perform within the educational sector. The utilization of in-depth, timed, semi-structured interviews allowed participants to reflect upon their experiences and perceptions as Black women who have navigated and continue to successfully navigate the highest levels of the educational leadership sphere. Contributors’ recounted stories of navigation within spaces in which they are underrepresented revealed the need for more research specific to the intricacies of Black women’s leadership journeys in the context of the United States.

Achieving Agility in Disaster Management

2011 ◽  
pp. 1-11
Author(s):  
John R. Harrald
Keyword(s):  
United States ◽  
Decision Making ◽  
Emergency Management ◽  
Open Systems ◽  
Social Science Research ◽  
Science Research ◽  
The United States ◽  
Organizational Systems ◽  
The Social ◽  
Professional Practitioners

A significant body of social science research has concluded that improvisation in distributed, collaborative, open systems is the key to success in responding to and recovering from extreme events. The evolution of emergency management in the United States since the 9-11 attacks has emphasized the development of doctrine, process, and structure. In earlier work I concluded that both the agility desired by the social sciences and the discipline created by the professional practitioners are essential. This article explores how agility can be developed within a disciplined system and concludes that the keys are the development of outcome based goals, adaptive leadership, and technology that supports collaborative sense-making and decision making in open, organizational systems.

scholarly journals Chłop polski w Europie i Ameryce jako studium inkorporacji grup społecznych i budowania wspólnoty narodowej

1970 ◽  
Vol 47 ◽  
Author(s):  
Chad Alan Goldberg
Keyword(s):  
Social Sciences ◽  
United States ◽  
Social Disorganization ◽  
Nation Building ◽  
Chicago School ◽  
The United States ◽  
University Faculty ◽  
American Sociology ◽  
The Social ◽  
Chicago School Of Sociology

The Polish Peasant in Europe and America, a sprawling masterpiece co-authored by W.I. Thomas and F. Znaniecki and published in five volumes between 1918 and 1921, is a widely acknowledged classic of interwar sociology. One of its signal contributions, and a key reason for its classic status, is what James Carey, in his book on the Chicago school of sociology, calls the social disorganization paradigm. In the United States, the Chicago school of sociology subsequently applied this paradigm to interpret a variety of urban social problems in the 1920s and early 1930s, and it remains influential in studies of crime and violence in American sociology today. Chad Alan Goldberg, Chłop polski w Europie i Ameryce jako studium inkorporacji grup społecznych i budowania wspólnoty narodowej [The Polish Peasant in Europe and America as a Study of Civil  Incorporation and Nation-Building] edited by M. Nowak, „Człowiek i Społeczeństwo” vol. XLVII: „Chłop polski w Europie i Ameryce” po stu latach [Polish peasant in Europe and America after one hundred years], Poznań 2019, pp. 143–159, Adam Mickiewicz University. Faculty of Social Sciences Press. ISSN 0239-3271

Educational Leadership: A New Vision and a New Role within an International Context

1993 ◽  
Vol 3 (1) ◽  
pp. 9-20 ◽  
Author(s):  
David H. Reilly
Keyword(s):  
United States ◽  
Educational Leadership ◽  
The United States ◽  
Way Of Life ◽  
International Context ◽  
New Vision

The worldwide condition of education is not well according to many observers of the international scene. In many countries, including the United States, continuing reform and change of education is a way of life. A new vision of leadership is necessary if educators are to achieve results that are considered successful by most societies. This paper addresses two levels of educational leadership within the context of an international mission for education.

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