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Rethinking Education for the Practitioner Using Fink's Taxonomy of Significant Learning: Lessons Learned in Redesigning an Introductory Level Doctoral Course
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Wicker, Ashley Johnston – Research Issues in Contemporary Education, 2022
In this practitioner-based paper, the author provides insight into the course redesign process of an introductory doctoral level leadership course for a Doctor of Education in Educational Leadership program. Students needed more support in bridging the scholar and practitioner identities; therefore, to support doctoral student skill development…
Descriptors: Taxonomy, Educational Change, Learning Processes, Doctoral Programs
Honor, Build, and Restructure: Preparing Transformative School Leaders as Equitable Changemakers through Doctoral Research Methods Courses
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DeMartino, Linsay; Renn, Dianne Gardner – Impacting Education: Journal on Transforming Professional Practice, 2023
School leaders enrolled in CPED-influenced and practitioner focused doctoral programs require specific research-based skills and knowledge that bridge both educational scholarship and practice in order to be relevant for both their dissertation process and school practice. In doing so, these doctorate in education (EdD) programs must critically…
Descriptors: Transformational Leadership, Leadership Training, Doctoral Programs, Capstone Experiences