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Impacting Education: Journal on Transforming Professional Practice最新文献

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Impact of Bias on the Scholar-Practitioner's Doctoral Journey 偏见对学者-实践者博士历程的影响
Impacting Education: Journal on Transforming Professional Practice Pub Date : 2024-05-01 DOI: 10.5195/ie.2024.398
Laura M. Rodriguez López
{"title":"Impact of Bias on the Scholar-Practitioner's Doctoral Journey","authors":"Laura M. Rodriguez López","doi":"10.5195/ie.2024.398","DOIUrl":"https://doi.org/10.5195/ie.2024.398","url":null,"abstract":"This essay discusses the utilization of safeguard strategies, particularly Improvement Science principles, in the academic and professional writing of scholar-practitioners within EdD programs. These strategies bridge the gap between theory and practice, enabling graduate students to apply their scholarly insights meaningfully. The essay highlights the roles of bias, professional wisdom, positionality, and reflexivity in inquiry, empowering scholar-practitioners to develop authentic solutions to the problems of practice they encounter. Drawing on the recommendations of Perry and colleagues (2020), the essay emphasizes rigorous data collection, explicit theoretical frameworks, evidence of impact on practice, and transparent mitigation of biases. Strategies such as positionality and reflexivity statements, adoption of Improvement Science as a conceptual framework, critical questions as safeguards, and engagement with critical friend groups (CFG) enhance the integrity and rigor of scholar-practitioners' inquiries. By implementing these measures, scholar-practitioners foster a robust examination of problems of practice and contribute to the advancement of knowledge.","PeriodicalId":440819,"journal":{"name":"Impacting Education: Journal on Transforming Professional Practice","volume":"171 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141056633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Systematic Comparative Analysis of Doctor of Education (EdD) Programs 教育博士（EdD）课程的系统比较分析
Impacting Education: Journal on Transforming Professional Practice Pub Date : 2024-05-01 DOI: 10.5195/ie.2024.408
Christa Reyes, Jingshun Zhang
{"title":"Systematic Comparative Analysis of Doctor of Education (EdD) Programs","authors":"Christa Reyes, Jingshun Zhang","doi":"10.5195/ie.2024.408","DOIUrl":"https://doi.org/10.5195/ie.2024.408","url":null,"abstract":"Prospective doctoral students face a daunting challenge choosing between Doctor of Education (EdD) programs and Doctor of Philosophy (PhD) in Education due to programmatic ambiguity, inconsistency, and ill-defined career alignment (Carpenter, 1987; Perry, 2012; Shafer & Giblin, 2008). This qualitative study employed comparative analysis to explore the distinctions between 50 US EdD programs, including completion time, modality, credits, qualifying exam (QE) inclusion and requirements, and dissertation requirements. The theoretical framework used to investigate the root causes and potential outcomes of the EdD and PhD inconsistency included Foucault’s Power Theory (Aguirre Rojas, 2021) and Adam’s Equity Theory (Adams, 1963, 1965). Findings revealed significant differences between EdD programs and between EdD and PhD programmatic features. This data provides valuable insight for prospective students, informs EdD improvement, and urges consistency or standardization for clarity, integrity, and advancement in the field (Fisher et al., 2020; McMahon et al., 2020; Schafer & Giblin, 2008).","PeriodicalId":440819,"journal":{"name":"Impacting Education: Journal on Transforming Professional Practice","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141031706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Review of Dissertations from an Online Asynchronous Learning Design and Technologies Educational Doctoral Program 在线异步学习设计与技术教育博士课程论文综述
Impacting Education: Journal on Transforming Professional Practice Pub Date : 2024-05-01 DOI: 10.5195/ie.2024.406
Lucas Vasconcelos, Michael M. Grant, Hengtao Tang, F. Ari, Ismahan Arslan‐Ari, Yingxiao Qian
{"title":"Review of Dissertations from an Online Asynchronous Learning Design and Technologies Educational Doctoral Program","authors":"Lucas Vasconcelos, Michael M. Grant, Hengtao Tang, F. Ari, Ismahan Arslan‐Ari, Yingxiao Qian","doi":"10.5195/ie.2024.406","DOIUrl":"https://doi.org/10.5195/ie.2024.406","url":null,"abstract":"Practitioner-focused educational doctoral programs have grown substantially in recent years. Dissertations in Practice (DiPs), which are the culminating research report and evaluation method in these programs, differ from traditional PhD dissertations in their focus on addressing a problem of practice and on connecting theories with practice. As part of our ongoing program evaluation, we reviewed DiPs from doctoral students who graduated from an online asynchronous Educational Doctoral program in Learning Design and Technologies at the University of South Carolina. Findings revealed that most students chose a pragmatic philosophical paradigm, adopted a mixed methods research design, reported an action research intervention implemented with populations in K-12 schools, used surveys and interviews as data sources, and analyzed data with descriptive/inferential statistics and thematic analysis. Implications for the program curriculum are discussed.","PeriodicalId":440819,"journal":{"name":"Impacting Education: Journal on Transforming Professional Practice","volume":"48 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141046462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Supports and Barriers to Experiential Learning Participation in Arts Higher Education 艺术高等教育中参与体验式学习的支持与障碍
Impacting Education: Journal on Transforming Professional Practice Pub Date : 2024-05-01 DOI: 10.5195/ie.2024.370
Christina M. Manceor
{"title":"Supports and Barriers to Experiential Learning Participation in Arts Higher Education","authors":"Christina M. Manceor","doi":"10.5195/ie.2024.370","DOIUrl":"https://doi.org/10.5195/ie.2024.370","url":null,"abstract":"Higher education arts programs are implementing experiential learning (EL) programs to address skills gaps and better prepare students for careers in an evolving arts industry. However, there is a dearth of research relating to EL in the arts. As a starting point, this research explores the supports and barriers that contribute to student participation in extracurricular EL programs. This mixed methods study employed interviews and a focus group with nine students at a Mid-Atlantic performing arts conservatory, accompanied by a brief demographic survey. The findings revealed a complex web of supports and barriers impacting students’ awareness of, participation in, and applications to EL programs, including individual, social, programmatic, and systemic factors. The framework of this small-scale study may serve as a model and starting place for other institutions to understand their own unique audiences and settings moving forward.","PeriodicalId":440819,"journal":{"name":"Impacting Education: Journal on Transforming Professional Practice","volume":"25 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141049697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Faculty Mentors’ Perceptions 学院导师的看法
Impacting Education: Journal on Transforming Professional Practice Pub Date : 2024-05-01 DOI: 10.5195/ie.2024.365
Jennifer Crystle, Shannon Melideo, Ruth Boyd, Clara Hauth
{"title":"Faculty Mentors’ Perceptions","authors":"Jennifer Crystle, Shannon Melideo, Ruth Boyd, Clara Hauth","doi":"10.5195/ie.2024.365","DOIUrl":"https://doi.org/10.5195/ie.2024.365","url":null,"abstract":"The purpose of this research was to understand faculty mentors’ perspectives on the impact of CPED-aligned methodology courses on doctoral students’ development as scholarly practitioners. This study was a pilot study and exploratory in nature. Methods included distribution of a survey which included Likert items, as well as open-ended questions. The study presents descriptive statistics and thematic analysis of the survey results. Additionally, exemplar DiPs were analyzed to demonstrate alignment with CPED principles. Findings indicated that faculty mentors perceive that the CPED-aligned methods coursework is having a positive impact on students’ learning and development as scholar practitioners. However, areas for growth and continuous improvement were identified. Implications of the research indicate a need for ongoing program assessment and evaluation of the impact of methodological coursework as the institution moves forward in program redesign and improvement. This study also serves as a model for incorporating faculty mentor perspectives in course and program assessment.","PeriodicalId":440819,"journal":{"name":"Impacting Education: Journal on Transforming Professional Practice","volume":"66 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141051555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Centering the Scholarly Practitioner Within the EdD 以教育博士课程中的学术实践者为中心
Impacting Education: Journal on Transforming Professional Practice Pub Date : 2024-05-01 DOI: 10.5195/ie.2024.369
Lee D. Flood
{"title":"Centering the Scholarly Practitioner Within the EdD","authors":"Lee D. Flood","doi":"10.5195/ie.2024.369","DOIUrl":"https://doi.org/10.5195/ie.2024.369","url":null,"abstract":"The Educational Doctorate (EdD) is designed to meet the needs of current practitioners who aim to expand their professional expertise by leveraging deep knowledge and research methods to address specific and contextualized problems of practice. This approach centers on developing scholarly practitioners that are equipped with the skills necessary to bridge the knowledge-to-doing gap and contribute meaningfully to school improvement (CPED, 2020; Donovan, 2013; Hochbein & Perry, 2013; Jackson & Sun, 2022; Lewis et al., 2020; Perry, Zambo, & Crow, 2020). To achieve this goal, program faculty and their respective thinking must be concerned with and oriented to the scholarly practitioner and their unique positionality. This paper explores two considerations related to centering scholarly practitioners and their impact to illustrate the possibilities inherent within EdD programs.","PeriodicalId":440819,"journal":{"name":"Impacting Education: Journal on Transforming Professional Practice","volume":"27 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141038205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reimagining the EdD in a Time When the Future of Public Schooling is at Stake 在公立学校的未来岌岌可危之际重新认识教育博士学位
Impacting Education: Journal on Transforming Professional Practice Pub Date : 2024-01-29 DOI: 10.5195/ie.2024.399
Laura Flores Shaw, Juliana Paré-Blagoev, Laura Quaynor
{"title":"Reimagining the EdD in a Time When the Future of Public Schooling is at Stake","authors":"Laura Flores Shaw, Juliana Paré-Blagoev, Laura Quaynor","doi":"10.5195/ie.2024.399","DOIUrl":"https://doi.org/10.5195/ie.2024.399","url":null,"abstract":"Given the current tumultuous education climate, we as EdD faculty seek to engage in critical reflection and reimagine the affordances—opportunities for action (Gee, 2008; Gibson, 2014)—provided by our program structures and our teaching practices. In this article, three faculty members (including one department chair and one interim program director) among the many who actively engaged in reimagining an established online EdD program to be launched Fall 2023 discuss their critical self-reflection experiences. Specifically, we discuss how our backgrounds and/or the current socio-historical climate influences our thinking as we, along with our colleagues, have grappled with redesigning an applied EdD program.","PeriodicalId":440819,"journal":{"name":"Impacting Education: Journal on Transforming Professional Practice","volume":"47 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pivoting from Problems to Possibilities in Response to Dual Pandemics 应对双重大流行病，从问题转向可能性
Impacting Education: Journal on Transforming Professional Practice Pub Date : 2024-01-29 DOI: 10.5195/ie.2024.391
Jarrod E. Druery, Melissa M. Jones, Brandelyn Tosolt
{"title":"Pivoting from Problems to Possibilities in Response to Dual Pandemics","authors":"Jarrod E. Druery, Melissa M. Jones, Brandelyn Tosolt","doi":"10.5195/ie.2024.391","DOIUrl":"https://doi.org/10.5195/ie.2024.391","url":null,"abstract":"The year 2020 brought not only the COVID-19 pandemic but also a wave of racial injustice, which impacted many in the U.S. and beyond. Combined, these phenomena have been characterized as dual pandemics, which introduced new demands that forced faculty to redesign aspects of their doctoral programs to ensure sustainability during the pandemic and post-pandemic era. The purpose of this essay is to highlight changes we made to sustain our EdD program during and post dual pandemics. We achieve this by employing Ginwright’s (2022) four pivots and brown’s (2017) emergent leadership as a framework and to conceptualize how we transitioned from viewing the events of 2020 as problems to embracing the possibilities they offered for the present and future of our EdD program. Practical implications and recommendations for this work are discussed to offer EdD faculty ways to design, develop, and sustain their doctoral programs in the post-pandemic era.","PeriodicalId":440819,"journal":{"name":"Impacting Education: Journal on Transforming Professional Practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140489840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Designing, Developing, and Sustaining Doctoral Programs in a Post-Pandemic Age 在后流行病时代设计、发展和维持博士生项目
Impacting Education: Journal on Transforming Professional Practice Pub Date : 2024-01-29 DOI: 10.5195/ie.2024.422
Rebecca Harper
{"title":"Designing, Developing, and Sustaining Doctoral Programs in a Post-Pandemic Age","authors":"Rebecca Harper","doi":"10.5195/ie.2024.422","DOIUrl":"https://doi.org/10.5195/ie.2024.422","url":null,"abstract":"This special themed issue of Impacting Education, Designing, Developing, and Sustaining Doctoral Programs in a Post-Pandemic Age, focuses on ways in which educators have used the pandemic as an opportunity in their doctoral programs for reimagination and reflection. Although this was a disruptive time in education, it also allowed time for transformations and opportunities within doctoral programs. Instead of ignoring the challenges presented by the pandemic, the contributors in this issue used their observations and experiences for improvement and refinement, and emerged from the pandemic with programs that were more robust and reflected the needs of their students.","PeriodicalId":440819,"journal":{"name":"Impacting Education: Journal on Transforming Professional Practice","volume":"69 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mechanisms for Change 变革机制
Impacting Education: Journal on Transforming Professional Practice Pub Date : 2024-01-29 DOI: 10.5195/ie.2024.390
Nicholas E. Husbye, Tachier Rezac, Stephanie Wessels, Guy Trainin
{"title":"Mechanisms for Change","authors":"Nicholas E. Husbye, Tachier Rezac, Stephanie Wessels, Guy Trainin","doi":"10.5195/ie.2024.390","DOIUrl":"https://doi.org/10.5195/ie.2024.390","url":null,"abstract":"While the COVID-19 pandemic forced the rapid development of adaptations in educational systems, these innovations often disappeared as schools returned to so-called pre-pandemic normalcy. This essay explores the role of the Education Doctorate (EdD) programs in equipping candidates with the necessary tools to foster sustained change within their institutions, even in the face of limited power. Drawing from the metaphor of the Rider and the Elephant, this essay proposes specific practices within the EdD framework to support students in appealing to both logical reasoning and emotional engagement to drive change. By aligning the Rider (conscious thinking) with the Elephant (unconscious emotions) and creating a conducive path (environment), lasting behavioral change can be achieved. Additionally, the essay highlights the importance of recognizing the interplay between educational research and the practical realities of classroom instruction, emphasizing how EdD graduates can bridge the gap between education research claims and local education system needs.","PeriodicalId":440819,"journal":{"name":"Impacting Education: Journal on Transforming Professional Practice","volume":"47 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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