Literaturnachweis - Detailanzeige
Autor/inn/en | DeMartino, Linsay; Renn, Dianne Gardner |
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Titel | Honor, Build, and Restructure: Preparing Transformative School Leaders as Equitable Changemakers through Doctoral Research Methods Courses |
Quelle | In: Impacting Education: Journal on Transforming Professional Practice, 8 (2023) 2, S.30-35 (6 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (DeMartino, Linsay) ORCID (Renn, Dianne Gardner) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Transformational Leadership; Leadership Training; Doctoral Programs; Capstone Experiences; Instructional Leadership; Research Skills; Theory Practice Relationship; Doctoral Dissertations; Qualitative Research; Research Methodology; Teaching Methods; Participatory Research; Course Descriptions; Equal Education; Educational Change; Adult Learning; Learning Theories; State Universities; Administrator Education; Educational Administration; Kindergarten; Elementary Secondary Education; Illinois Führungslehre; Doktorandenprogramm; Instruction; Leadership; Bildung; Erziehung; Führung; Forschungsleistung; Theorie-Praxis-Beziehung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Qualitative Forschung; Research method; Forschungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungstätigkeit; Kursstrukturplan; Bildungsreform; Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Staatliche Universität; Bildungsverwaltung; Schuladministration; Schulverwaltung |
Abstract | 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 exam their qualitative research methods courses to honor the professional practice of their adult learners and usher in innovative, collaborative, transformative, and participatory research design courses to meet this demand. As such we present our methodological course sequence built on principles of adult learning and a signature pedagogy, the first course is a reimagination of the qualitative research course and the second is a reconceptualized transformative capstone. (As Provided). |
Anmerkungen | University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |