Honor, Build, and Restructure: Preparing Transformative School Leaders as Equitable Changemakers through Doctoral Research Methods Courses

Autor/inn/en	DeMartino, Linsay; Renn, Dianne Gardner
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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