From Curricular Alignment to the Culminating Project: The Peabody College Ed.D. Capstone

Autor/inn/en	Smrekar, Claire; McGraner, Kristin
Titel	From Curricular Alignment to the Culminating Project: The Peabody College Ed.D. Capstone
Quelle	In: Peabody Journal of Education, 84 (2009) 1, S.48-60 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	Educational Change; Postsecondary Education as a Field of Study; Higher Education; Doctoral Dissertations; Counselor Client Relationship; Elementary Secondary Education; Professional Development; Tennessee + Suchen Sie Ihr Suchwort? Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift
Abstract	The Department of Leadership, Policy, and Organizations (LPO) at Peabody College, Vanderbilt University, recently replaced the conventional Ed.D. dissertation with a team-produced, client-consultant oriented, culminating report. This article describes the purpose and principles associated with the "capstone" project and describes the "fit" between the curriculum and the capstone experience. The chapter also describes the "lessons learned" from the initial cohort of doctoral students and clients who collaborated in the pilot year of capstone projects. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10