"It's Not Just Going to Collect Dust on a Shelf": Faculty Perceptions of the Applied Dissertation in the New California State University (CSU) Ed.D. Programs Leadership Education from within a Feminist Ethos

Autor/in	Auerbach, Susan
Titel	"It's Not Just Going to Collect Dust on a Shelf": Faculty Perceptions of the Applied Dissertation in the New California State University (CSU) Ed.D. Programs Leadership Education from within a Feminist Ethos
Quelle	In: Journal of Research on Leadership Education, 6 (2011) 3, S.59-82 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-7751
Schlagwörter	Doctoral Dissertations; Doctoral Degrees; Instructional Leadership; Role; Theory Practice Relationship; Case Studies; State Legislation; Qualitative Research; School Culture; Program Implementation; Program Development; Context Effect; College Faculty; Teacher Attitudes; California + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Doctoral degree; Doktorgrad; Instruction; Leadership; Bildung; Erziehung; Führung; Rollen; Theorie-Praxis-Beziehung; Case study; Fallstudie; Case Study; Landesrecht; Qualitative Forschung; Schulkultur; Schulleben; Programmplanung; Fakultät; Lehrerverhalten; Kalifornien
Abstract	The launch of independent Ed.D. programs in 2007 at campuses of the California State University (CSU) is significant for its large program size and timing amidst national debate on Ed.D. programs. These applied programs for practitioners require a traditional dissertation based on rigorous research that address problems of practice. This qualitative case study explores how CSU doctoral faculty and program directors conceptualize the purpose and nature of the applied dissertation and the professional and institutional factors that shape their views. It is important to document program norms at this critical early stage to guide improvements at these and other new Ed.D. programs and to contribute to the ongoing debate. Interviews and document review revealed mixed evidence, with some programs stressing scholarly rigor similar to a Ph.D. and others advocating a more relevant, practitioner-oriented approach, such as esummaries of dissertations geared toward educators at the research site. Participants agreed, "We are still feeling our way" regarding dissertation expectations, and greater collegial deliberation is needed. State legislation, accreditation requirements, faculty's own doctoral experience, and other factors tend to reinforce the status quo and inhibit the development of applied approaches. Implications for practice include facilitation of faculty dialogue and consensus-building around visions of the applied dissertation within and across Ed.D. programs. (As Provided).
Anmerkungen	University Council for Educational Administration. Curry School of Education 405 Emmet Street PO Box 400265, Charlottesville, VA 22904. Tel: 434-924-6137; Fax: 434-924-3866; e-mail: ucea.org@gmail.com; Web site: http://www.ucea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10