{"title":"设计出更好的EdD:一篇以探究为中心、以公平为基础的改变领导实践的论文","authors":"Matthew Militello, J. Argent, L. Tredway","doi":"10.1177/19427751221087728","DOIUrl":null,"url":null,"abstract":"In this study, we explored how a reimagined EdD supports leaders to develop the knowledge, skills, and dispositions necessary for effective school and district leadership. We analyzed the usefulness of inquiry-focused, equity-based participatory action research (PAR) in EdD dissertations by using case study methodology to analyze four graduates during and after the EdD program. The findings indicate participants successfully implemented PAR studies while simultaneously bolstering their leadership capacity. Findings have practical use for (1) EdD graduates as they continue to use the PAR methodology in their current work and communities and (2) leadership programs that choose to use PAR as a methodology for scholarly practitioners.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"426 - 456"},"PeriodicalIF":1.3000,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Better EdD by Design: An Inquiry-Focused, Equity-Based Dissertation to Change Leadership Practice\",\"authors\":\"Matthew Militello, J. Argent, L. Tredway\",\"doi\":\"10.1177/19427751221087728\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this study, we explored how a reimagined EdD supports leaders to develop the knowledge, skills, and dispositions necessary for effective school and district leadership. We analyzed the usefulness of inquiry-focused, equity-based participatory action research (PAR) in EdD dissertations by using case study methodology to analyze four graduates during and after the EdD program. The findings indicate participants successfully implemented PAR studies while simultaneously bolstering their leadership capacity. Findings have practical use for (1) EdD graduates as they continue to use the PAR methodology in their current work and communities and (2) leadership programs that choose to use PAR as a methodology for scholarly practitioners.\",\"PeriodicalId\":51853,\"journal\":{\"name\":\"Journal of Research on Leadership Education\",\"volume\":\"18 1\",\"pages\":\"426 - 456\"},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2022-04-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research on Leadership Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/19427751221087728\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research on Leadership Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/19427751221087728","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A Better EdD by Design: An Inquiry-Focused, Equity-Based Dissertation to Change Leadership Practice
In this study, we explored how a reimagined EdD supports leaders to develop the knowledge, skills, and dispositions necessary for effective school and district leadership. We analyzed the usefulness of inquiry-focused, equity-based participatory action research (PAR) in EdD dissertations by using case study methodology to analyze four graduates during and after the EdD program. The findings indicate participants successfully implemented PAR studies while simultaneously bolstering their leadership capacity. Findings have practical use for (1) EdD graduates as they continue to use the PAR methodology in their current work and communities and (2) leadership programs that choose to use PAR as a methodology for scholarly practitioners.