Lessons learned by a faculty member working in an education doctorate program with students performing action research

Abstract

This manuscript provides insight into a new education doctorate program where action research is taught in core courses and used as signature pedagogy and capstone experience. To contextualize action research in this program, a brief introduction as to how it fits into its mission, goals, and needs is provided. Although this fit carries promises, it also carries tensions and insights for faculty working in higher education. Conclusions have the potential to help faculty address potential roadblocks and understand how action research can be used to create school leaders and agents of change.

Keywords:

• action research dissertations
• action research
• education doctorate