2,388
Views
5
CrossRef citations to date
0
Altmetric
Articles

The development and enactment of practitioner scholarship among graduates from one online Ed.D. programme

, , , &
Pages 653-669 | Received 26 Mar 2018, Accepted 25 Jan 2019, Published online: 05 Mar 2019

References

  • Ada, A. F. 2003. A Magical Encounter: Latino Children’s Literature in the Classroom. 2nd ed. Allyn & Bacon: Boston.
  • Adams, A., E. Bondy, D. Ross, N. Dana, and B. L. Kennedy-Lewis. 2014. “Implementing an Online Professional Practice Doctoral Program in a PhD Environment: Managing the Dilemmas.” Journal of School Public Relations 35 (3): 363–382.
  • Anderson, D. G. 1983. “Differentiation of the Ed.D. And Ph.D. In Education.” Journal of Teacher Education 34 (3): 55–58. doi:10.1177/002248718303400311.
  • Apple, M. 2013. Can Education Change Society? New York: Routledge.
  • Archbald, D. 2008. “Research versus Problem Solving for the Education Leadership Doctoral Thesis: Implications for Form and Function.” Educational Administration Quarterly 44 (5): 704–739. doi:10.1177/0013161X07313288.
  • Athanases, S. Z., J. M. Wahleithner, and L. H. Bennett. 2012. “Learning to Attend to Culturally and Linguistically Diverse Learners through Teacher Inquiry in Teacher Education.” Teachers College Record 114 (7): 1–50.
  • Belzer, A., and S. Ryan. 2013. “Defining the Problem of Practice Dissertation: Where’s the Practice, What’s the Problem?” Planning and Change 4 (3/4): 195–207.
  • Boser, U. 2011. Teacher Diversity Matters: A State-By-State Analysis of Teachers of Color. Washington, DC: Center for American Progress.
  • Boser, U. 2014. Teacher Diversity Revisited: A New State-By-State Analysis. Washington, DC: Center for American Progress.
  • Brinbaum, Y., and H. Cebolla-Boado. 2007. “The School Careers of Ethnic Minority Youth in France.” Ethnicities 7 (3): 445–474. doi:10.1177/1468796807080237.
  • Brown, K., and C. Cooke. 2010. Professional Doctorate Awards in the UK. Staffordshire: UK Council for Graduate Education.
  • Butler, D. L., and L. Schnellert. 2012. “Collaborative Inquiry in Teacher Professional Development.” Teaching and Teacher Education 28 (8): 1206–1220. doi:10.1016/j.tate.2012.07.009.
  • Carnegie Project on the Education Doctorate (CPED). (2017). About Us [Website]. https://cpedinitiative.site-ym.com/page/AboutUs
  • Cochran-Smith, M., and S. L. Lytle. 1999. “The Teacher Research Movement: A Decade Later.” Educational Research 28 (7): 15–25. doi:10.3102/0013189X028007015.
  • Cochran-Smith, M., and S. L. Lytle. 2009. Inquiry as Stance: Practitioner Research for the Next Generation. New York: Teachers College Press.
  • Crotty, M. 1998. The Foundations of Social Research. Thousand Oaks, CA: Sage.
  • Dana, N., and D. Yendol-Hoppey. 2014. The Reflective Educators Guide to Classroom Research. 3rd ed. Thousand Oaks, CA: Corwin.
  • Dana, N., and E. Currin. 2017. “Inquiry for Equity: Exploring the Impact of Practitioner Research.” Journal of Practitioner Research 2 (2): 1–8. doi:10.5038/2379-9951.2.2.1067.
  • Darling-Hammond, L., D. Burns, C. Campbell, A. L. Goodwin, K. Hammerness, E. L. Low, and K. Zeichner. 2017. Empowered Educators: How High-Performing Systems Shape Teaching Quality. San Francisco, CA: Jossey-Bass.
  • Dawson, K., and N. F. Dana. 2007. “When Curriculum-Based, Technology-Enhanced Field Experiences and Teacher Inquiry Coalesce: An Opportunity for Conceptual Change?” British Journal of Educational Technology 38 (4): 656–667. doi:10.1111/bjet.2007.38.issue-4.
  • Dresser, R. 2007. “The Effects Teacher Inquiry in the Bilingual Language Arts Classroom.” Teacher Education Quarterly 34 (3): 53–66.
  • Ermeling, B. A. 2010. “Tracing the Effects of Teacher Inquiry on Classroom Practice.” Teaching and Teacher Education 26 (3): 377–388. doi:10.1016/j.tate.2009.02.019.
  • Esposito, J., and S. Smith. 2006. “From Reluctant Teacher to Empowered Teacher-researcher: One Educator’s Journey toward Action Research.” Teacher Education Quarterly 33 (3): 45–60.
  • Eurostat. 2017. Migrant Integration statistics—Education. Luxembourg: European Union. Retreived from http://ec.europa.eu
  • Ford, M. 2013. “Achievement Gaps in Australia: What NAPLAN Reveals about Education Inequality in Australia.” Race Ethnicity and Education 16 (1): 80–102. doi:10.1080/13613324.2011.645570.
  • Freire, P. 1970. Pedagogy of the Oppressed. New York: Continuum.
  • Freire, P. 1998. Teachers as Cultural Workers. Boulder, CO: Westview.
  • Freire, P., and D. Macedo. 1987. Literacy: Reading the Word and the World. Westport, CT: Bergin & Garvey.
  • Fullan, M. 2006. Change Theory: A Force for School Improvement. Victoria: Centre for Strategic Education. November.
  • Giroux, H. 1992. “Educational Leadership and the Crisis of Democratic Government.” Educational Researcher 21 (4): 4–11. doi:10.3102/0013189X021004004.
  • Hagevik, R., M. Aydeniz, and C. G. Rowell. 2012. “Using Action Research in Middle Level Teacher Education to Evaluate and Deepen Reflective Practice.” Teaching and Teacher Education 28 (5): 675–684. doi:10.1016/j.tate.2012.02.006.
  • Hochbein, C., and J. A. Perry. 2013. “The Role of Research in the Professional Doctorate.” Planning and Change 44 (3/4): 181–195.
  • Honig, M. I. 2010. “Street-Level Bureaucracy Revisited: Frontline District Central-Office Administrators as Boundary Spanners in Education Policy Implementation.” Educational Evaluation and Policy Analysis 28 (4): 357–383. doi:10.3102/01623737028004357.
  • Hyland, N. E., and S. E. Noffke. 2005. “Understanding Diversity through Social and Community Inquiry: An Action Research Study.” Journal of Teacher Education 56 (4): 367–381. doi:10.1177/0022487105279568.
  • Kennedy, B. L., M. R. Altman, and A. C. Pizano. 2018. “Engaging in the Battle of Snails by Challenging the Traditional Dissertation Model.” Impacting Education: Journal on Transforming Professional Practice 3 (1): 4–12.
  • Knight, S. L., D. L. Wiseman, and D. Cooner. 2000. “Cooperative Teacher Research to Determine the Impact of Professional Development School Activities on Elementary Students’ Math and Writing Outcomes.” Journal of Teacher Education 51 (1): 26–38. doi:10.1177/002248710005100104.
  • Ladson-Billings, G. 1995. “Toward a Theory of Culturally Relevant Pedagogy.” American Educational Research Journal 32 (3): 465–491. doi:10.3102/00028312032003465.
  • Ladson-Billings, G. 2006. “From the Achievement Gap to the Education Debt: Understanding Achievement in US Schools.” Educational Researcher 35 (7): 3–12. doi:10.3102/0013189X035007003.
  • Lester, S. 2004. “Reconceptualizing the Practitioner Doctorate.” Studies in Higher Education 29 (6): 757–770. doi:10.1080/0307507042000287249.
  • Levin, B. B., and T. C. Rock. 2003. “The Effects of Collaborative Action Research on Preservice and Experienced Teacher Partners in Professional Development Schools.” Journal of Teacher Education 54 (2): 135–149. doi:10.1177/0022487102250287.
  • Levin, H. M. 2009. “The Economic Payoff to Investing in Educational Justice.” Educational Researcher 38 (1): 5–20. doi:10.3102/0013189X08331192.
  • Lincoln, Y. S., and E. G. Guba. 1985. Naturalistic Inquiry. Thousand Oaks, CA: Sage.
  • Lipsky, M. 2010. Street Level Bureaucracy: Dilemmas of the Individual in Public Services. New York: Russell Sage Foundation.
  • Lytle, S. L., and M. Cochran-Smith. 1992. “Teacher Research as a Way of Knowing.” Harvard Educational Review 62 (4): 447–475. doi:10.17763/haer.62.4.4lm3811r1033431n.
  • Ma, V. W., N. F. Dana, A. Adams, and B. L. Kennedy. 2018. “Understanding the Problem of Practice: An Analysis of Professional Practice Ed.D. Dissertations.” Impacting Education: Journal on Transforming Professional Practice 3 (1): 13–22.
  • Martin, R. J. 2005. “An American Dilemma: Using Action Research to Frame Social Class as an Issue of Social Justice in Teacher Education Courses.” Teacher Education Quarterly 32 (2): 5–22.
  • Merriam, S. B., and E. J. Tisdell. 2016. Qualitative Research: A Guide to Design and Implementation. 4th ed. San Francisco, CA: Jossey-Bass.
  • Ministero de Educación, Cultura y Deporte. 2017. Sistema estatal de indicadores de la educación 2017. Madrid: Government of Spain.
  • Morse, J. 2018. “Reframing Rigor in Qualitative Inquiry.” In The SAGE Handbook of Qualitative Research, N. K. Denzin and Y. S. Lincoln edited by. 5th, 796–817. Los Angeles: Sage.
  • New Zealand Ministry of Education. 2017. Education Counts. Auckland: Author. Retrieved from https://www.educationcounts.govt.nz
  • Nichols, S., and P. Cormack. 2017. Impactful Practitioner Inquiry: The Ripple Effect on Classrooms, Schools, and Teacher Professionalism. New York: Teachers College Press.
  • Ravitch, S. M., and S. Lytle. 2016. Becoming Practitioner-Scholars: The Role of Practice-Based Inquiry Dissertations in the Development of Educational Leaders.  In Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by M. Khosrow-Pour, 1914–1929. Hershey, PA: IGI Global.
  • Richardson, V. 1994. “Conducting Research on Practice.” Educational Researcher 23 (5): 5–10. doi:10.3102/0013189X023005005.
  • Rinke, C. R., and D. M. Stebick. 2013. “Not Just Learning about It but Actually Doing It”: The Evolution of a Teacher Inquiry Culture.” Action in Teacher Education 35 (1): 72–84. doi:10.1080/01626620.2012.743443.
  • Rock, T. C., and B. R. Levin. 2002. “Collaborative Action Research Projects: Enhancing Preservice Teacher Development in Professional Development Schools.” Teacher Education Quarterly 29: 7–21.
  • Ross, D., A. Adams, E. Bondy, N. Dana, S. Dodman, and C. Swain. 2011. “Preparing Teacher Leaders: Perceptions of the Impact of a Cohort-Based, Job Embedded, Blended Teacher Leadership Program.” Teaching and Teacher Education 27 (8): 1213–1222. doi:10.1016/j.tate.2011.06.005.
  • Rubie-Davies, C., J. Hattie, and R. Hamilton. 2006. “Expecting the Best for Students: Teacher Expectations and Academic Outcomes.” British Journal of Educational Psychology 76 (3): 429–444. doi:10.1348/000709905X53589.
  • Shewbridge, C., M. Kim, G. Wurzburg, and G. Hostens. 2010. OECD Reviews of Migrant Education: Netherlands. Paris: Organization for Economic Cooperation and Development.
  • Shor, I. 1992. Empowering Education. Chicago: University of Chicago Press.
  • Shulman, L. S., C. M. Golde, A. Conklin Bueschel, and K. J. Garabedian. 2006. “Reclaiming Education’s Doctorates: A Critique and A Proposal.” Educational Researcher 35 (3): 25–32. doi:10.3102/0013189X035003025.
  • Stake, R. E. 1995. The Art of Case Study Research. Thousand Oaks, CA: Sage.
  • Stanton-Salazar, R. D. 2001. Manufacturing Hope and Despair. New York: Teachers College Press.
  • Stanton-Salazar, R. D. 2011. “A Social Capital Framework for the Study of Institutional Agents and Their Role in the Empowerment of Low-Status Students and Youth.” Youth & Society 43 (3): 1066–1109. doi:10.1177/0044118X10382877.
  • Wallace, C. S. 2013. “Promoting Shifts in Preservice Science Teachers’ Thinking through Teaching and Action Research in Informal Science Settings.” Journal of Science Teacher Education 24 (5): 811–832. doi:10.1007/s10972-013-9337-0.
  • Yin, R. K. 2014. Case Study Research. 5th ed. Los Angeles: Sage.