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Palgrave Macmillan

Redesigning Professional Education Doctorates

Applications of Critical Friendship Theory to the EdD

ISBN 9781137360939
Publication Date December 2013
Formats Hardcover Ebook (EPUB) Ebook (PDF) 
Publisher Palgrave Macmillan

The professional education doctorate - the EdD - has long been debated. What should its focus be, how should it be composed, and what should it prepare its recipients to accomplish? What, ultimately, distinguishes it from the PhD in education? The contributors to this volume demonstrate that Critical Friendship Theory can succeed in distinguishing and enriching EdD programs. Drawing on multiple, detailed case studies to examine how the CFT framework can be used to foster innovative pedagogy, develop creative dissertation-in-practice experiences, and resolve problems of practice, they build an argument that the implementation of Critical Friendship Theory helps to enhance the particular contributions EdD program graduates are trained to make.

Valerie A. Storey is Associate Professor and Director of the Ed.D. Education Program and Executive Ed.D. in the Educational Leadership program of the University of Central Florida, USA.

Introduction: Critical Friendship: Facilitating Innovative Doctoral Program Adoption; Valerie A. Storey
PART I: THEORY AND ACTION FRAMEWORK, OPPORTUNITIES AND THREATS TO THE DEVELOPING ROLE OF CRITICAL FRIENDSHIP GROUPS
1. Critical Friends: Moving beyond Mentoring; Valerie A. Storey and Brendan Richard
2. Critical Friends and the Education Community's Role in Program Development; Rosemarye T. Taylor and Nicole Lea Marsh
3. Critical Friends Groups from Afar: Can Long Distance Relationships Work?; Alisa Belzer
PART II: ROLE OF CRITICAL FRIEND GROUPS IN ED.D. PROGRAM (RE) DESIGN
4. Critical Friends' Perspectives on Problems of Practice and Inquiry in a EdD Program; Deanna Iceman Sands, Rod L. Blunck, Alan Davis, Connie L. Fulmer, Nancy L. Leech, Maria Araceli Ruiz-Primo, Nancy Shanklin, Ron Tzur, and Shelley Zion
5. CPED as an Incubator for a Clinical Practice Approach to Professional Teacher Preparation at Washington State University: Finding and Promoting Mutual Contexts of Change; Richard Sawyer
6. Growing Organically: Building on Strengths to Modernize the University of Vermont's Doctoral Education Program; Colleen T. MacKinnon
7. Redesigning Preparation Programs for Teacher Leaders and Principals; Tricia Browne-Ferrigno
PART III: APPLYING THE CRITICAL FRIEND GROUP MODEL TO THE ED.D. PROGRAM
8. Critical Friends Groups and their Roles in the Redefinition of the Online Ed.D. in Higher Education Administration at Texas Tech University; Stephanie J. Jones
9. Using a Cohort Approach to Convert Ed.D. Students into Critical Friends; Edmund T. Hamann and Susan Wunder
10. Criterion-inspired, Emergent Design in Doctoral Education: A Critical Friends Perspective; R. Martin Reardon and Charol Shakeshaft
Epilogue; Jill A. Perry and Rachael Hoffman

Alisa Belzer, Rutgers University, USA
Tricia Browne-Ferrigno, University of Kentucky, USA
Edmund Hamann, University of Nebraska-Lincoln, USA
Stephanie Jones, Texas Tech University, USA
Colleen MacKinnon, University of Vermont, USA
Jill Perry, Carnegie Foundation for the Advancement of Teaching, Duquesne University, USA
R. Martin Reardon, Virginia Commonwealth University, USA
Deanna Sands, University of Colorado Denver, USA
Rod Blunck, University of Colorado Denver, USA
Connie Fulmer, University of Colorado Denver, USA
Alan Davis, University of Colorado Denver, USA
Maria Araceli Ruiz-Primo, University of Colorado Denver, USA
Khawla Obeidat, University of Colorado Denver, USA
Nancy Leech, University of Colorado Denver, USA
Shelley Zion, University of Colorado Denver, USA
Nancy Shanklin, University of Colorado Denver, USA
Honorine Nocon, University of Colorado Denver, USA
Ron Tzur, University of Colorado Denver, USA
Rick Sawyer, Washington State University, USA
Charol Shakeshaft, Virginia Commonwealth University, USA
Rosemarye T. Taylor, University of Central Florida, USA
Susan Wunder, Edmund Hamann, University of Nebraska-Lincoln, USA

Reviews

"Redesigning Professional Education Doctorates offers lessons that are associated with the roles and processes of Critical Friends relationships. Furthermore, the intentionality and feedback components of the Critical Friend Theory offer the reader experience-based insight in the redesign of the EdD. An important takeaway from the book is an understanding of how Critical Friendship Groups provide a structural component of the process. The questions answered, as well as others raised by the book, are important for universities seeking to rethink the EdD." - Teachers College Record
"A significant contribution to the needed re-invention of the education doctorate. The professional practice doctorate in education is no longer merely a proposal for the future; these accounts also offer new perspectives for re-thinking the traditional PhD." - Lee S. Shulman, President Emeritus, The Carnegie Foundation for the Advancement of Teaching; Charles E. Ducommun Professor of Education Emeritus, Stanford University, USA
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