# bib

id: impactinged-117
author: Harrington, Christine
title: Envisioning Public Scholarship for Our Time: Models for Higher Education Researchers Book Review
date: 2020
pages: 3
extension: .pdf
mime: application/pdf
words: 2050
sentence: 83
flesch: 47
cache: cache/impactinged-117.pdf
txt: txt/impactinged-117.txt
summary:
  Doctoral students will benefit from having this book as required reading in their initial research course as it describes the value of scholarship and the significant impact various forms of public scholarship can make in terms of social justice and equity. Kezar et al. (2018) promote activism by sharing numerous examples of public scholarship, including their own, and outlining sev- eral paths for how researchers can engage in public scholarship to impact policy and practice in higher education.


id: impactinged-74
author: Hamann, Edmund 'Ted'; Trainin, Guy
title: Problems of Practice As Stance
date: 2018
pages: 3
extension: .pdf
mime: application/pdf
words: 2937
sentence: 110
flesch: 43
cache: cache/impactinged-74.pdf
txt: txt/impactinged-74.txt
summary:
  CPED Doctoral Students Are Interested Parties CPED students are interested parties in relation to various problems of practice and usually that interest ties to their professional responsibilities as practitioners. “Efficacy” is a reminder that educational practice is supposed to create/produce something.


id: impactinged-40
author: Hawkins, Jacqueline
title: International Perspectives on Designing Professional Practice Doctorates Book Review
date: 2018
pages: 3
extension: .pdf
mime: application/pdf
words: 2779
sentence: 118
flesch: 43
cache: cache/impactinged-40.pdf
txt: txt/impactinged-40.txt
summary:
  The breadth of disciplines attests to the demand for EdD programs by professionals. For example, themes respond to some of our prevalent questions and include: how can we facilitate program change?; what have others done to adjust content and format to relate to a profession?; and, how many students are enrolled, in which subjects, and how successful are the programs?


id: impactinged-47
author: Vasudeva, Ash
date: 2017
pages: 5
extension: .pdf
mime: application/pdf
words: 4090
sentence: 183
flesch: 58
cache: cache/impactinged-47.pdf
txt: txt/impactinged-47.txt
title:
  Adapted from the 2017 CPED Convening Presentation: Reflections and New Directions on CPED’s 10th Anniversary

summary:
  I’ll illustrate this with three dilemmas where the best intentions and contributions of research can go slightly askew when played out in the landscape of schools and school systems. Fidelity measures in of themselves do little to help practitioners achieve success in their schools and school systems, and in fact, may provide a false sense of precision around the com- plex pathways and processes that support improved outcomes.


id: impactinged-109
author: Kimbrel, Laurie A.; Varga, Mary Alice
date: 2020
pages: 6
extension: .pdf
mime: application/pdf
words: 4473
sentence: 220
flesch: 41
cache: cache/impactinged-109.pdf
txt: txt/impactinged-109.txt
title:
  Predicting EdD Applicant Potential Using Structured Behavioral Interviews During the Application Process

summary:
  Interview questions will be revised to consider their feedback and the performance of applicants during the first round of implementation. Twelve meta-analyses conducted from 1988 through 1995 found strong evidence that structured interviews predict success more consistently than unstructured interviews (Levashina et al., 2014).


id: impactinged-160
author: DeMartino, Linsay
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 4437
sentence: 248
flesch: 48
cache: cache/impactinged-160.pdf
txt: txt/impactinged-160.txt
title:
  Adult learners, remote learning, and the COVID pandemic: Restructuring educational doctorate courses in crisis

summary:
  Five aspects for building trust in school communities are benevolence, or the feelings of caring and vulnerability; honesty and integrity; openness; reliability, or the predictability of leadership behaviors; and competence, the ability to perform appropriate leadership tasks (Noonan et al., 2008). These communities of practice become vital for student learning, support, and persistence through their programs.


id: impactinged-106
author: Borkoski, Carey; Bryant, Camille; Eith, Christine
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 3785
sentence: 182
flesch: 42
cache: cache/impactinged-106.pdf
txt: txt/impactinged-106.txt
title:
  The Dissertation Clinic: Supporting Doctoral Students’ Research Methods Training in an Online EdD Program

summary:
  A technique for reducing student anxiety. These experiences coupled with becoming doctoral students often contributes to high levels of reported anxiety and low confidence related to these topics.


id: impactinged-70
author: Ezzani, Miriam D.; Paufler, Noelle A.
title: Doctoral Program in Educational Leadership Redesign: Utilizing a Multicriteria Framework
date: 2018
pages: 6
extension: .pdf
mime: application/pdf
words: 5898
sentence: 257
flesch: 38
cache: cache/impactinged-70.pdf
txt: txt/impactinged-70.txt
summary:
  Preparation program offers regular professional development for program faculty to enhance their skills in leadership preparation, research, research utilization, and other content areas. For the next three years, the EDLE Program, with limited faculty, initially completed a few items on the improvement plan, and several items remained uncompleted while program faculty turned their attention to the master’s program with declining enrollment of less than 16 students.


id: impactinged-123
author: Ryan, Antoinette M.; Watson, Sheldon
title: Impact and Inclusion: Transforming an EdD Program into a Crucible for Systems Change
date: 2021
pages: 6
extension: .pdf
mime: application/pdf
words: 5542
sentence: 238
flesch: 37
cache: cache/impactinged-123.pdf
txt: txt/impactinged-123.txt
summary:
  Systems change that occurs is confined to nodes within the system (e.g. implementing a new program within a school or district). Yet transformational leadership is often the best outcome one can hope for from a preparation program unless it is explicitly framed around systems change.


id: impactinged-98
author: Buss, Ray R.; Allen, James G.
title: Leader Scholar Communities: Supporting EdD Students’ Dissertation in Practice Efforts
date: 2020
pages: 7
extension: .pdf
mime: application/pdf
words: 6252
sentence: 286
flesch: 47
cache: cache/impactinged-98.pdf
txt: txt/impactinged-98.txt
summary:
  LSC faculty members reviewed and approved learning associates’ topics prior to allowing learning associates move forward with developing a DiP proposal. Later, Alexa noted, “they [LSC members] were always really encouraging.


id: impactinged-112
author: Karalis Noel, Tiffany; Gorlewski, Julie; Kearney, Erin
title: SMACKtivism: A Program Redesign so Good, You Won’t Know What Hit You
date: 2020
pages: 8
extension: .pdf
mime: application/pdf
words: 6005
sentence: 245
flesch: 35
cache: cache/impactinged-112.pdf
txt: txt/impactinged-112.txt
summary:
  Given the exponential growth of online students in the U.S., a reality that was observable in our online Curriculum, Instruction, and the Science of Learning PhD program at University at Buffalo, we determined that the addition of a fully online EdD program would offer current and prospective students an accessible and flexible opportunity for working professionals to earn an education doctorate. Faculty who are coordinating and teaching within the program will be responsible for cultivating a collaborative, transcultural community for EdD students.


id: impactinged-100
title: Approaching EdD Program Redesign as a Problem of Practice
date: 2020
pages: 9
extension: .pdf
mime: application/pdf
words: 7069
sentence: 285
flesch: 38
cache: cache/impactinged-100.pdf
txt: txt/impactinged-100.txt
author:
  Leach, Lesley F; Reyes, Juanita M; Baker, Credence; Glaman, Ryan; Barkley, Jordan M; Beach, Don M; Higham, J Russell; Rynearson, Kimberly; Weber, Mark; Farmer, Tod Allen; Bowden, Randall; Brock, Jesse; Bunch, Phillis

summary:
  Although we have not yet implemented the redesigned program, we present results of our planning process to assist faculty who may undertake similar redesign processes and to add to the growing body of knowledge concerning the movement to create programs that differentiate the preparation of EdD students from PhD students. Identify ideal condition Identify current condition Identify gap between ideal and current conditions Consider perspectives on gap Distill root causes from common themes Identify strategies for improvement 9 Approaching EdD Program Redesign as a Problem of Practice Impacting Education: Journal on Transforming Professional Practice impactinged.pitt.edu Vol. 5 (2020) DOI 10.5195/ie.2020.100 Faculty Participants All eight faculty participants were program faculty with interests in making program changes to better serve students’ needs, and all served as coauthors on this paper.


id: impactinged-85
author: Gillham, John C.; Williams, Nicole V.; Rife, Gwynne; Parker, Kara K.
title: Problems of Practice: A Document Analysis of Education Doctorate Dissertations
date: 2019
pages: 9
extension: .pdf
mime: application/pdf
words: 7761
sentence: 370
flesch: 40
cache: cache/impactinged-85.pdf
txt: txt/impactinged-85.txt
summary:
  Student dissertations included a diverse set of problems of practice largely determined by their professional roles. The functionality and practicality of problem of practice dissertations were also highlighted by Dagenais, Problems of Practice: A Document Analysis of Education Doctorate Dissertations Impacting Education: Journal on Transforming Professional Practice impactinged.pitt.edu Vol. 4


id: impactinged-154
author: Firestone, William A.; Leland, Andrew S.
title: Strategies for Promoting Evidence Use Through the Education Doctorate
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 8300
sentence: 394
flesch: 50
cache: cache/impactinged-154.pdf
txt: txt/impactinged-154.txt
summary:
  These assignments served multiple purposes in developing students’ research skills. Research Skills Through their programs, EdD students developed research skills or how to find, understand, and do research.


id: impactinged-26
author: Perry, Jill A.; Imig, David G.
title: What do we mean by Impact?
date: 2016
pages: 3
extension: .pdf
mime: application/pdf
words: 2502
sentence: 100
flesch: 45
cache: cache/impactinged-26.pdf
txt: txt/impactinged-26.txt
summary:
  Data and comments from this evaluation (Crowe, 2013) also validated CPED’s impact by suggesting three important implications of the overall CPED initiative: first, the initiative itself—through project leaders, graduate assis- tants, and others—was influential as a source of interest in doctoral program changes across the country. Jill A. Perry, PhD Editor-in-Chief, IE Executive Director, CPED David G. Imig, PhD Chairman, CPED Board of Directors ABSTRACT A history of change efforts by philanthropic agencies and government organizations directed at graduate schools of education has not produced long-term or sustained changes in their form and function.


id: impactinged-158
author: Bartlett, Michelle E.; Warren, Carrol L.; Chapman, Diane D.
title: Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 3872
sentence: 190
flesch: 39
cache: cache/impactinged-158.pdf
txt: txt/impactinged-158.txt
summary:
  Data was not collected for research purposes but to best help community college faculty through the transition to online teaching and learning. Faculty members demonstrated great determination and grit as they shifted to remote teaching and learning with a focus on the student success, even while feeling overwhelmed and disrupted themselves.


id: impactinged-119
author: Borkoski, Carey; Roos, Brianne
title: Listening to and Crafting Stories: Cultivating Activism in Online Doctoral Students
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 3604
sentence: 164
flesch: 37
cache: cache/impactinged-119.pdf
txt: txt/impactinged-119.txt
summary:
  Students learn about how each discipline applies to education and then apply the disciplinary perspectives to their own PoP. Consideration of multidisciplinary perspectives on education problems and their own PoP primes students to use a systems approach in their research because students are getting accustomed to looking at problems through perspectives beyond their own. In this paper, we will explore how doctoral student program onboarding and first-year coursework contribute to the development of EdD students as activists.


id: impactinged-37
author: Hesbol, Kristina
title: Design-Based School Improvement: A Practical Guide for Educational Leaders
date: 2017
pages: 3
extension: .pdf
mime: application/pdf
words: 2000
sentence: 113
flesch: 49
cache: cache/impactinged-37.pdf
txt: txt/impactinged-37.txt
summary:
  By positioning school improvement as a complex and persistent problem of practice, as opposed to a linear series of procedural steps, school improvement teams act as transformative agents of social change (Kumara- vadivelu, 2003). KEYWORDS School improvement, design thinking, equity, improvement science, actionable problem of practice For decades, educational reformers have relied on traditional scientific approaches to attempt to improve teaching and learning.


id: impactinged-182
author: Hawkins, Jacqueline; Martens, Monica L.
title: The Improvement Science Dissertation in Practice Book Review
date: 2021
pages: 3
extension: .pdf
mime: application/pdf
words: 2310
sentence: 107
flesch: 48
cache: cache/impactinged-182.pdf
txt: txt/impactinged-182.txt
summary:
  Students in EdD programs are diverse in backgrounds, job positions, positionality in a workplace hierarchy, and job longevity. Many EdD students need the degree to obtain the type of influence that would enable them to complete PDSA cycle research.


id: impactinged-167
author: Bukko, Debra; Dhesi, Jaskaran
title: Doctoral Students Living, Leading, and Learning During a Pandemic
date: 2021
pages: 9
extension: .pdf
mime: application/pdf
words: 8917
sentence: 486
flesch: 47
cache: cache/impactinged-167.pdf
txt: txt/impactinged-167.txt
summary:
  Leaders in Learning Communities As working professionals, Ed.D. students are leaders who may not have conceptualized their identities as researchers and scholars (Chapman, 2017; Hall & Burns, 2009). Participants Qualitative research was used to gather the perspectives of Ed.D. students taking a penultimate year one course when the program pivoted to virtual spaces due to COVID-19.


id: impactinged-92
author: Caskey, Micki M; Stevens, Dannelle D; Yeo, Marie
title: Examining Doctoral Student Development of a Researcher Identity: Using the Draw a Researcher Test
date: 2020
pages: 11
extension: .pdf
mime: application/pdf
words: 8866
sentence: 512
flesch: 51
cache: cache/impactinged-92.pdf
txt: txt/impactinged-92.txt
summary:
  While the data set is small, the use of this kind of visual data in understanding identity development is unique and may offer other researchers a new lens by which to explore doctoral student identity development. While the data set is small, the use of this kind of visual data in understanding identity development is unique and may offer other researchers a new lens by which to explore doctoral student identity development.


id: impactinged-102
author: Abruzzo, Emma
title: An Online Doctorate for Researching Professionals
date: 2019
pages: 2
extension: .pdf
mime: application/pdf
words: 1550
sentence: 78
flesch: 46
cache: cache/impactinged-102.pdf
txt: txt/impactinged-102.txt
summary:
  Kumar and Dawson (2018) present their model for online professional doctorate programs and offer guidance for other program leaders of online EdD programs. Ensuring and Evaluating Quality focuses on how to maintain quality in online EdD programs as well as how to identify the impact of program content and design.


id: impactinged-25
author: Kochhar-Bryant, Carol A.
title: Symbiotic Space: Exploring the Nexus of Rigor, Problems of Practice and Implementation
date: 2017
pages: 9
extension: .pdf
mime: application/pdf
words: 9195
sentence: 458
flesch: 43
cache: cache/impactinged-25.pdf
txt: txt/impactinged-25.txt
summary:
  However, the field continued to express con- cern about the narrow set of criteria used to define “rigor,” and the establishment of a “scientific culture” that relied primarily on the “gold standard” random assignment studies of program effects as the remedy for the failures of education research to offer credible guid- ance for policy and practice (Gutiérrez & Penuel, 2014). Scientists bring new rigor to education research.


id: impactinged-34
author: Schuster, Maximilian T.
title: The EdD and the Scholarly Practitioner: The CPED Path
date: 2017
pages: 2
extension: .pdf
mime: application/pdf
words: 1197
sentence: 49
flesch: 36
cache: cache/impactinged-34.pdf
txt: txt/impactinged-34.txt
summary:
  These chapters highlight practices from successful CPED EdD programs, blending theoretical and practical aspects, to sketch a blueprint for a revitalized EdD dissertation process. Despite these critiques, The EdD and the scholarly practitioner: The CPED path provides an instruc- tive and practicable guide for institutions and EdD programs to begin this necessary journey in order to prepare scholarly practitioners for the transformational leadership that our education systems greatly deserve.


id: impactinged-29
author: George, Phillis
title: Toward a Social Justice Model for an EdD Program in Higher Education
date: 2017
pages: 12
extension: .pdf
mime: application/pdf
words: 10766
sentence: 487
flesch: 33
cache: cache/impactinged-29.pdf
txt: txt/impactinged-29.txt
summary:
  With so many moving and critical pieces, focused, doctoral preparation for administering higher education programs (both curricular and co-curricular) while upholding the principles of diversity leadership and inclusive excellence is expressly needed—which is why the current evaluation of the selected doctoral program is timely and important. Studies included in this latter research strand focus indirectly on transforming higher education leadership preparation by concentrating holistically on higher education leadership and embedded opportunities for social justice practice.


id: impactinged-149
author: Jones Becton, Yasha; Jeffries, Rhonda Baynes
title: EdD Program Reform and Signature Pedagogies for Activism
date: 2020
pages: 2
extension: .pdf
mime: application/pdf
words: 1437
sentence: 55
flesch: 29
cache: cache/impactinged-149.pdf
txt: txt/impactinged-149.txt
summary:
  As professional development opportunities, CPED convenings are fertile ground for the growth of resources from member programs’ contributions to the design and redesign of EdD programs. The CPED Framework© in Action is one among many consortium benefits that drives the goal of program redesign, and the signature pedagogy design concept is one element of the CPED Framework© in Action that has manifested in EdD programs in a variety of ways.


id: impactinged-163
author: Capello, Sarah; Gyimah-Concepcion, Mellissa; Billimack, Victoria Vandover
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 4827
sentence: 207
flesch: 44
cache: cache/impactinged-163.pdf
txt: txt/impactinged-163.txt
title:
  An Unexpected Affordance of Program Design for Dissertation Writing During COVID-19: The Embedded Dissertation

summary:
  While recent research estimates a 40-60% attrition rate for students in traditional doctoral programs (Cassuto, 2013; Council of Graduate Schools, 2012; Rockinson-Szapkiw et al., 2019), some studies have found attrition rates of up to 70% for EdD students (Bowen & Rudenstine, 1992; Nettles & Millett, 2006), and there is evidence that online doctoral programs have even higher attrition rates (Bawa, 2016). In addition to describing the embedded dissertation, in this paper we also explore how the embedded dissertation design resulted in unanticipated affordances for EdD students at the dissertation writing stage (rather than the data collection or data analysis stages) and for the faculty teaching the dissertation writing courses during the COVID-19 pandemic, primarily because this is the stage students and faculty were in when the pandemic struck.


id: impactinged-43
author: Strom, Kathryn; Porfilio, Bradley
title: Centering Social Justice in EdD Programs
date: 2017
pages: 5
extension: .pdf
mime: application/pdf
words: 4565
sentence: 264
flesch: 46
cache: cache/impactinged-43.pdf
txt: txt/impactinged-43.txt
summary:
  Consequently, preparing teachers and leaders to work toward social justice in schools and communities is crucial. Only in the last decade have scholars in the field of educational leadership begun attend to issues of social justice (e.g., Bogotch & Shields, 2014; Brown, 2004; Furman, 2012; Theoharis, 2008).


id: impactinged-69
author: Allen, James G.; Wasicsko, Mark; Wirtz, Paul J.
title: Using Dispositions in the EdD Admissions Process: A Perceptual Approach
date: 2018
pages: 10
extension: .pdf
mime: application/pdf
words: 6407
sentence: 356
flesch: 46
cache: cache/impactinged-69.pdf
txt: txt/impactinged-69.txt
summary:
  KEYWORDS: assessing leader dispositions; EdD student admissions; leadership development INTRODUCTION Transformational educational leaders are in high demand especially now with the vacuum created by baby-boomer retirements and accelerated turnover due to increasingly stressful and demanding educational environments. One of the recruitment criteria, the authors contend, should be evidence of effective leadership dispositions.


id: impactinged-166
author: Sroka, Matthew J.
title: Collecting Dissertation Data during COVID 19
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 3570
sentence: 157
flesch: 56
cache: cache/impactinged-166.pdf
txt: txt/impactinged-166.txt
summary:
  Small teacher communities across school systems can be a valuable asset to equip teachers with tools for sustainability and long-term coping within an unexpected context. However, as distance-learning plans are not the types of lessons teachers typically create, are these lessons still a valid form of data?


id: impactinged-127
author: Currin, Elizabeth
title: Taking a Stance: Teacher Researchers’ Historical and Political Positioning
date: 2020
pages: 6
extension: .pdf
mime: application/pdf
words: 6103
sentence: 317
flesch: 51
cache: cache/impactinged-127.pdf
txt: txt/impactinged-127.txt
summary:
  Pointing to a noticeable ebb in teacher research in the 21st century, Cindy suggested, “It’s nice that they’re required in a whole range of programs, some sort of teacher research project, but […] somehow, I don’t get the sense that it sticks.” activism, teacher research, inquiry as stance, EdD programs, oral history As teacher walkouts and other protests generate social electricity and garner media attention, EdD programs like mine are beginning to frame the work of practitioner-scholars as activism, a prospect that makes me both curious and cautious.


id: impactinged-131
title: An Emerging Framework for the EdD Activist
date: 2020
pages: 12
extension: .pdf
mime: application/pdf
words: 7609
sentence: 431
flesch: 41
cache: cache/impactinged-131.pdf
txt: txt/impactinged-131.txt
author:
  Becton, Yasha J.; Bogiages, Christopher; D'Amico, Leigh; Lilly, Todd; Currin, Elizabeth; Jeffries, Rhonda; Tamim, Suha

summary:
  This journal is supported by the Carnegie Project on the Education Doctorate: A Knowledge Forum on the EdD (CPED) cpedinitiative.org impactinged.pitt.edu ISSN 2472-5889 (online) Vol.5, No. 2 (2020) DOI 10.5195/ie.2020.131 An Emerging Framework for the EdD Activist Yasha J. Becton University of South Carolina yyjones@mailbox.sc.edu Christopher Bogiages University of South Carolina bogiages@mailbox.sc.edu Leigh D’Amico University of South Carolina damico@mailbox.sc.edu Todd Lilly University of South Carolina lillyt98@mailbox.sc.edu Elizabeth Currin University of South Carolina ecurrin@mailbox.sc.edu Rhonda Jeffries University of South Carolina rjeffries@sc.edu Suha Tamim University of South Carolina tamims@mailbox.sc.edu ABSTRACT Increasingly, Ed.D. programs are challenged to produce graduates with the skills and expertise needed to create and foster change in the various educational environments in which they serve. As institutions continue to strive to improve Ed.D. programs (e.g. Buss, 2018; Creighton, 2008; Mertler & Henriksen, 2018; Normore & Issa Lahera, 2019; Peterson, 2017), scholarly practice will ultimately permeate the teaching profession.


id: impactinged-114
author: Harrington, Christine; Melendez, John
title: Launching an EdD in Community College Leadership Program with Activism in Mind
date: 2020
pages: 9
extension: .pdf
mime: application/pdf
words: 6926
sentence: 348
flesch: 41
cache: cache/impactinged-114.pdf
txt: txt/impactinged-114.txt
summary:
  For example, the following was included in the letter: “We are confident that you will add significant value to the learning experience for the entire cohort and have no doubt that you will engage in leadership activities aimed at increasing student success outcomes for community college students.” In addition to traditional icebreakers, students also had numerous opportunities to discuss issues facing community college students.


id: impactinged-162
author: Howard, Joy; Baker, Timberly L.
title: Activating activism within the EdD: Connecting DiP Research and the community
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 7964
sentence: 349
flesch: 46
cache: cache/impactinged-162.pdf
txt: txt/impactinged-162.txt
summary:
  A communal approach to community research. I identify as one that actively engages in social justice work, as a motherscholar, more specifically I work toward justice for students of color and those identified within special education.


id: impactinged-89
author: Perry, Jill A; Zambo, Debby
title: Themed Section of Impacting Education Focused on CPED’s Principle
date: 2018
pages: 7
extension: .pdf
mime: application/pdf
words: 5356
sentence: 268
flesch: 45
cache: cache/impactinged-89.pdf
txt: txt/impactinged-89.txt
summary:
  3. Document and evaluate fidelity to the set of program principles developed in the first three years of the initiative (2007-2009). In these cases, faculty met multiple times per year and negotiated ways to infuse CPED principles into their programs.


id: impactinged-168
author: Huchting, Karie; Stephenson, Rebecca
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 4316
sentence: 155
flesch: 33
cache: cache/impactinged-168.pdf
txt: txt/impactinged-168.txt
title:
  Implementing Social Justice Practices Online: Lessons Learned from Teaching and Advising Dissertations in Practice During the COVID-19 Pandemic

summary:
  This discussion is set against the backdrop of developing a new fully online EdD Program in educational leadership for social justice at the institution, wherein the online transition due to COVID-19 offered an opportunity to assess effective pedagogy, student community and engagement, and workload expectations. First, we learned that while continuity is important in terms of offering EdD students opportunities to develop critical consciousness through their coursework and research, it is also important to recognize the critical consciousness that develops by living through a crisis such as a global pandemic—particularly when, as we have seen during the COVID-19 pandemic, that crisis brings into clear focus issues of systemic injustice.


id: impactinged-165
author: Alvarado, Cassidy; Garcia, Leyda; Gilliam, Nikysha; Minckler, Sydney; Samay, Csilla
title: Pandemic Pivots: The Impact of a Global Health Crisis on the Dissertation in Practice
date: 2021
pages: 6
extension: .pdf
mime: application/pdf
words: 5928
sentence: 286
flesch: 47
cache: cache/impactinged-165.pdf
txt: txt/impactinged-165.txt
summary:
  I decided to add student interviews to the data collection to hear students’ perspectives about how their education is supported. I provide leadership to our university’s office supporting international students, and my dissertation work thus far had led me to engage in robust research on student support and rich conversation with students around their need for support and formation of a strong sense of community.


id: impactinged-8
author: Lasater, Kara; Bengtson, Ed; Murphy-Lee, Maureen
date: 2016
pages: 10
extension: .pdf
mime: application/pdf
words: 9250
sentence: 449
flesch: 54
cache: cache/impactinged-8.pdf
txt: txt/impactinged-8.txt
title:
  An Online CPED Educational Leadership Program: Student Perspectives on Its Value and Influence on Professional Practice

summary:
  Understand- ing student experiences in online doctoral programs is important in the development and maintenance of quality programs that meet the unique needs of practitioners in the field of education. The majority of students pursuing a pro- fessional doctorate in education are also full-time professionals, and online programs allow these students flexibility and convenience that are not available in traditional face-to-face programs (Xu & Jaggars, 2013).


id: impactinged-55
author: Mertler, Craig A.; Henriksen, Danah
date: 2018
pages: 9
extension: .pdf
mime: application/pdf
words: 7978
sentence: 372
flesch: 55
cache: cache/impactinged-55.pdf
txt: txt/impactinged-55.txt
title:
  Creative and Innovative Solutions to Accommodate the Growth of a Professional Practice Doctoral Program

summary:
  Overall though, this new instantiation of the Doctoral Research Conference accomplished our key goals of giving all students in the program an opportunity and a space to present their research (whether in early, pre-proposal, or final dissertation stages), Mertler and Henriksen Impacting Education: Journal on Transforming Professional Practice impactinged.pitt.edu Vol. 3 (2018) DOI 10.5195/ie.2018.55 40 and to interact with, discuss, receive feedback, and answer questions from other ASU faculty, peers, and program students. One of the challenges faced was that of creating a comparable experience for online students to share their ongoing action research, an activity that had long been part of the face-to-face version of the program.


id: impactinged-142
author: Tananis, Cynthia A.
title: On Being a Scholar-Practitioner: Practical Wisdom in Action Book Review
date: 2020
pages: 3
extension: .pdf
mime: application/pdf
words: 1834
sentence: 75
flesch: 35
cache: cache/impactinged-142.pdf
txt: txt/impactinged-142.txt
summary:
  The development of scholarly practitioners for advanced practice through Education Doctorate degrees has become more common (Perry, 2012; Shulman, Golde, Bueschel, & Garabedian, 2006). I like to tell my own doctoral students, both PhD and EdD, that the crux of the difference is a focus on a problem area (for example, marginalization of teachers of color) as the fodder for the PhD, and a focus on inquiry as practice as the purview of the EdD. This assumes that as scholarly practitioners, graduates will regularly identify and systematically inquire about many “problems of practice” that will lead to informed improvement.


id: impactinged-201
author: Hankins, Amy; Harrington, Christine
date: 2022
pages: 6
extension: .pdf
mime: application/pdf
words: 6067
sentence: 343
flesch: 45
cache: cache/impactinged-201.pdf
txt: txt/impactinged-201.txt
title:
  Lack of High-Quality, Frequent Feedback Contributes to Low Success Rates for Community College Students

summary:
  In a classroom observation, researchers found the amount of feedback students received was, in fact, much less than the instructors said they provided (Hattie & Yates, 2014). Articles were excluded if they were not related to student feedback in a higher education setting and were not written in English.


id: impactinged-172
author: Miller, Bridget; Bogiages, Christopher; Yow, Jan; Lotter, Christine
title: Embedding Activism in a STEM EdD Program
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 7900
sentence: 425
flesch: 42
cache: cache/impactinged-172.pdf
txt: txt/impactinged-172.txt
summary:
  Readings Within the Research to STEM Education course, students engage in readings from the National Science Foundations, and The State of the U.S Science and Engineering 2020 (NSF, 2020) which enable students to look at the current state of Science and Engineering Education in PK-12 schools. Assignments Throughout the Research Methods in STEM Education course, students are engaging in their own literature review regarding an area of need within STEM Education.


id: impactinged-143
author: Perry, Jill A.; Zambo, Debby; Abruzzo, Emma
title: Faculty Leaders Challenges and Strategies in Redesigning EdD Programs
date: 2020
pages: 6
extension: .pdf
mime: application/pdf
words: 5058
sentence: 251
flesch: 49
cache: cache/impactinged-143.pdf
txt: txt/impactinged-143.txt
summary:
  In her study on faculty change agents, Perry (2014b) found that these seven characteristics were not enough to fully understand the role of faculty as change agents in complex institutions like higher education. Building upon earlier inquiries of faculty from CPED member institutions, this current study sought to discover more about the needs, challenges, and means for successful innovation implementation by EdD programmatic change leaders.


id: impactinged-87
author: Fertman, Carl I
title: Facilitating and Supporting EdD Students’ Scholar Practitioner Writing as an Epistemological Tool
date: 2018
pages: 8
extension: .pdf
mime: application/pdf
words: 6002
sentence: 301
flesch: 49
cache: cache/impactinged-87.pdf
txt: txt/impactinged-87.txt
summary:
  Students complete an assignment and receive peer and course instructors’ feedback after which students meet with their advisors for further refinement and revision while starting to work on the next assignment. Creating and using the AIP provides opportunities for broad discussion of how to engage EdD students to view their writing as an epistemological tool.


id: impactinged-118
author: Militello, Matthew; Tredway, Lynda; Rosenthal, Lihi; Welch, James Ronald
title: A University as the Center of Change: Preparing Educational Activists and Change Leaders
date: 2021
pages: 11
extension: .pdf
mime: application/pdf
words: 10373
sentence: 535
flesch: 48
cache: cache/impactinged-118.pdf
txt: txt/impactinged-118.txt
summary:
  James Ronald Welch International School Bangkok jamesw@isb.ac.th ABSTRACT The East Carolina University International EdD supports school leaders in the United States and across the globe to address local educational equity challenges. This article describes one of the ECU designs, the ECU International EdD program, which supports school leaders in the U.S. and across the globe to address the equity challenges they confront in their local contexts (Militello & Tredway, 2020; Militello et al., 2020).


id: impactinged-57
author: Buss, Ray R.
date: 2018
pages: 8
extension: .pdf
mime: application/pdf
words: 6655
sentence: 292
flesch: 47
cache: cache/impactinged-57.pdf
txt: txt/impactinged-57.txt
title:
  How CPED Guiding Principles and Design Concepts Influenced the Development and Implementation of an EdD Program

summary:
  Cycle I report, written and presented X X X X X X X X X X 5. CPED, CPED Guiding Principles for Program Design and Concepts, EdD programs, practitioner-oriented EdD programs INTRODUCTION When the Carnegie Project on the Education Doctorate (CPED) came together in 2007, the consortium sought to better differentiate between the outcomes and expectations for EdD and PhD candidates. ....


id: impactinged-144
author: Leach, Lesley F.; Baker, Credence; Leamons, Catherine G.; Bunch, Phillis; Brock, Jesse
title: Using Evidence to Frame Problems of Practice
date: 2021
pages: 7
extension: .pdf
mime: application/pdf
words: 6212
sentence: 323
flesch: 20
cache: cache/impactinged-144.pdf
txt: txt/impactinged-144.txt
summary:
  Using Evidence to Frame Problems of Practice Impacting Education: Journal on Transforming Professional Practice impactinged.pitt.edu Vol. 6, No. 4 (2021) DOI 10.5195/ie.2021.144 3 The process begins with an initial framing of the PoP and identification of potential improvement initiatives via broad problem statements. Defining the problem of practice dissertation: Where’s the practice, what’s the problem?.


id: impactinged-30
author: Peterson, Deborah S.
title: Preparing Scholarly Practitioners: Redesigning the EdD to Reflect CPED Principles
date: 2017
pages: 8
extension: .pdf
mime: application/pdf
words: 8138
sentence: 345
flesch: 43
cache: cache/impactinged-30.pdf
txt: txt/impactinged-30.txt
summary:
  While program faculty had origi- nally spent meeting time expressing resistance to the chair’s charge to redesign our program, after identifying factors we needed to con- sider, they began to participate willingly and fully in discussions about program components. Within hours of the DPC meeting, program faculty met to review and discuss the input of our colleagues.


id: impactinged-128
author: Mcclure, Christine Lynn
title: Creating a Culture of Activism in the Education Doctorate
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 3413
sentence: 196
flesch: 43
cache: cache/impactinged-128.pdf
txt: txt/impactinged-128.txt
summary:
  Perhaps it is because activism places higher education in the cross hairs of the criticisms, critiques, and call-outs that activism seeks to influence. Institutions of higher education have done a mediocre job at cultivating spaces for academics to freely engage in activism, as academics who desire to participate in activism face considerable and specific career-related risks (Flood et al., 2013).


id: impactinged-181
author: Cole, Annie ; Smith, Rebecca
date: 2021
pages: 11
extension: .pdf
mime: application/pdf
words: 8902
sentence: 528
flesch: 35
cache: cache/impactinged-181.pdf
txt: txt/impactinged-181.txt
title:
  Preparing Education Researchers: Identifying Necessary Competencies for Teachers, Administrators, and Student Affairs Professionals

summary:
  Teachers, administrators, and student affairs professionals are expected to understand multiple methods and approaches to student learning assessment, develop student learning objectives and outcomes, evaluate student learning outcomes against identified rubrics or standards, and continuously adjust practice to support student learning. CLARIFYING AER COMPETENCIES Despite this increased call for educator competency in assessment, evaluation, and research, the literature has yet to identify the specific skills and outcomes necessary for educators trained in AER.


id: impactinged-134
author: Hesbol, Kristina A.; Bartee, Jennifer Sparkman; Amiri, Fayaz
date: 2020
pages: 11
extension: .pdf
mime: application/pdf
words: 7632
sentence: 436
flesch: 52
cache: cache/impactinged-134.pdf
txt: txt/impactinged-134.txt
title:
  Activism in Practice: The Influence of a Rural School Leader’s Beliefs and Practices in Disrupting Historical Patterns of Underachievement in Traditionally Marginalized Students

summary:
  The study focused on rural students who identify as emerging bilingual learners, as Hispanic or Native American, and/or as economically under-resourced, whose learning outcomes in math meet or exceed state standards. How can leadership preparation programs design curriculum to be responsive to the rapidly changing needs of rural school leaders, particularly in light of increasing racial, cultural, linguistic, and economic diversification of rural communities?


id: impactinged-184
author: Chapman, Lindsey A.; Jackson, Amanda M.
title: Accessibility Matters: Universal Design and the Online Professional Practice Doctorate
date: 2021
pages: 6
extension: .pdf
mime: application/pdf
words: 4936
sentence: 227
flesch: 36
cache: cache/impactinged-184.pdf
txt: txt/impactinged-184.txt
summary:
  In this essay, we highlight the necessity and relevance of UD to online doctoral programs and share insights related to its use in our program from faculty and student perspectives. KEYWORDS universal design, accessibility, online programs, special education Recent technological and pedagogical advances in online learning allowed for programmatic development that might not have been imagined, nor possible, a century ago.


id: impactinged-170
date: 2021
pages: 7
extension: .pdf
mime: application/pdf
words: 7015
sentence: 327
flesch: 46
cache: cache/impactinged-170.pdf
txt: txt/impactinged-170.txt
author:
  Brochu, Kelly J. ; Bryant, Trina R.; Jensen, Amanda J.; Desjardins, Danielle R.; Robinson, Regina M. M. ; Bent, Lauren G.

title:
  Redefining Roles: Female Scholars' Reflections and Recommendations for Coping During the COVID-19 Pandemic

summary:
  KEYWORDS EdD student, doctoral student, COVID-19, role conflict, female scholar, scholar practitioner, coping strategies. Michelle This story encapsulates the experience I have had as a Black woman, mom, wife, Dean of Student Affairs, and EdD student during the Pandemic.


id: impactinged-161
author: Adams, Alyson; Jeter, Gage
title: Creating Community in EdD Programs during COVID-19: Challenges, Strategies, and Opportunities
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 3341
sentence: 157
flesch: 37
cache: cache/impactinged-161.pdf
txt: txt/impactinged-161.txt
summary:
  Although scholarship centering the social, cognitive, and teaching dimensions of a CoI framework has been available for 20 years, the prevalence of online learning (not to mention its necessity in times of a pandemic) has brought a new wave of faculty to the complexities and joys of these three interrelated concepts in online learning environments. CHALLENGES TO BUILDING AND SUSTAINING COMMUNITY As we now live and work primarily in online communities of inquiry, one of the most obvious challenges is the lack of non-verbal cues we rely on in interpersonal communication (Arasaratnam-Smith & Northcote, 2017).


id: impactinged-148
author: Dana, Nancy Fichtman; Rigney, James; Vescio, Vicki; Ma, Vera Wei
title: Project-Based Learning and Doctoral Student Research Skill Development: A Case Study
date: 2021
pages: 9
extension: .pdf
mime: application/pdf
words: 8454
sentence: 389
flesch: 49
cache: cache/impactinged-148.pdf
txt: txt/impactinged-148.txt
summary:
  Therefore, EdD program area faculty who endeavor to use project- based learning as a pedagogical strategy to develop their students’ research skills should consider creating simulation experiences that more closely approximate the types of research EdD students conduct in their local contexts. Yet, a great deal of additional research is needed to better understand not only the possibilities inherent in a project-based- learning approach to EdD student research skills development, but also to uncover and understand additional strategies that will serve practitioner scholars as they learn to conduct systematic and intentional study of their own professional contexts to solve problems of practice and lead informed change.


id: impactinged-115
author: Statti, Aubrey L. C.; Torres, Kelly M.
title: Creating Agents of Change through Doctoral Learning
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 4397
sentence: 176
flesch: 33
cache: cache/impactinged-115.pdf
txt: txt/impactinged-115.txt
summary:
  Students develop the expertise needed to critically evaluate instructional approaches, assess educational challenges, and critique technology-driven methods that may impact student learning, curriculum design, and employee performance. One program that is offered annually for EPT students focuses on students developing an understanding of the South African educational, political, historical, and cultural landscapes.


id: impactinged-59
author: Rasmussen, Harriette Thurber
title: Getting to Maybe: Improving the Education Doctorate in an Era of Uncertainty
date: 2018
pages: 6
extension: .pdf
mime: application/pdf
words: 4926
sentence: 262
flesch: 45
cache: cache/impactinged-59.pdf
txt: txt/impactinged-59.txt
summary:
  The professional doctorate in education: 1. Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice. If in fact the education doctorate intends to bring about solutions to complex problems of practice (CPED, 2009), this becomes the work of the doctoral student: to understand the systems in which the challenges of ethics, equity, and social justice reside.


id: impactinged-153
author: Nasr, Nancy
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 3502
sentence: 122
flesch: 40
cache: cache/impactinged-153.pdf
txt: txt/impactinged-153.txt
title:
  Heeding the Call for Social Justice: How a CPED Ed.D. Program Illuminates the Instructional Intersection Between COVID-19 and the Black Lives Matter Movement

summary:
  Bringing awareness to environmental racism honors the central purpose of social justice education as a means to identify areas of society that are unjust and improve those areas for a better future society. For educators, like myself, who were the product of CPED Ed.D. programs that emphasized social justice in education, the historical events of COVID-19 and the BLM movement were immediately recognized as an opportunity to bring social justice to the forefront in the online classroom.


id: impactinged-223
author: Coaxum, James; Farrow, Michael; Manning, JoAnn
title: Education Leadership Programs Responding to Current American Crises
date: 2022
pages: 6
extension: .pdf
mime: application/pdf
words: 5401
sentence: 264
flesch: 39
cache: cache/impactinged-223.pdf
txt: txt/impactinged-223.txt
summary:
  This activity which is co-sponsored by the College of Education, brings together dissertation students and faculty within the college with the hope of students receiving feedback from several members and finding committee members. EdD students hold dual positions: learners within a research community and active education practitioners.


id: impactinged-155
author: Browning, Courtney F.
title: A School Administrator’s Journey through an EdD program in the Midst of a Global Pandemic
date: 2021
pages: 6
extension: .pdf
mime: application/pdf
words: 5803
sentence: 372
flesch: 71
cache: cache/impactinged-155.pdf
txt: txt/impactinged-155.txt
summary:
  DISCIPLINE DISPROPORTIONALITY Slateville County Elementary School has experienced an on- going struggle with school culture and discipline. I decide to make a quick call before school.


id: impactinged-110
author: Capello, Sarah
title: Leveraging PhD Students to Support EdD Dissertation Writing
date: 2020
pages: 6
extension: .pdf
mime: application/pdf
words: 5952
sentence: 262
flesch: 40
cache: cache/impactinged-110.pdf
txt: txt/impactinged-110.txt
summary:
  In this section, I first describe the potential mutual benefits to EdD students, PhD students, SOEs, and local schools and communities that could arise from partnerships between EdD and PhD students due to dissertation consulting. However, authentic engagement with EdD students is hard for PhD students to come by; therefore, dissertation consulting can be a valid and valuable pathway to accessing this population and building a professional portfolio.


id: impactinged-80
author: Bartlett, James E; Bartlett, Michelle E; Dolfi, J Jordan; Jaeger, Audrey J; Chapman, Diane D
date: 2018
pages: 9
extension: .pdf
mime: application/pdf
words: 8359
sentence: 376
flesch: 44
cache: cache/impactinged-80.pdf
txt: txt/impactinged-80.txt
title:
  Redesigning the Education Doctorate for Community College Leaders: Generation, Transformation, and Use of Professional Knowledge and Practice

summary:
  The AACC Fast Facts Sheet (2018) states that 72% of community college students in 2011- 2012 received financial aid, 36% were first-generation college students, and 53% were non-White. The EdD students then participated in several key activities that focused on community college student success in terms of learning, completion, transfer, equity, and labor market outcomes.


id: impactinged-171
author: Finch, Maida; Follmer, Jake D.; Porter, Heather
title: Establishing Rigor and Quality in Doctoral Programs Through Program Assessment
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 6270
sentence: 276
flesch: 38
cache: cache/impactinged-171.pdf
txt: txt/impactinged-171.txt
summary:
  We begin by articulating program quality and describing the contextual factors that guide our approach to program assessment. A primary focus of program assessment efforts is to promote and ensure program quality and rigor (Brooks & Heiland, 2007; Ewell, 2010).


id: impactinged-323
author: Acton, Karen S.
date: 2023
pages: 8
extension: .pdf
mime: application/pdf
words: 7040
sentence: 384
flesch: 42
cache: cache/impactinged-323.pdf
txt: txt/impactinged-323.txt
title:
  Reinventing EdD Research Methods Courses: Elevating Traditional Teaching with Transformative Learning

summary:
  The use of this combined transformative learning model that provides both structure and a guide for deeper meta-cognitive learning is a helpful tool for the reinvention of EdD research methods courses, as explained in more detail in the next section. This calls for a redesign of research methods courses and purposefully grounding them in adult learning theory.


id: impactinged-31
author: Lupinacci, John Joseph
date: 2017
pages: 8
extension: .pdf
mime: application/pdf
words: 8037
sentence: 327
flesch: 37
cache: cache/impactinged-31.pdf
txt: txt/impactinged-31.txt
title:
  Addressing 21st Century Challenges in Education: An Ecocritical Conceptual Framework toward an Ecotistical Leadership in Education

summary:
  TEACHING TOWARDS AN ECOTISTICAL LEADERSHIP IN EDUCATION With roots in critical pedagogy (Freire, 1993; hooks, 1994; McLaren, 2006; Darder, 2015) and ecocritical pedagogical frame- works (Bowers, 1993; Gruenewald, 2003; Furman & Gruenewald, 2004; Kahn, 2010; Lupinacci & Happel-Parkins, 2015, 2016a; Martusewicz, Edmundson, & Lupinacci, 2015), this work strives to identify and confront deep cultural assumptions informing worldviews in efforts to support educational leadership for social justice and sustainability. • Understand, evaluate, and apply educational theory and inquiry knowledge and skills to problems of policy and practice of educational leadership.


id: impactinged-263
author: Capello, Sarah
title: Supporting EdD Scholar-Practitioners through the COVID-19 Pandemic Using an Ethic of Care
date: 2023
pages: 4
extension: .pdf
mime: application/pdf
words: 3999
sentence: 198
flesch: 47
cache: cache/impactinged-263.pdf
txt: txt/impactinged-263.txt
summary:
  While EdD students may have needed targeted socioemotional and academic support in normal times to stem the tide of attrition due to the stress of managing full-time careers, coursework, and personal responsibilities, the socio-political and educational contexts they currently face in their professional lives demand that EdD program faculty and administrators be responsive to the lived realities of their students and provide intentional and targeted support. However, CPED-inspired programs that emphasize the development of scholar-practitioners are well-positioned to support EdD students through these challenges because of their focus on identifying a PoP in a local context, using practitioner inquiry methods to inquire around the PoP, blending scholarly knowledge with practical wisdom, and advancing social justice work.


id: impactinged-28
author: Arrows, Four
title: Four Ways to Expand the Foundation for CPED's Social Justice Framework
date: 2017
pages: 5
extension: .pdf
mime: application/pdf
words: 4636
sentence: 191
flesch: 44
cache: cache/impactinged-28.pdf
txt: txt/impactinged-28.txt
summary:
  Bringing ecological considerations into the picture when referring to social justice allows educators to discuss the problems of anthropocentrism and its influence on justice education. “Instructional techniques for social work education: Insights from deep ecology in its Norwegian cultural context.” Universitas: On-line journal of research, scholarship and creative activity, 2(1), 1-18.


id: impactinged-185
title: An Approach to an Online EdD in Community College Leadership Program
date: 2021
pages: 6
extension: .pdf
mime: application/pdf
words: 5337
sentence: 278
flesch: 43
cache: cache/impactinged-185.pdf
txt: txt/impactinged-185.txt
author:
  Harrington, Christine; Hooper, Kimberlee; Hughes, AnnMarie; Klein, Eric; Melendez, John; Siddique, Faraz; Wasserman, Ellen

summary:
  When online programs are developed with equity in mind, they can provide potential scholarly practitioners of color with a flexible, supportive learning pathway to become college leaders and serve as champions and role models for community college students. Online students don’t have to work solo.


id: impactinged-226
author: Varga, Mary Alice; Green, Katherine B.; Lindsey, Justin Grant
title: Professional and Practical Considerations for the Program Evaluation Dissertation
date: 2022
pages: 4
extension: .pdf
mime: application/pdf
words: 2810
sentence: 152
flesch: 32
cache: cache/impactinged-226.pdf
txt: txt/impactinged-226.txt
summary:
  As STUDENT AUTHOR shared in his post-dissertation experience, he highlights that students should remember that program evaluations are effective at answering questions within organizations and that the answers to their questions may reveal problems or truths that are not easily accepted. KEYWORDS program evaluation, dissertation, problem of practice, dissertation in practice For the past 20 years, our school improvement doctoral program at a state-funded comprehensive university has trained many educators to initiate and sustain significant change in their educational settings.


id: impactinged-202
author: Richardson, Fathia; Harrington, Christine
date: 2022
pages: 6
extension: .pdf
mime: application/pdf
words: 5210
sentence: 256
flesch: 48
cache: cache/impactinged-202.pdf
txt: txt/impactinged-202.txt
title:
  Single Mother Students are Lacking Sufficient Support to Persist to Graduation in Community Colleges

summary:
  Additionally, further recommendations to increase degree and certificate attainment for single mother students are provided. Only 8% of single mother students leave college with an associate or bachelor’s degree within six years of enrollment compared to nearly 50% of college women who are not mothers (Cruse, Milli et al. 2019).


id: impactinged-50
author: Ma, Vera Wei; Dana, Nancy Fichtman; Adams, Alyson; Kennedy, Brianna L.
title: Understanding the Problem of Practice: An Analysis of Professional Practice EdD Dissertations
date: 2018
pages: 10
extension: .pdf
mime: application/pdf
words: 8516
sentence: 428
flesch: 42
cache: cache/impactinged-50.pdf
txt: txt/impactinged-50.txt
summary:
  While formats and emphasis for EdD dissertations vary across institutions, a defining feature that distinguishes them from PhD Ma, Dana, Adams, and Kennedy Impacting Education: Journal on Transforming Professional Practice impactinged.pitt.edu Vol. 3 (2018) DOI 10.5195/ie.2018.50 14 dissertations is that they target a problem of practice (PoP). They found over the time period examined that there was a very small percentage of qualitative research for both PhD and EdD dissertations.


id: impactinged-27
author: Kennedy, Brianna L.; Altman, Miriam; Pizano, Ana
title: Engaging in the Battle of the Snails by Challenging the Traditional Dissertation Model
date: 2018
pages: 9
extension: .pdf
mime: application/pdf
words: 8684
sentence: 356
flesch: 27
cache: cache/impactinged-27.pdf
txt: txt/impactinged-27.txt
summary:
  Approaches to the Dissertation Research Process CPED does not offer guidelines on how dissertation research should be conducted, but the values placed on collaboration and social justice have implications for the research process. Some EdD programs have incorporated collaboration into dissertation research, which challenges the “traditional perspective of the lone investigator laboring away on her or his research project” (Murphy & Vriesenga, 2005, p. 47).


id: impactinged-56
author: Billups, Felice D.; Borstel, Scott L.
title: Advancing A Community of Practice: Reflections from the Field One Year Later
date: 2018
pages: 4
extension: .pdf
mime: application/pdf
words: 3654
sentence: 166
flesch: 50
cache: cache/impactinged-56.pdf
txt: txt/impactinged-56.txt
summary:
  Keywords: education doctorate, CPED alignment, program redesign, organizational change INTRODUCTION As part of the process to strengthen our Education Doctorate (EdD) program and align it with CPED’s principles, we embarked on a long-range planning process to guide program redesign efforts for the Educational Leadership Doctoral Program at Johnson & Wales University (JWU) (Billups, Borstel, & DiPaola, 2016). ABSTRACT A year after embarking on program redesign to align with CPED principles and practices, faculty from a small doctoral program at a private university assessed their work.


id: impactinged-124
title: EdD Graduate Perspectives: Uplifting Our Own Voices
date: 2021
pages: 7
extension: .pdf
mime: application/pdf
words: 6443
sentence: 339
flesch: 47
cache: cache/impactinged-124.pdf
txt: txt/impactinged-124.txt
author:
  Martin, Staci B.; Gournaris, Kara; Jaffery, Zafreen; Hatfield, Lisa; Jung, Su-Jin; Xiang, Li; Anderson, Ingrid; Caskey, Micki M.

summary:
  These three components connect to and impact activism because they support EdD students, now graduates, in a third space (Bhabha, 1994) that provides an impetus to achieve institutional stability, co- creates spaces to become advocates for themselves, and negotiates an alternate position of visibility in the academy where they are seen as the experts. Relationships were fundamental to the success of EdD students.


id: impactinged-230
date: 2022
pages: 10
extension: .pdf
mime: application/pdf
words: 9294
sentence: 421
flesch: 41
cache: cache/impactinged-230.pdf
txt: txt/impactinged-230.txt
author:
  Blevins, Brooke E.; Cooper, Sandi; Crocker Papadakis, Lacy K.; Earl, Julia; Howell, Leanne; Lively, Cece; Meehan, Jessica; Murray, Elizabeth Anne; Pratt, Sarah; Sanguras, Laila; Talbert, Sandra; Talbert, Tony L.; Werse, Nicholas R.

title:
  Reframing the Problem of Practice: Transitions in Baylor University’s Ed.D. in Learning and Organizational Change Program

summary:
  The traditional Ph.D. dissertation genre is what many dissertation advisors personally experienced, whether they find themselves advising Ph.D. or Ed.D. students. As scholarly practitioners, Ed.D. students generally possess a wealth of practical knowledge about their chosen topic and care deeply about creating meaningful change around these issues.


id: impactinged-243
author: Robinette, Robby Lee
date: 2022
pages: 3
extension: .pdf
mime: application/pdf
words: 2892
sentence: 161
flesch: 50
cache: cache/impactinged-243.pdf
txt: txt/impactinged-243.txt
title:
  A Cross-Cultural Consideration of Teacher Leaders’ Narratives of Power, Agency, and School Culture: England, Jamaica, and the United States Book Review

summary:
  No. 3 (2022) DOI 10.5195/ie.2022.243 A Cross-Cultural Consideration of Teacher Leaders’ Narratives of Power, Agency, and School Culture: England, Jamaica, and the United States Book Review Robby Lee Robinette Arizona State University rlrobine@asu.edu Eleanor J. Blair, Carmel Roofe, and Susan Timmins: In challenging this premise, Eleanor J. Blair, Carmel Roofe, and Susan Timmins present an alternative future for teachers in their book, A Cross-Cultural Consideration of Teacher Leaders’ Narratives of Power, Agency, and School Culture: England, Jamaica, and the United States.


id: impactinged-46
author: Buss, Ray R.
date: 2018
pages: 9
extension: .pdf
mime: application/pdf
words: 7407
sentence: 352
flesch: 46
cache: cache/impactinged-46.pdf
txt: txt/impactinged-46.txt
title:
  Using Action Research as a Signature Pedagogy to Develop EdD Students’ Inquiry as Practice Abilities

summary:
  Four characteristics appear to be foundational with respect to developing students’ abilities to engage in inquiry as practice. Shulman and his colleagues also argued EdD students were prepared as traditional researchers, rather than attaining inquiry skills better suited to their roles as educational leaders and educational practitioners.


id: impactinged-248
author: Tamim, Suha; Jeffries, Rhonda
date: 2021
pages: 1
extension: .pdf
mime: application/pdf
words: 254
sentence: 15
flesch: 48
cache: cache/impactinged-248.pdf
txt: txt/impactinged-248.txt
title:
  Erratum to:: Brochu, K. J. ., Jensen, A. J., Robinson, R. M. M. ., Bryant, T. R., Desjardins, D. R., & Bent, L. (2021). Redefining Roles: Female Scholars’ Reflections and Recommendations for Coping During the COVID-19 Pandemic. Impacting Education: Journal on Transforming Professional Practice, 6(2), 54–60. https://doi.org/10.5195/ie.2021.170

summary:
  https://doi.org/10.5195/ie.2021.170 listed the authors with an incorrect order and contained an incomplete affiliation of author Lauren G. Bent. ISSN 2472-5889 (online) DOI 10.5195/ie.2021.248 Erratum to: Brochu, K. J. ., Jensen, A. J., Robinson, R. M. M. ., Bryant, T. R., Desjardins, D. R., & Bent, L. (2021).


id: impactinged-11
author: Strom, Kathryn; Porfilio, Bradley; Plough, Bobbie
date: 2016
pages: 9
extension: .pdf
mime: application/pdf
words: 9420
sentence: 459
flesch: 45
cache: cache/impactinged-11.pdf
txt: txt/impactinged-11.txt
title:
  Educating Educational Leaders in a Blended Professional Doctorate Program: An Initial Action Research Inquiry

summary:
  Strom, Porfilio, Plough Impacting Education: Journal on Transforming Professional Practice impactinged.pitt.edu Vol. 1 (2016) DOI 10.5195/ie.2016.11 Generally, however, researchers have agreed that course de- sign and pedagogy are the decisive factors in student experience, rather than the online or hybrid format itself. Some of these conversa- tions were initiated by us to probe student experiences with the hybrid coursework and their emerging understandings of social jus- tice issues in educational leadership, while others were unsolicited in-person or email exchanges that students initiated.


id: impactinged-234
author: Hamilton, William
title: The Group-Based Dissertation in Practice: A Journey Worth Taking
date: 2022
pages: 5
extension: .pdf
mime: application/pdf
words: 4729
sentence: 230
flesch: 46
cache: cache/impactinged-234.pdf
txt: txt/impactinged-234.txt
summary:
  The third stage is norming where group members become more open and cohesive. First, close attention and thought should be given to DiP group formation.


id: impactinged-267
author: Tamim, Suha; Torres, Kelly M.
title: Evolution of the Dissertation in Practice
date: 2022
pages: 3
extension: .pdf
mime: application/pdf
words: 1869
sentence: 104
flesch: 34
cache: cache/impactinged-267.pdf
txt: txt/impactinged-267.txt
summary:
  Lester (2004) argued that knowledge generated from professional doctorate research must be purposeful in solving practice problems and initiating change. They later expanded towards critical thinking approaches and began including professional practice in order to accommodate part-time students with careers, offering them professional doctoral degrees (Archbald, 2011; Taysum, 2006).


id: impactinged-64
author: Phillps, Joy C.; Geller, Kathy D.; Mawritz, Kenneth J.
date: 2018
pages: 10
extension: .pdf
mime: application/pdf
words: 7379
sentence: 356
flesch: 46
cache: cache/impactinged-64.pdf
txt: txt/impactinged-64.txt
title:
  Program Innovation and Design in an Era of Accountability: EdD Faculty Work as a Community of Practice

summary:
  Although spurred by external accountability demands, EdD program faculty took this opportunity to create the baseline for an EdD program assessment plan that can serve as the framework for cycles of continuous program improvement. Initially, the team divided EdD program courses into two categories: leadership (4 courses) and research (9 courses), excluding courses offered in concentration areas.


id: impactinged-283
author: Rost, Jim; Krahenbuhl, Kevin
title: Improving Social Belonging to Increase Success in an Online Doctorate Program
date: 2023
pages: 5
extension: .pdf
mime: application/pdf
words: 4744
sentence: 207
flesch: 36
cache: cache/impactinged-283.pdf
txt: txt/impactinged-283.txt
summary:
  As attrition rates for online doctoral students continue to increase, the EdD faculty purposefully examined the components of several traditional, hybrid, and online EdD programs prior to, and during, the development of the program. As a result, it is incumbent upon online EdD program directors and faculty to not only identify barriers to online doctoral student success, but to also find solutions.


id: impactinged-272
author: Thompson, Carla J.
date: 2023
pages: 3
extension: .pdf
mime: application/pdf
words: 2467
sentence: 85
flesch: 35
cache: cache/impactinged-272.pdf
txt: txt/impactinged-272.txt
title:
  Examining the Dissertation in Practice Relative to RCR Responsible Conduct of Research: Alignment or Mismatch?

summary:
  Determining if the focused approach of the Dissertation in Practice (DiP) aligns or does not align with the specified requirements for meeting both Carnegie Project on the Education Doctorate (CPED) and RCR definitions, purposes, and uses may provide insight into the level of rigor and responsible conduct of research alignment of the DiP. Carla J. Thompson University of West Florida cthompson1@uwf.edu ABSTRACT This essay focuses on the components and uses of the Dissertation in Practice (DiP) relative to the Carnegie Project on the Education Doctorate (CPED) and the alignment of the DiP description and process to the U. S. Office of Research Integrity Responsible Conduct of Research (RCR) conditions and requirements.


id: impactinged-79
author: Perry, Jill Alexa
title: Adapted from the October 2017 Convening Opening Address: CPED Beyond 10 Years
date: 2018
pages: 3
extension: .pdf
mime: application/pdf
words: 2123
sentence: 102
flesch: 57
cache: cache/impactinged-79.pdf
txt: txt/impactinged-79.txt
summary:
  As I settle back from the June convening, still glowing from all that CPED members have achieved, I received an external review for a book proposal submitted to Harvard Education Publishing Group. funded work that demonstrated how schools of education had changed as a result of CPED membership (see Perry, Zambo & Wunder, 2015), and • a William T. Grant funded study on research evidence use by CPED graduates (underway).


id: impactinged-285
author: Howard, Joy; Derk, Kimberly; Colson , Tori
date: 2023
pages: 9
extension: .pdf
mime: application/pdf
words: 7975
sentence: 432
flesch: 48
cache: cache/impactinged-285.pdf
txt: txt/impactinged-285.txt
title:
  Let's Talk: Critical Participatory Action Research and Improvement Science-Guided Research Comparing Our Approaches to Improve Education

summary:
  Langley et al. (2009) explain the significance of this cumulative knowledge in the seminal tome on improvement research, The Improvement Guide. Like in other fields, the way that research projects get taken up varies.


id: impactinged-340
date: 2022
pages: 1
extension: .pdf
mime: application/pdf
words: 317
sentence: 12
flesch: 23
cache: cache/impactinged-340.pdf
txt: txt/impactinged-340.txt
author:
  Pape, Stephen J.; Bryant, Camille L.; JohnBull, Ranjini Mahinda; Karp, Karen S.; Jeffries, Rhonda; Tamim, Suha

title:
  Erratum to: Pape, S. J., Bryant, C. L., JohnBull, R. M., & Karp, K. S. (2022). Improvement Science as a Frame for the Dissertation in Practice: The Johns Hopkins Experience. Impacting Education: Journal on Transforming Professional Practice, 7(1), 59–66. https://doi.org/10.5195/ie.2022.241

summary:
  https://library.pitt.edu/e-journals http://creativecommons.org/licenses/by-nc-nd/3.0/us/ http://cpedinitiative.org/ https://doi.org/10.5195/ie.2022.241 mailto:cped@journals.pitt.edu Stephen J. Pape Johns Hopkins University Ranjini Mahinda JohnBull Johns Hopkins University (1) Rhonda Jeffries University of South Carolina Camille L. Bryant Johns Hopkins University (2) Karen S. Karp Johns Hopkins University (3) Suha Tamim University of South Carolina (1) Impacting Education: Journal on Transforming Professional Practice, 7(1), 59–66. https://doi.org/10.5195/ie.2022.241 Stephen J. Pape Johns Hopkins University stephen.pape@jhu.edu Ranjini Mahinda JohnBull Johns Hopkins University rmjohnbull@jhu.edu Rhonda Jeffries University of South Carolina RhondaJeffries@cpedinitiative.org Camille L. Bryant Johns Hopkins University cbryan16@jhu.edu Karen S. Karp Johns Hopkins University kkarp1@jhu.edu Suha Tamim University of South Carolina SuhaTamim@cpedinitiative.org ABSTRACT The original version of the article, “Improvement Science as a Frame for the Dissertation in Practice: The Johns Hopkins Experience”, published on 25 January 2022 included references to Casey Handfield, a former doctoral student at Johns Hopkins University.


id: impactinged-337
author: Budhai, Stephanie Smith; Grant , Kristine
date: 2023
pages: 5
extension: .pdf
mime: application/pdf
words: 4401
sentence: 206
flesch: 37
cache: cache/impactinged-337.pdf
txt: txt/impactinged-337.txt
title:
  Casting a Wider Net: Incorporating Black Feminist Theory to Support EdD Students’ Epistemological Stance Development in Research Methods Courses

summary:
  The ethic of care is central to the knowledge validation process in Black Feminist epistemology. Aligned with the ethic of personal accountability in Black Feminist epistemology, Black women researchers are personally responsible for using their privileged standpoints to tell the larger story of Black women’s lived experiences by beginning with their own experiences.


id: impactinged-333
author: Tate, Ruth; Beauregard, Fatima; Peter, Cristina; Marotta, Laura
date: 2023
pages: 6
extension: .pdf
mime: application/pdf
words: 5870
sentence: 247
flesch: 36
cache: cache/impactinged-333.pdf
txt: txt/impactinged-333.txt
title:
  Pilot Testing as a Strategy to Develop Interview and Questionnaire Skills for Scholar Practitioners: A Selection of Education Doctorate Students’ Reflective Vignettes 

summary:
  Preparing for interview research: The interview protocol refinement framework. The first half of this course aimed to provide students with an understanding of research ethics, the main paradigms and methodologies in educational research, how to formulate research questions, and different research designs.


id: impactinged-206
author: Bunn, Taylor D.; Howell, Leanne; Crocker Papadakis, Lacy K.
date: 2022
pages: 12
extension: .pdf
mime: application/pdf
words: 8231
sentence: 450
flesch: 45
cache: cache/impactinged-206.pdf
txt: txt/impactinged-206.txt
title:
  Fair Play: A Qualitative Exploration of Visitor Behavior at PlayGrand Adventures All-Abilities Playground

summary:
  Communities must ensure all individuals have equitable access to engaging playgrounds and other play spaces. This researcher is hopeful as more playgrounds are built, awareness will grow, leading others to learn about and support the work ahead.


id: impactinged-256
author: Finch, Maida
title: Complexities of Practitioner Research: Seeking Hallmarks of Quality
date: 2022
pages: 10
extension: .pdf
mime: application/pdf
words: 9173
sentence: 505
flesch: 42
cache: cache/impactinged-256.pdf
txt: txt/impactinged-256.txt
summary:
  CONCLUSION Practitioner research holds promise for building knowledge about improving teaching and learning, but thoughtful appraisal of this scholarship is inconsistent, in part because of the variety of guidelines for practitioner research methodology and quality, and too because dialogue around quality and rigor in practitioner research is more theoretical rather than grounded in research. Seeking Hallmarks of Quality Maida Finch Salisbury University mafinch@salisbury.edu ABSTRACT The emphasis in Ed.D. programs on professional knowledge and practical research means methodological training in these programs must prepare their candidates for the career demands graduates will likely encounter; practitioner research is well-suited to this task.


id: impactinged-193
author: Phillips, Joy C.; Lewis Grant, Kristine S.; Geller, Kathy D.
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 5840
sentence: 287
flesch: 44
cache: cache/impactinged-193.pdf
txt: txt/impactinged-193.txt
title:
  When Qualitative Research is Taught Virtually: Drawing on Experiential Design to Build Deeper Knowledge of Qualitative Observation

summary:
  In this essay, we feature a method of virtually teaching qualitative observation to online EdD students. (2019) literature review, Snelson (2019) produced a scoping review of research based solely on scholarship on teaching qualitative research methods online.


id: impactinged-288
author: Foster, Holly A.; Chesnut, Steven; Thomas, James; Robinson, Courtney
title: Differentiating the EdD and the PhD in Higher Education: A Survey of Characteristics and Trends
date: 2023
pages: 9
extension: .pdf
mime: application/pdf
words: 8205
sentence: 368
flesch: 46
cache: cache/impactinged-288.pdf
txt: txt/impactinged-288.txt
summary:
  This study shows PhD and EdD higher education programs have statistically significant differences in research hour requirements where the PhD requires more hours. Despite the ongoing discussions, the existing PhD and EdD programs in the field of higher education may have different intentions, but often share overlapping goals (De Lisi, 2013).


id: impactinged-205
author: Genthe, Christine Burshnick; Harrington, Christine
title: Low Completion Rates of Latinx Community College Students
date: 2022
pages: 7
extension: .pdf
mime: application/pdf
words: 6692
sentence: 402
flesch: 44
cache: cache/impactinged-205.pdf
txt: txt/impactinged-205.txt
summary:
  The entries were scanned for appropriateness to the topic of Latinx community college students and persistence. Of the excluded articles, 29 (64%) were not focused on Latinx community college students in the United States, ten (22%) did not address obstacles in academic persistence, four (9%) were evaluations of an intervention program, and two (4%) were nonempirical articles, such as a book review or comments to the editor.


id: impactinged-132
author: Coble, Theresa G.; Mason, Corinne Wohlford; Overholser, Lisa; Gwaltney, William W.
date: 2020
pages: 7
extension: .pdf
mime: application/pdf
words: 6999
sentence: 323
flesch: 52
cache: cache/impactinged-132.pdf
txt: txt/impactinged-132.txt
title:
  Opening Up to Hard History: Activating Anti-Racism in an Immersive Ed.D. Cohort Experience at Heritage Sites in Montgomery, Alabama

summary:
  CONFRONTING DIFFICULT EMOTIONS Student responses emphasized their trepidation about the trip even before they left Saint Louis; these responses were especially prominent amongst white students. In Montgomery, one black female student, J, repeatedly mentioned not wanting to serve as a “case study” for white students, as though white students would be monitoring her for a response.


id: impactinged-329
author: Tolman, Steven; Calhoun, Daniel W.; Sergi McBrayer, Juliann; Patel, Nikheal; Cain, Elise J.
date: 2023
pages: 7
extension: .pdf
mime: application/pdf
words: 6004
sentence: 309
flesch: 43
cache: cache/impactinged-329.pdf
txt: txt/impactinged-329.txt
title:
  Inquiry as Practice: The Pathway to Redesigning an Educational Leadership Doctoral Research Seminar Series

summary:
  The literature review culminates in the calling for the (better) preparation of doctoral students to conduct scholarly practitioner research, which is at the heart of our redesign of the research seminar series. These richer experiences address the calling by other colleagues and scholars to incorporate the dissertation processes earlier into coursework to better equip doctoral students for their dissertation research (Leach et al., 2020).


id: impactinged-215
author: Jones, Stephanie J.
date: 2020
pages: 1
extension: .pdf
mime: application/pdf
words: 293
sentence: 15
flesch: 29
cache: cache/impactinged-215.pdf
txt: txt/impactinged-215.txt
title:
  Erratum to: Buss, R. R., & Allen, J. G. (2020). Leader scholar communities: Supporting EdD students’ dissertation in practice efforts. Impacting Education: Journal on Transforming Professional Practice, 5(3), 1-7.

summary:
  Ray Buss, PhD Mary Fulton Teachers College Arizona State University ray.buss@asu.edu James G. Allen, EdD College of Education Northern Kentucky University allenj4@nku.edu The article Buss, R. R., & Allen, J. G. (2020). Ray Buss, PhD Mary Fulton Teachers College Arizona State University James G. Allen, EdD College of Education Northern Kentucky University


id: impactinged-251
author: Hooper, Kimberlee M.; Harrington, Christine
title: Equity Gaps in Dual Enrollment
date: 2022
pages: 7
extension: .pdf
mime: application/pdf
words: 6762
sentence: 360
flesch: 34
cache: cache/impactinged-251.pdf
txt: txt/impactinged-251.txt
summary:
  Dual enrollment students were more likely to graduate high school (Zinth & Barnett, 2018), and according to a report from the Community College Research Center (CCRC) 88% of dual enrollment students enrolled in college (Fink et al., 2017). Due to overextended resources, community colleges were often unable to offer designated advisors or counselors for dual enrollment students and high school counselors were bogged down with administrative tasks and demands (Weissman, 2020).


id: impactinged-187
author: Lively, Cece Lynn; Blevins, Brooke; Talbert, Sandra; Cooper, Sandi
title: Building Community in Online Professional Practice Doctoral Programs
date: 2021
pages: 9
extension: .pdf
mime: application/pdf
words: 9139
sentence: 504
flesch: 46
cache: cache/impactinged-187.pdf
txt: txt/impactinged-187.txt
summary:
  Faculty Advisors Faculty advisors serve their assigned group of cohort students as instructor, mentor, guide, and overall supporter. They found two items that were important to faculty student relationships including the accessibility of the faculty advisor and the willingness of faculty to spend time with the student.


id: impactinged-242
author: Stamper, Blair
title: Critical Theory and Qualitative Data Analysis in Education Book Review
date: 2022
pages: 2
extension: .pdf
mime: application/pdf
words: 1866
sentence: 107
flesch: 39
cache: cache/impactinged-242.pdf
txt: txt/impactinged-242.txt
summary:
  BACKGROUND Summary In Critical Theory and Qualitative Data Analysis in Education, Winkle-Wagner, et al. (2018) introduced readers to multiple perspectives from researchers who have used critical theories in data analysis and interpretation. However, critical theory data analysis differs during the steps of high-level coding and theme development in codebooks.


id: impactinged-199
author: Franz, Nadine E.; Werse, Nicholas R.; Talbert, Tony L.
date: 2022
pages: 8
extension: .pdf
mime: application/pdf
words: 7645
sentence: 402
flesch: 45
cache: cache/impactinged-199.pdf
txt: txt/impactinged-199.txt
title:
  Ageism-Induced Anxiety of Job Seekers Aged 50–83: Preliminary Findings from A Phenomenological Case Study Problem of Practice Dissertation

summary:
  Ageism-Induced Anxiety of Job Seekers Aged 50-83: Preliminary Findings from a Phenomenological Case Study Problem of Practice Dissertation Nadine E. Franz Baylor University nadine_franz1@baylor.edu Nicholas R. Werse Baylor University nick_werse@baylor.edu Tony L. Talbert Baylor University tony_talbert@baylor.edu ABSTRACT Ageism in today’s job market has a range of detrimental emotional, psychological, and economic impacts on older job seekers aged 50-83. While anecdotal evidence raises concerns about older job seekers’ equitable access to employment, empirical evidence documenting the impacts of ageism on this population remains limited, thus impeding the efficacy of their support systems.


id: impactinged-250
author: Feille, Kelly; Pyle, Janet; Marshall, Jessica; Wildes, Annie
title: It's Not a Perfect Thing: Facilitating an Independent Engineering Fair with Fifth Grade Students
date: 2022
pages: 9
extension: .pdf
mime: application/pdf
words: 8411
sentence: 424
flesch: 49
cache: cache/impactinged-250.pdf
txt: txt/impactinged-250.txt
summary:
  Science fairs and science Olympiad: Influence on student science inquiry learning and attitudes toward STEM careers and coursework. ABSTRACT Elementary science education calls on teachers to facilitate student learning of the content of science while they engage in the work of scientists.


id: impactinged-296
author: Gillham, John; Schilling, Nicole V.
title: Assessing Online Doctoral Student Research Competencies
date: 2023
pages: 9
extension: .pdf
mime: application/pdf
words: 7963
sentence: 394
flesch: 43
cache: cache/impactinged-296.pdf
txt: txt/impactinged-296.txt
summary:
  The researchers utilized the Scholar-Practitioner Research Development Scale (Rockinson- Szapkiw, 2018) which consisted of 24 Likert-based items to assess research competency in five areas: attitude toward or value of research, critical evaluation and application of research, research knowledge, research skills, and research dissemination. This study illuminates the development of research competencies in online doctoral students.


id: impactinged-345
author: Lozano, Maritza; Garcia, Leyda W.; Sandoval, Carlos
title: Developing Leadership for Improvement: Iterative Cycles as Opportunities for Learning
date: 2023
pages: 9
extension: .pdf
mime: application/pdf
words: 8211
sentence: 436
flesch: 55
cache: cache/impactinged-345.pdf
txt: txt/impactinged-345.txt
summary:
  For example, in design-based research, improvement science, continuous improvement, action research, and other research approaches oriented towards improvement, iteration and testing of changes to practices, processes, tools, and systems are central features of improvement research (Barab & Squire, 2004; Bryk et al., 2015; Hinnant-Crawford, 2020; Langley et al., 2009; Young et al., 2010; Yurkofsky et al., 2020). In this study, we build on the notion of iteration as a process that permeates every step of improvement research to illustrate the dialogical nature of problem articulation, scoping, and iteration to achieve change at scale.


id: impactinged-279
author: Jackson, Sherisse G.; Sun, Yuechen
title: EdD Student Research and Discoveries
date: 2022
pages: 2
extension: .pdf
mime: application/pdf
words: 960
sentence: 46
flesch: 38
cache: cache/impactinged-279.pdf
txt: txt/impactinged-279.txt
summary:
  KEYWORDS student research, CPED, dissertation in practice, EdD The design concepts of the Carnegie Project on the Education Doctorate’s (2022) framework prepare EdD students to become change agents in their local context, which also extends to the state and national levels. ABSTRACT This article introduces one design concept of the Carnegie Project on the Education Doctorate’s (2022) framework and highlights the importance of EdD student research and discoveries, which is the theme of this issue.


id: impactinged-277
author: Storey, Valerie; Fletcher, Roschanda
title: Developing Scholar Activists: The Role of the EdD
date: 2023
pages: 8
extension: .pdf
mime: application/pdf
words: 6323
sentence: 349
flesch: 42
cache: cache/impactinged-277.pdf
txt: txt/impactinged-277.txt
summary:
  The results indicate the need to develop consistent measures of EdD doctoral student activism as it is challenging to develop a formative conceptualization of scholar activism based on the activity level without an identified scholar activism typology. Previously, the focus was on student activism (frequently on campus) and was not considered a legitimate avenue for leadership development; it was thought to be disruptive and viewed as a detraction from student learning and engagement (Chambers & Phelps, 1994).


id: impactinged-342
author: Handley, Holley; Hastings, Nancy B.
title: Research Methods Courses Redesigned for an EdD in Instructional and Performance Technology
date: 2023
pages: 5
extension: .pdf
mime: application/pdf
words: 4387
sentence: 180
flesch: 35
cache: cache/impactinged-342.pdf
txt: txt/impactinged-342.txt
summary:
  Change in research course teaching from cohort one to cohort three. This continuous improvement mindset, which is also supported by CPED, encourages us to regularly assess student performance to identify opportunities to enhance outcomes through modifications in curriculum, course design, and course rotation.


id: impactinged-335
author: Marotta, Jessica A.
title: It’s Time to Make More Room for Program Evaluation in the Education Doctorate Program
date: 2023
pages: 7
extension: .pdf
mime: application/pdf
words: 6793
sentence: 278
flesch: 42
cache: cache/impactinged-335.pdf
txt: txt/impactinged-335.txt
summary:
  ABSTRACT This essay highlights the value of an applied methodology course in program evaluation in the education doctorate program by exploring several benefits that it offers to enhance a doctoral student’s ability to solve complex problems of practice. KEYWORDS education doctorate, program evaluation, improvement science, Carnegie Project on the Education Doctorate (CPED)


id: impactinged-216
author: Kiefer, Cynthia; Kottkamp, Laura; McQuaid, Jana; Moses, Justin
title: Predictive Characteristics of Adequate Employment in Baccalaureate-Prepared Graduates
date: 2022
pages: 7
extension: .pdf
mime: application/pdf
words: 6262
sentence: 348
flesch: 39
cache: cache/impactinged-216.pdf
txt: txt/impactinged-216.txt
summary:
  Research showed that college students reported that they are not satisfied with the academic advising that they received (Allen & Smith, 2008), suggesting a problematic approach in how students are advised. College students participate in extracurricular activities as a means of establishing informal networks and leadership expertise.


id: impactinged-246
author: Arthur, Megan
title: Exploring Place-Based Education While Reflecting on My Own Place Growing Up in West Virginia
date: 2022
pages: 6
extension: .pdf
mime: application/pdf
words: 5935
sentence: 318
flesch: 60
cache: cache/impactinged-246.pdf
txt: txt/impactinged-246.txt
summary:
  If I were an educator or administrator in West Virginia today, I am not confident that replacing coal mines with renewable resources or highlighting the damage caused by coal mines, as my middle school science teacher had shared with us, is a place-based education topic that I would approach for fear of repercussion from colleagues, school administration, and/or the community. The replacement of the coal industry with renewable resources and highlighting the damage caused by coal mines is a politicized and an intense conversation for many residents in West Virginia.


id: impactinged-200
author: Jeter, Floyd; Melendez, John
title: Too Few Black Male Educators
date: 2022
pages: 7
extension: .pdf
mime: application/pdf
words: 7064
sentence: 437
flesch: 49
cache: cache/impactinged-200.pdf
txt: txt/impactinged-200.txt
summary:
  They found that Black males have (a) negative perceptions of teaching, (b) beliefs that schools are oppressive institutions, and (c) a vision of black males as nonconformists (Graham & Erwin, 2011). Recruiting, retaining and graduating Black male college students.


id: impactinged-194
author: Jones Becton, Yasha; Jeffries, Rhonda
title: Energizing activism: Motivating activism within EdD programs
date: 2021
pages: 2
extension: .pdf
mime: application/pdf
words: 1794
sentence: 88
flesch: 45
cache: cache/impactinged-194.pdf
txt: txt/impactinged-194.txt
summary:
  In addition to the choice between the single or multi-profile model, programs were also provided with a list of 12 comprehensive considerations that demonstrated several key areas that programs could pinpoint as necessary areas of support for EdD programs with an embedded goal of activism (Becton et al., 2020). Motivating activism within EdD programs”.


id: impactinged-195
author: Howard, Martine; Harrington, Christine
date: 2022
pages: 8
extension: .pdf
mime: application/pdf
words: 7604
sentence: 383
flesch: 40
cache: cache/impactinged-195.pdf
txt: txt/impactinged-195.txt
title:
  Essential Factors of a 15 to Finish Campaign: Increasing On-Time Completion Rates for Community College Students

summary:
  One of the most successful interventions implemented across the country has been a 15 to Finish campaign, a campus-wide effort aimed to increase the number of college students taking 15 credits per semester (CCA, 2016a). Based on these findings, recommendations are provided for those who wish to increase on-time completion rates for community college students.


id: impactinged-341
author: Jackson, Sherisse G.; Sun, Yuechen
title: EdD Student Research for Scholarly Practice
date: 2022
pages: 1
extension: .pdf
mime: application/pdf
words: 579
sentence: 27
flesch: 34
cache: cache/impactinged-341.pdf
txt: txt/impactinged-341.txt
summary:
  The data collected from her research are viewed through a critical lens for making recommendations and igniting future research ideas, because research is a continuous improvement process. KEYWORDS student research, CPED, dissertation in practice, EdD The Carnegie Project on the Education Doctorate design concepts for the professional doctorate of education prepares students to make informed decisions to improve policies and practices in their professional settings.


id: impactinged-186
author: Maldonado, Laura G.; Dolfi, J. Jordan; Bartlett, II, James E.; Bartlett, Michelle E.
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 6620
sentence: 362
flesch: 50
cache: cache/impactinged-186.pdf
txt: txt/impactinged-186.txt
title:
  Forward Momentum: Providing Supportive Space for EdD Students’ Dissertation Progression through Weekly Online Writing Sessions

summary:
  This journal is supported by the Carnegie Project on the Education Doctorate: A Knowledge Forum on the EdD (CPED) cpedinitiative.org impactinged.pitt.edu ISSN 2472-5889 (online) Vol.6 No.3 (2021) DOI 10.5195/ie.2021.186 Forward Momentum: Providing Supportive Space for EdD Students’ Dissertation Progression through Weekly Online Writing Sessions Laura G. Maldonado North Carolina State University lagarlan@ncsu.edu J. Jordan Dolfi North Carolina State University jjdolfi@ncsu.edu James E. Bartlett, II North Carolina State University james_bartlett@ncsu.edu Michelle E. Bartlett North Carolina State University mebartle@ncsu.edu ABSTRACT This article describes online writing sessions developed for a CPED Community College Leadership education doctorate EdD program at a research-intensive, land-grant university. KEYWORDS online writing sessions, education doctorate, scholarly practitioner, dissertation progress, community building INTRODUCTION Writing is a necessary skill valued by academic, practitioner, and policy audiences (Ferguson, 2009) and a skill scholarly practitioners need to disseminate their work and communicate findings from dissertation research.


id: impactinged-239
author: Marsh, Josephine Peyton; Deibert, Debbie
title: Action Research: Improving Schools and Empowering Educators Book Review
date: 2022
pages: 2
extension: .pdf
mime: application/pdf
words: 1671
sentence: 76
flesch: 46
cache: cache/impactinged-239.pdf
txt: txt/impactinged-239.txt
summary:
  Graduate students and practitioner-researchers will also find this new edition a practical handbook and useful as they design and conduct action research. As in his previous editions, Mertler highlights the how to of action research after clearly defining action research as the systematic inquiry of one’s own practice.


id: impactinged-231
author: Pettit, Trina
title: Addressing the Need for an Alternative Education Networking in Rural School Districts
date: 2023
pages: 10
extension: .pdf
mime: application/pdf
words: 9014
sentence: 451
flesch: 37
cache: cache/impactinged-231.pdf
txt: txt/impactinged-231.txt
summary:
  Alternative education programs are designed to meet the same academic standards as a traditional school but offer unique settings and serve to address the barriers of the conventional approach to education (Newton et al., 2022). NCLB precipitated a variety of alternative education programs that were needed to create different avenues for students who were at risk of school failure within the traditional school system (Lehr et al., 2009).


id: impactinged-229
author: Hash, Peaches
title: ARTful Design: Disruptions Within the Dissertation in Practice
date: 2022
pages: 6
extension: .pdf
mime: application/pdf
words: 4282
sentence: 231
flesch: 55
cache: cache/impactinged-229.pdf
txt: txt/impactinged-229.txt
summary:
  Instead, my dissertation manuscripts blend practitioner action research, arts- based educational research, and my personal voice to create a picture of camps in which I am interested but am not willing to be exclusive: composition theory, curriculum studies, and arts-based educational research. When I designed my study, I did not anticipate that data would lead me to reshape my research questions that would then lead to an entirely different understanding of educational research.


id: impactinged-188
author: Ludwig, Eric; Preston, Courtney
title: Building Critical Inquiry in the Online EdD: Examining Successes & Challenges
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 4626
sentence: 192
flesch: 30
cache: cache/impactinged-188.pdf
txt: txt/impactinged-188.txt
summary:
  EdD students may be using one LMS in their professional workplace yet expected to learn in a different environment within our program. In our introductory seminar for new EdD students, they complete a number of asynchronous discussions (communication) in which they collectively examine the big questions around the purposes of education, education reform, and educational policy.


id: impactinged-339
title: Reflexivity for Restorying the Ontological and Epistemological Truths in Qualitative Research
date: 2023
pages: 7
extension: .pdf
mime: application/pdf
words: 7192
sentence: 386
flesch: 39
cache: cache/impactinged-339.pdf
txt: txt/impactinged-339.txt
author:
  Lee-Johnson, Yin Lam; Fair, Kerri; O'Connor, Katherine; Rodney, Tamara; Ono, Jennifer; Dixon, Trezette

summary:
  ABSTRACT This article serves to contextualize and problematize reflexivity as a construct for restorying the truths told by doctoral students in qualitative dissertation research. First, it gives an overview of Webster University’s EdD program and its inception of requiring qualitative research coursework for contextualizing the importance of qualitative framing in doctoral research.


id: impactinged-197
author: Martin, Christopher
title: Reflecting on the Journey Towards Identity and Belonging During Professional Doctoral Study
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 3511
sentence: 146
flesch: 47
cache: cache/impactinged-197.pdf
txt: txt/impactinged-197.txt
summary:
  There is a notion in identity research (Rattansi & Phoenix, 2005) that an individual may not possess a single, unitary identity but multiple identities that are integrated and are seen as separate components of one identity. ‘Identity congruence’ is the coming together of aspects of identity formation; social, operational and knowledge-related identity (Hughes, 2010, p.50).


id: impactinged-428
date: 2024
pages: 6
extension: .pdf
mime: application/pdf
words: 5066
sentence: 290
flesch: 43
cache: cache/impactinged-428.pdf
txt: txt/impactinged-428.txt
author:
  Smith, Jess; Werse, Nicholas R.; Shelton, Ryann N.; Jones Davis, Brenda K.; Kaul, Corina R.; Howell, Leanne

title:
  Collaborative Advising: How Faculty Advisors and Writing Center Professionals Help Online EdD Students Thrive Throughout the Dissertation Process

summary:
  The RWDC team members work closely with faculty advisors across our program’s curriculum sequence to support student writing. It creates a system in which doctoral students become mentored and guided through the terminal degree research process by relatively few voices (Delamont et al., 2000).


id: impactinged-365
author: Crystle, Jennifer; Melideo, Shannon; Boyd, Ruth; Hauth, Clara
title: Faculty Mentors’ Perceptions: Evidence of Applied Practitioner Research by EdD Candidates
date: 2024
pages: 8
extension: .pdf
mime: application/pdf
words: 6794
sentence: 320
flesch: 41
cache: cache/impactinged-365.pdf
txt: txt/impactinged-365.txt
summary:
  Doctoral students often note that a positive mentoring relationship with their dissertation chair, one in which advisors exhibit dispositions acknowledging daily struggles (balancing school, work, and family responsibilities) and promoting mentee proficiency, leads to increased intrinsic motivation of the doctoral student (Jameson & Torres, 2019). Elmore (2021) also found that effective dissertation mentorship can help doctoral students overcome five common challenges of online doctoral learners, including “writing at a doctoral level, experiencing feelings of isolation, accessing online resources, establishing a professional and collegial relationship, and managing research” (p. 67).


id: impactinged-260
author: McKenna, John
title: Single-Case Design: A Promising Tool for Improvement Science
date: 2022
pages: 7
extension: .pdf
mime: application/pdf
words: 6226
sentence: 317
flesch: 43
cache: cache/impactinged-260.pdf
txt: txt/impactinged-260.txt
summary:
  Guide for the use of single case design research evidence from the Division of Research of the Council for Exceptional Children. These research questions can be answered through disciplined inquiry, such as reading relevant research, considering student data as a form of practice-based evidence, and holding student and/or parent/guardian focus groups to identify concerns and suggestions for school improvement.


id: impactinged-336
author: Paufler, Noelle A.
date: 2023
pages: 6
extension: .pdf
mime: application/pdf
words: 5375
sentence: 209
flesch: 40
cache: cache/impactinged-336.pdf
txt: txt/impactinged-336.txt
title:
  Preparing Scholarly Practitioners to Use Improvement Science: A Systematic, Iterative, and Reflective Approach to Teaching Applied Quantitative Research Methods

summary:
  Through coordinated efforts between both departments, educational leadership faculty had been able to teach the quantitative and qualitative research methods courses to the first two cohorts of EdD students. Thus, courses using the same prefix/number were offered in Doctor of Philosophy (PhD) programs as well as the EdD program, albeit EdD students completed their courses as a cohort in a particular sequence.


id: impactinged-326
author: Borkoski, Carey; Chipps, Jeannie; Roos, Brianne
date: 2023
pages: 5
extension: .pdf
mime: application/pdf
words: 4365
sentence: 190
flesch: 38
cache: cache/impactinged-326.pdf
txt: txt/impactinged-326.txt
title:
  Rigor and Relevance in Research Methods: Reflections from a Professor and Alumni of an Online EdD Program

summary:
  To that end, EdD research methods courses must include content, activities, and experiential opportunities to deepen students’ methods and data analysis skills beyond their dissertation research interests so that they might address other and different research questions after graduating from the doctoral program and engage meaningfully with a multitude of diverse stakeholders. This essay explores the evolution of research methods courses in an online education doctoral program.


id: impactinged-212
author: Hesse, Caroline A.; Jewett, Laura M.
date: 2022
pages: 10
extension: .pdf
mime: application/pdf
words: 10352
sentence: 504
flesch: 39
cache: cache/impactinged-212.pdf
txt: txt/impactinged-212.txt
title:
  Intersections of Identity, Culture, and Curriculum on the Threshold of a Latinx Transforming EdD program at a Hispanic Serving Institution

summary:
  While over 92% of the total student population at the HSI under study is identified as Hispanic or Latinx, 87% of EdD program students identify as Hispanic or Latinx and less than 50% doctoral faculty participants in this study identify likewise. As future leaders of their communities and also as likely role models for community members, EdD students at an HSI ought to receive the benefits of a culturally relevant and responsive and sustaining education such that they can turn around and deliver some of those benefits to the next generations.


id: impactinged-219
author: Ewell, Sara; Childers-McKee, Cherese; Giblin, Joan; McNabb, Joe; Nolan, Kim; Parenti, Melissa
title: Taking Action: The Dissertation in Practice at Northeastern University
date: 2022
pages: 5
extension: .pdf
mime: application/pdf
words: 4718
sentence: 208
flesch: 40
cache: cache/impactinged-219.pdf
txt: txt/impactinged-219.txt
summary:
  In our new model, students implement and evaluate the effectiveness of their change work while enrolled in our program. Our intent in moving from a traditional model to our alternative model was to focus on providing students the opportunity to create systemic, justice-oriented change guided by our faculty.


id: impactinged-331
author: Lambrev, Veselina S.
date: 2023
pages: 9
extension: .pdf
mime: application/pdf
words: 8458
sentence: 399
flesch: 47
cache: cache/impactinged-331.pdf
txt: txt/impactinged-331.txt
title:
  Consultancy Communities of Practice: The Group Consultancy Project as a Promising Model for Scholarly Practitioner Development

summary:
  Since the focus of this study is on identity change through that practice, it is worth exploring the process of acquiring knowledgeable inquiry skills (Lave & Wenger, 1991) as a way of becoming a member of the community of research practice that the program is trying to establish. At the second cycle coding stage, I clustered the related codes into larger categories within the theoretical understanding of identity building as a situated learning, paying specific attention to how students described their learning trajectories of becoming full members of the community of research practice.


id: impactinged-237
author: Bjorn, Genevive A.; Quaynor, Laura; Burgasser, Adam J.
title: Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature
date: 2022
pages: 12
extension: .pdf
mime: application/pdf
words: 9290
sentence: 562
flesch: 44
cache: cache/impactinged-237.pdf
txt: txt/impactinged-237.txt
summary:
  ABSTRACT Synthesizing academic literature into new knowledge through writing is a core skill that doctoral students engaged in research must learn. The programmatic assumption is that doctoral students can locate and evaluate scholarly arguments, synthesize the research in the field, and apply that understanding to a dissertation topic (Boote & Beile, 2005).


id: impactinged-413
author: Rabalais, Caroline B.; Aleo, Trevor; Wellington, Dianne
title: More Knowledgeable Other(s): Sensemaking and Networking in Digital Ad-Hocracies
date: 2024
pages: 9
extension: .pdf
mime: application/pdf
words: 7901
sentence: 440
flesch: 53
cache: cache/impactinged-413.pdf
txt: txt/impactinged-413.txt
summary:
  Additionally, the public nature of Twitter chats means that practitioners, professional learning facilitators, and administrators were and continue to be able to access and join the discussion as the chats are archived. Serving on the Special Interest Group’s Communications Team, we were exposed to researchers and scholarship via Twitter chats, which transformed the game for us and encouraged additional research.


id: impactinged-224
author: Cohen, Samantha; Torres, Jenni
date: 2024
pages: 6
extension: .pdf
mime: application/pdf
words: 5283
sentence: 278
flesch: 43
cache: cache/impactinged-224.pdf
txt: txt/impactinged-224.txt
title:
  What Can We Learn from Early Childhood Theory and Practice? Leveraging Early Childhood Models to Prepare Antiracist EdD Leaders

summary:
  Knowledge, theory, and practice from the early childhood arena can shed light on what higher education learning spaces could look like, what pedagogy or andragogy could entail, and what authentic creative play and community could include, so that we can support adult doctoral scholar practitioner learners, with their continued learning journeys. Many early learning education programs intentionally teach social awareness, interpersonal awareness, and self-awareness through structure, play, creativity, and curriculum (NAEYC, n.d.).


id: impactinged-227
author: Cohen, Samantha Beth
title: The Improvement Science Dissertation in Practice Book Review
date: 2022
pages: 3
extension: .pdf
mime: application/pdf
words: 2364
sentence: 100
flesch: 42
cache: cache/impactinged-227.pdf
txt: txt/impactinged-227.txt
summary:
  The authors skillfully construct chapters three through eight with an explication of the elements and approach of an Improvement Science Dissertation in Practice (ISDiP), extracting from their experiences with EdD programs and EdD students at three distinct universities. In their book, The Improvement Science Dissertation in Practice (2020), Perry, Zambo, and Crow compile tools; provide analysis of what an EdD program should be; and offer support to all those who wish to reframe and re-imagine the education doctorate to meet the complexities and pragmatic needs of learners enrolling in EdD programs today.


id: impactinged-355
author: Edmondson, Macey
title: Challenges in (Re)designing EdD Programs: Supporting Change with Learning Cases : Book Review
date: 2023
pages: 3
extension: .pdf
mime: application/pdf
words: 2140
sentence: 106
flesch: 48
cache: cache/impactinged-355.pdf
txt: txt/impactinged-355.txt
summary:
  In Dr. Perry’s Challenges in (Re)designing EdD Programs: Supporting Change with Learning Cases, she presents five case studies involving EdD program issues that are representative of universities across the nation. EdD programs have evolved to meet the changing needs of practitioner-students.


id: impactinged-334
author: Hooser, Angela; Evert, Kimberly; Krahehbuhl, Kevin
title: Reimagining Research Courses for Scholar Practitioners: Rejecting Methodological Binaries
date: 2023
pages: 6
extension: .pdf
mime: application/pdf
words: 4555
sentence: 195
flesch: 44
cache: cache/impactinged-334.pdf
txt: txt/impactinged-334.txt
summary:
  KEYWORDS dissertation support, research methods, third space theory INTRODUCTION In 2006, Shulman and colleagues argued for a redesigned EdD to prepare educational leaders able to use academic knowledge to solve educational problems. In this course, enacted as a literal and conceptual third space, advanced research methods learning was individualized through conversations across multiple epistemologies, paradigms, tools, terms, and examples.


id: impactinged-325
author: Tatum, Amanda
title: Exploring Teachers’ Well-being Through Compassion
date: 2023
pages: 9
extension: .pdf
mime: application/pdf
words: 8293
sentence: 351
flesch: 46
cache: cache/impactinged-325.pdf
txt: txt/impactinged-325.txt
summary:
  The number of BO was evenly split between low and moderate (four of nine; 44%), while including the two teachers who identify as White and more racial identifiers would show that six of 11 (55%) were experiencing moderate BO and four of 11 (36%) were experiencing low BO. CF-CS for Teacher 2 Teachers 1 and 2 both had high levels of CS, but their scores of BO and STS were swapped. The National Center for Education Statistics (2022) found that eighty-three percent of public school teachers reported that all or some of their classes normally taught in person were moved to online distance-learning formats during the COVID-19 pandemic in the spring of 2020.


id: impactinged-220
author: Walker-Schmidt, Wendi; Kaul, Corina; Crocker Papadakis, Lacy
title: Onboarding Effects on Engagement and Retention in the IT Sector
date: 2022
pages: 8
extension: .pdf
mime: application/pdf
words: 7112
sentence: 435
flesch: 39
cache: cache/impactinged-220.pdf
txt: txt/impactinged-220.txt
summary:
  Employee engagement has a distinct impact on employee retention (MacIntosh & Doherty, 2010). This lack of onboarding has immediate implications for employee engagement and retention.


id: impactinged-328
title: Emerging Scholarly Practitioners: Utilizing Course-Embedded Research Projects
date: 2023
pages: 8
extension: .pdf
mime: application/pdf
words: 6413
sentence: 350
flesch: 46
cache: cache/impactinged-328.pdf
txt: txt/impactinged-328.txt
author:
  Smith, Rebecca; Bush, Cathie; Cooper, Andrea; Fedoration, Sarah; Ference, Maureen; Fischer, Sharon; Francis, Janice; Gartner, Karen; Humphrys, Sherri; Loken, Camille; Lyseng, Bev; Lyseng, Randy; Muench, Janice; Ralston, Nicole; Syson, Kate

summary:
  Data from the survey were analyzed by student research teams during a collaborative data analysis work session. For instance, Labaree (2003) explored meaningful and relevant learning for Ed.D. students, identifying the challenge of Ed.D. students shifting their thinking from experiential practice to theoretical lenses.


id: impactinged-354
author: Hurst, Heather; Kiel, Gerald; Williams, Michael R.
title: Engaging the Community Through a Consultancy-Based Group Practicum
date: 2023
pages: 8
extension: .pdf
mime: application/pdf
words: 6935
sentence: 272
flesch: 42
cache: cache/impactinged-354.pdf
txt: txt/impactinged-354.txt
summary:
  As another requirement for competition of the course, practicum students are asked to submit a final reflection on their experience as consultants and provide suggestions based on the five course objectives to remove, continue, or improve the practicum experience. We have opportunities to create more visuals to share via social media (e.g., a short how-to video explaining the proposal process for a practicum project), to form a practicum advisory board with invested parties beyond program students and faculty, and to develop content regarding the practicum on our website.


id: impactinged-431
author: Fong-Batkin, LeAnn
title: Reflections on the Education Doctorate: A Traditionally Untraditional Journey
date: 2024
pages: 4
extension: .pdf
mime: application/pdf
words: 4208
sentence: 224
flesch: 51
cache: cache/impactinged-431.pdf
txt: txt/impactinged-431.txt
summary:
  There are numerous reasons why many women of color may have untraditional career paths – especially in education and higher education. Many women of color struggle with being in academia.


id: impactinged-222
author: Markos, Amy; Buss, Ray R.
date: 2022
pages: 7
extension: .pdf
mime: application/pdf
words: 6204
sentence: 279
flesch: 48
cache: cache/impactinged-222.pdf
txt: txt/impactinged-222.txt
title:
  Using Mentor Texts to Develop Disciplinary Literacy of Scholarly Practitioners Through Dissertations in Practice

summary:
  Notably, it involved developing students’ literacies as scholarly practitioners such as thinking, reading, discussing, and writing about their research work including developing, drafting, sharing, and revising initial DiP drafts in courses, and later the DiP proposal, and the final DiP. With respect to community, Wenger et al. (2002) claimed the community forms “the social fabric of learning. With respect to our focus on writing and the DiP process, two noteworthy features of practice were (a) mentored aspects of developing students’ disciplinary literacies and (b) the resulting development of identity as influential and scholarly practitioners, while moving from a peripheral role to a central role as scholarly practitioners.


id: impactinged-386
author: Tran, Henry; Cunningham, Kathleen; Hardie, Suzy; Moyi, Peter; Roberts, Era
date: 2024
pages: 8
extension: .pdf
mime: application/pdf
words: 7049
sentence: 296
flesch: 37
cache: cache/impactinged-386.pdf
txt: txt/impactinged-386.txt
title:
  (Re)designing a CPED-Oriented EdD Program to Improve its Emphasis on Equity in a Post Pandemic World

summary:
  KEYWORDS continuous improvement, Education Doctorate, program improvement and redesign, diversity, equity, inclusion INTRODUCTION Equity and diversity represent core values of the Education Systems Improvement (EDSI) Doctorate of Education (EdD) program at the University of South Carolina (USC). Langley et al., 2012) and in program improvement and redesign (e.g. Young et al., 2022) to anchor these efforts.


id: impactinged-191
author: Grant, Michael M.
date: 2021
pages: 12
extension: .pdf
mime: application/pdf
words: 8055
sentence: 500
flesch: 43
cache: cache/impactinged-191.pdf
txt: txt/impactinged-191.txt
title:
  Asynchronous Online Course Designs: Articulating Theory, Best Practices, and Techniques for Everyday Doctoral Education

summary:
  This article shares some of our theoretical and practical decisions faculty members at the University of South Carolina employ for online course design. KEYWORDS online course design, asynchronous courses, doctoral education, instructional design, teaching online Early online course materials were predominantly text-based and relied heavily on discussion forums as the de facto tool for interactions (Anderson, 2003; Garrison et al., 2000).


id: impactinged-361
author: Neumerski, Christine M.
date: 2023
pages: 4
extension: .pdf
mime: application/pdf
words: 3544
sentence: 144
flesch: 48
cache: cache/impactinged-361.pdf
txt: txt/impactinged-361.txt
title:
  The Tension Between Rigor and Relevance: Redesigning EdD Applied Research Methods Coursework within an R1 Institution

summary:
  On the other hand, EdD programs that focus more exclusively on rigor often suffer from the critique that they have become too similar to the PhD, teaching EdD students the research methodologies that were developed for aspiring researchers rather than for practitioners (Hochbein & Perry, 2013). Would providing opportunities for our current practitioners (EdD students) to learn and study and socialize alongside our aspiring researchers (PhD students) help bridge the research-practice divide?


id: impactinged-218
author: Wyss, Amity; Preston, Courtney
title: Is There a Benefit to Upper Elementary Departmentalization? A District Level Analysis
date: 2022
pages: 10
extension: .pdf
mime: application/pdf
words: 7536
sentence: 360
flesch: 53
cache: cache/impactinged-218.pdf
txt: txt/impactinged-218.txt
summary:
  This study considers the relationship between classroom structure and student achievement and whether the relationship varies by student socio-economic status. Using fourth grade data from one school district in Florida, we use Ordinary Least Squares (OLS) regression and logistic regression to examine the relationship between departmentalization and three measures of student achievement based on the Florida Standards Assessment.


id: impactinged-369
author: Flood, Lee D.
title: Centering the Scholarly Practitioner Within the EdD: Lessons Learned
date: 2024
pages: 3
extension: .pdf
mime: application/pdf
words: 2492
sentence: 122
flesch: 43
cache: cache/impactinged-369.pdf
txt: txt/impactinged-369.txt
summary:
  To that end, three considerations for faculty to ponder as it relates to the realities of the scholarly practitioner are: drawing connections to their current/future work, displaying an openness to step outside of the ivory tower, and acknowledging that the problem of scholarly practitioner research may look different than the problems that they are accustomed to seeing in more traditional scholarly pursuits. This paper explores two ways which faculty can do so in relation to research courses.


id: impactinged-405
author: Archer, Lester A. C.
date: 2024
pages: 8
extension: .pdf
mime: application/pdf
words: 7950
sentence: 539
flesch: 46
cache: cache/impactinged-405.pdf
txt: txt/impactinged-405.txt
title:
  Grounding the Dissertation in Practice (DiP) in Dialectic Pluralism: Improvement Science as a Metaparadigm for the EdD

summary:
  These branches can be aligned with quantitative research (Methods Branch), qualitative research (Values Branch), and mixed methods research (Use Branch). Mixed methods research, program evaluation, and action research will approach rhetoric differently.


id: impactinged-394
author: Markos, Amy; Buss, Ray; Marsh, Josephine
title: From Reacting to Re-imagining: Using Pandemic Adaptations for Program Advancement
date: 2024
pages: 6
extension: .pdf
mime: application/pdf
words: 5374
sentence: 244
flesch: 48
cache: cache/impactinged-394.pdf
txt: txt/impactinged-394.txt
summary:
  LSC students typically had become very close with their small group of peers and on a tight timeline toward graduation. As new students, faculty, and staff were brought on quickly, the infrastructure to promote and sustain quality experiences for our students needed to be created just as fast.


id: impactinged-241
author: Pape, Stephen J.; Bryant, Camille L.; JohnBull, Ranjini Mahinda; Karp, Karen S.
title: Improvement Science as a Frame for the Dissertation in Practice: The Johns Hopkins Experience
date: 2022
pages: 8
extension: .pdf
mime: application/pdf
words: 6761
sentence: 259
flesch: 36
cache: cache/impactinged-241.pdf
txt: txt/impactinged-241.txt
summary:
  The administrators see the value in talking with students and staff to collect qualitative data and give voice to the quantitative data showing disparities in student discipline and enrollment in upper-level courses. Our program did not reach this point all at once, this evolution occurred across the first years of the program as we examined, revised, and improved our own program each year, with each new cohort of students, to facilitate the best doctoral experience as our student population continued to grow in diversity of personal backgrounds and professional contexts.


id: impactinged-436
author: Velasco Fuentes, Enrique
title: Supporting Latinx First-Generation Professionals
date: 2024
pages: 4
extension: .pdf
mime: application/pdf
words: 4229
sentence: 237
flesch: 50
cache: cache/impactinged-436.pdf
txt: txt/impactinged-436.txt
summary:
  Exploring student affairs professionals’ experiences with the campus racial climate at a Hispanic Serving Institution (HSI). KEYWORDS Latinx, first-generation professional, institutional norms First-generation experiences for Latinx students can continue as professionals.


id: impactinged-228
author: Kramer, Angela M.
date: 2022
pages: 6
extension: .pdf
mime: application/pdf
words: 5982
sentence: 321
flesch: 59
cache: cache/impactinged-228.pdf
txt: txt/impactinged-228.txt
title:
  Clearing the Clouds: Finding Motivation and Clarity in a Non-Traditional Dissertation Using Arts Based Educational Research (ABER)

summary:
  Using my years of experience working with high school students as inspiration, I decided to author a ‘non-fiction fiction’ script, which was composed using the personalities and reader identities of various high school students in my past classes as well as incorporating traits of struggling readers I have encountered through professional readings. The research-based program provides a quality reading program able to flex to match student reading levels and provides teachers with the materials and guidance needed to meet the diverse needs of high school students.


id: impactinged-293
author: Currin, Elizabeth; Tamim, Suha; Becton, Yasha
title: Consensus Is a Journey: A Programmatic Framework for EdD-activism
date: 2023
pages: 9
extension: .pdf
mime: application/pdf
words: 7980
sentence: 504
flesch: 43
cache: cache/impactinged-293.pdf
txt: txt/impactinged-293.txt
summary:
  Student Activism Scholarship on student activism can also inform EdD-activism, reinforcing our roles as teacher educators and recognizing EdD students’ vulnerability within institutional hierarchies. Higher education after neoliberalism: Student activism as a guiding light.


id: impactinged-465
author: Lamont–Manfre, Marisha; Munnelly, Patrick; L. Leech, Nancy; A. Haug, Carolyn
title: Differences between EdD and PhD Programs: A Mixed Methods Study
date: 2025
pages: 8
extension: .pdf
mime: application/pdf
words: 6785
sentence: 342
flesch: 52
cache: cache/impactinged-465.pdf
txt: txt/impactinged-465.txt
summary:
  Walker and Haley-Mize (2012) studied dissertations specifically in special education and found differences in the type of research design, with PhD programs using more experimental and correlational designs while EdD programs used more descriptive and qualitative methods. PhD programs had a higher average for total credit hours (M = 73.15) compared to EdD programs (M = 66.59).


id: impactinged-346
author: Hurst, Heather
date: 2023
pages: 3
extension: .pdf
mime: application/pdf
words: 2164
sentence: 82
flesch: 36
cache: cache/impactinged-346.pdf
txt: txt/impactinged-346.txt
title:
  Organizational Theory for Equity and Diversity: Leading Integrated, Socially Just Education: Book Review

summary:
  Capper’s second chapter provides a history of organizational theory and outlines several beliefs about the benefits of organizational theory for social justice leadership, such as that theory can lead “prospective educational leaders to examine the larger context, or ‘bigger picture’ within which their work is taking place” (p. 17), as well as “help leaders become conscious of the epistemologies that guide their values and leadership practices” (p. https://library.pitt.edu/e-journals http://creativecommons.org/licenses/by-nc-nd/3.0/us/ http://cpedinitiative.org/ http://orcid.org/0000-0002-9954-3333 Organizational Theory for Equity and Diversity-Book Review Impacting Education: Journal on Transforming Professional Practice impactinged.pitt.edu Vol. 8 I was drawn to Capper’s text initially because equity and diversity frame her exploration of educational organizational theory; as she writes, “Understanding a range of epistemologies can help leaders/scholars determine the epistemological underpinnings of various educational practices and, in so doing, identify the limits and possibilities of those practices toward equity” (pp. 1-2).


id: impactinged-422
author: Harper, Rebecca
title: Designing, Developing, and Sustaining Doctoral Programs in a Post-Pandemic Age
date: 2024
pages: 2
extension: .pdf
mime: application/pdf
words: 791
sentence: 23
flesch: 29
cache: cache/impactinged-422.pdf
txt: txt/impactinged-422.txt
summary:
  Although this was a disruptive time in education, it also allowed time for transformations and opportunities within doctoral programs. As you’ll see in the essays that follow, what was certainly a disruptive time in education yielded several transformations and opportunities within doctoral programs.


id: impactinged-368
author: Capello, Sarah; Yurkofsky, Maxwell; Nii Bonney, Edwin
date: 2023
pages: 3
extension: .pdf
mime: application/pdf
words: 2304
sentence: 125
flesch: 46
cache: cache/impactinged-368.pdf
txt: txt/impactinged-368.txt
title:
  Part One of the Themed Issue on Reimagining Research Methods Coursework for the Preparation of Scholar-Practitioners

summary:
  Although there have been positive developments in designing methods courses specifically for the EdD among CPED institutions including shifting courses from focusing on research to inquiry, embedding inquiry in practice and coursework, and impacting students’ practice (Bengston et al., 2016), the purpose, design, and content of research methods courses remain one of the most challenging aspects of EdD program (re)design. Conceptually, the difference between the purpose of research in the two degrees is simple: PhD programs use research methods courses to prepare their students for careers in which they investigate gaps in the knowledge base while re-envisioned EdD programs use research methods courses to teach their students how to identify, inquire into, and solve local problems.


id: impactinged-437
author: Leung, Neue Y.
title: Equity in Action in Community College Leadership
date: 2024
pages: 5
extension: .pdf
mime: application/pdf
words: 5067
sentence: 235
flesch: 49
cache: cache/impactinged-437.pdf
txt: txt/impactinged-437.txt
summary:
  KEYWORDS equity, social justice, equitable, equity leadership, identity, ideology, positionality, community college leadership, higher education leadership, community college presidents, Asian American, Native Hawaiian, Pacific Islander The second component of the shared equity leadership are the values of shared equity leadership.


id: impactinged-402
author: Marotta, Jessica A.
title: Transformative Learning and Professional Advancement During an EdD Program
date: 2024
pages: 9
extension: .pdf
mime: application/pdf
words: 8967
sentence: 425
flesch: 44
cache: cache/impactinged-402.pdf
txt: txt/impactinged-402.txt
summary:
  Faculty teaching in doctorate programs are encouraged to explore how they might foster transformative learning experiences for their students. Even for narratives supporting the assertion of transformative learning experiences, measuring and observing potential impacts beyond the program’s duration present considerable difficulties. LIMITATIONS There are several limitations to this study, but in particular, the most pronounced is the timing in which the study took place.


id: impactinged-466
author: Huling, Lyndon; Sommer, Cynthia; Young, Ira
title: Considering the Impact of Standardized Testing on Workforce Diversity
date: 2024
pages: 5
extension: .pdf
mime: application/pdf
words: 4357
sentence: 192
flesch: 25
cache: cache/impactinged-466.pdf
txt: txt/impactinged-466.txt
summary:
  KEYWORDS standardized tests, college admission, workforce development, CANDEL Historically, standardized testing has played a critical role in college admissions throughout the United States, ostensibly providing a standardized metric to gauge academic aptitude and college readiness. The transformation of college admissions policies carries profound implications for the composition of the workforce, with potential ramifications for diversity and inclusion.


id: impactinged-457
author: Gu, Siyuan
title: Challenges in (Re)designing EdD Programs: Supporting Change with Learning Cases: Book Review
date: 2025
pages: 3
extension: .pdf
mime: application/pdf
words: 3086
sentence: 132
flesch: 44
cache: cache/impactinged-457.pdf
txt: txt/impactinged-457.txt
summary:
  To overcome these deficits, several institutions have introduced EdD programs, which are characterized by a shorter 3-4 year duration, as well as a curriculum tailored to practical educational contexts and dedicated to continuous content refinement for practitioners' evolving needs. Together, they provide a comprehensive narrative on conceptualizing—but more importantly, actualizing—the (re)design of EdD programs.


id: impactinged-409
author: Childers-McKee, Cherese; Ewell, Sara; Giblin, Joan; McNabb, Joseph; Parenti, Melissa
title: Developing and Sustaining Northeastern’s EdD Program During and Post Pandemic
date: 2024
pages: 4
extension: .pdf
mime: application/pdf
words: 3513
sentence: 187
flesch: 45
cache: cache/impactinged-409.pdf
txt: txt/impactinged-409.txt
summary:
  We worked closely with program faculty, leadership, and the result was a curriculum refresh. No. 1 (2024) DOI 10.5195/ie.2024.409 13 Not only did the pandemic help us grow our connection with students, but it also amplified a bond among our faculty as well.


id: impactinged-476
author: Buss, Ray; Markos, Amy; Marsh, Josephine
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 6965
sentence: 343
flesch: 56
cache: cache/impactinged-476.pdf
txt: txt/impactinged-476.txt
title:
  Generative AI Use in an EdD Program: Informal, Independent Student Use and Formalized, Instructor-Directed Use 

summary:
  In general, the levels of AI tool use reflected the emerging use of AI tools by respondents. In the second section, we asked respondents to indicate their level of AI tool use (a) for coursework, (b) to aid academic writing, (c) for academic research, and (d) in workplace settings.


id: impactinged-392
author: Benedetti, Christopher
date: 2023
pages: 5
extension: .pdf
mime: application/pdf
words: 5017
sentence: 176
flesch: 35
cache: cache/impactinged-392.pdf
txt: txt/impactinged-392.txt
title:
  The Depth and Breadth of Improvement Science: A Review of the Improvement Science in Education Series

summary:
  Overview of Improvement Science Hinnant-Crawford’s, Improvement Science in Education: A Primer, furnishes a brief overview of improvement science for readers new to improvement science and those in need of a quick refresher. Applications of Improvement Science The Educational Leader’s Guide to Improvement Science: Data, Design, and Cases for Reflection, edited by Crow, Hinnant-Crawford, and Spaulding, features 17 chapters, organized into three sections, that share varying thoughts and applications of improvement science throughout educational leadership.


id: impactinged-474
author: J. Bontrager, Bailey
title: Barbara Dennis: Walking with Strangers: Critical Ethnography and Educational Promise Book Review
date: 2025
pages: 3
extension: .pdf
mime: application/pdf
words: 2743
sentence: 103
flesch: 32
cache: cache/impactinged-474.pdf
txt: txt/impactinged-474.txt
summary:
  KEYWORDS research methodology, critical theoretical frameworks, participatory research As an emerging scholar who is passionate about the explication of theoretical frameworks and models for practitioner use, I am intrigued by the application of critical perspectives to methodologies. Walking with Strangers: Critical Ethnography and Educational Promise illustrates not only the application of critical theory to a qualitative research methodology – specifically ethnography – but shines light on the deep and complicated work of implementing research techniques in a way that upholds the principles of the utilized critical theory.


id: impactinged-364
author: DeMartino, Linsay; Renn, Dianne Gardner
date: 2023
pages: 6
extension: .pdf
mime: application/pdf
words: 5337
sentence: 215
flesch: 39
cache: cache/impactinged-364.pdf
txt: txt/impactinged-364.txt
title:
  Honor, Build, and Restructure: Preparing Transformative School Leaders as Equitable Changemakers Through Doctoral Research Methods Courses

summary:
  Given this preparation, CPED students and EdD candidates are challenged to imagine doctoral research as collaborative and more rooted in PoPs than in research questions or gaps in literature that imply familiar affinities in terms of research methods. EdD students develop school teams of three or more site-based practitioners and work through the Mintrop (2016) seven-part cycle.


id: impactinged-192
author: Buss, Ray R.; Wolf, Leigh Graves
title: Building and Sustaining Community in an Online EdD Program
date: 2021
pages: 7
extension: .pdf
mime: application/pdf
words: 6069
sentence: 312
flesch: 45
cache: cache/impactinged-192.pdf
txt: txt/impactinged-192.txt
summary:
  Podcasting as a medium has great potential for connecting online students (Ferguson, 2010). With respect to fostering student connections to their workplace settings, we promote those efforts in the Leadership Challenges that we ask students to complete.


id: impactinged-475
author: Black, Ellana; Betts, Kristen
title: Unlocking the Future: How are EdD Faculty Using Generative AI in Doctoral Research
date: 2025
pages: 8
extension: .pdf
mime: application/pdf
words: 6881
sentence: 300
flesch: 36
cache: cache/impactinged-475.pdf
txt: txt/impactinged-475.txt
summary:
  I think I will use generative AI technology in the future. Vol.10 No.1 (2025) DOI 10.5195/ie.2025.475 Unlocking the Future: How are EdD Faculty Using Generative AI in Doctoral Research Ellana Black Drexel University esb79@drexel.edu Kristen Betts Drexel University ksb23@drexel.edu ABSTRACT This convergent mixed methods research study investigated how a small, non-representative sample of Educational Doctorate (EdD) faculty perceive and use generative AI and how they have leveraged the technology to support EdD students.


id: impactinged-366
author: McCall, Madelon; Shelton, Ryann N.; Crowley, Brandy N.; Ritter, Kenley
title: Doctoral Student Perceptions of a Project-Based Learning Approach in an Instructional Design Course
date: 2023
pages: 9
extension: .pdf
mime: application/pdf
words: 8650
sentence: 431
flesch: 46
cache: cache/impactinged-366.pdf
txt: txt/impactinged-366.txt
summary:
  In the current study, we examined the use of PjBL to support student learning of instructional design in an online EdD instructional design course. The positive student perceptions of using PjBL as a course requirement support prior research concerning the use of a constructivist approach to active learning in an online classroom to promote student learning, motivation, and interest (Çakiroğlu & Erdemir, 2019; Shih & Tsai, 2016).


id: impactinged-477
author: Schroeder , Mubina Khan; Alcruz, Joanna
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 4512
sentence: 196
flesch: 28
cache: cache/impactinged-477.pdf
txt: txt/impactinged-477.txt
title:
  Navigating New Frontier: AI’s Transformation of Dissertation Research and Writing in an Educational Leadership Doctoral Program

summary:
  Furthermore, AI's role in assisting student research is pivotal, providing sophisticated data analysis, trend prediction, and comprehensive literature review capabilities. This integration of AI tools within the EdD curriculum represents a forward-thinking approach, preparing educators and leaders to harness the power of AI in their future professional practices.


id: impactinged-424
author: Wilkerson, Reginald D.; Perry, Jill Alexa
title: To CRT (in your Dissertation) or not CRT? That is the Question!
date: 2024
pages: 7
extension: .pdf
mime: application/pdf
words: 6551
sentence: 286
flesch: 47
cache: cache/impactinged-424.pdf
txt: txt/impactinged-424.txt
summary:
  CONCLUSION This exploratory study examined the intersection of K-20 educational leadership, CRT, and the dissertation experience as a means to understand how CRT scholarly work translates into applied work in practice among EdD graduates. In examining the use of CRT in the abstract, we looked for language that clearly described the theory and demonstrated CRT tenets were employed to frame the problem of practice and to analyze the findings.


id: impactinged-486
author: P. Reich, Jeremy
date: 2025
pages: 5
extension: .pdf
mime: application/pdf
words: 4082
sentence: 213
flesch: 33
cache: cache/impactinged-486.pdf
txt: txt/impactinged-486.txt
title:
  The Impact of a Diversity and Social Justice Course on a Higher Education Assessment Professional’s Practice 

summary:
  Furthermore, I will argue for including diversity and social justice in higher education courses as a required component of doctoral programs in higher education. My experience in this diversity and social justice in higher education course compelled me to reconsider that strategy.


id: impactinged-445
author: Rodriguez, Andrea
title: Centering Educational Equity in a Primary Leadership Role
date: 2024
pages: 4
extension: .pdf
mime: application/pdf
words: 3846
sentence: 149
flesch: 42
cache: cache/impactinged-445.pdf
txt: txt/impactinged-445.txt
summary:
  The concluding research recommendations support the implementation of culturally sustaining pedagogical practices to increase authentic historically marginalized student self- expression and empowerment of students and community. Educators looking to contribute to a more equitable system, as historically marginalized students themselves, are met with unwavering demands within the field.


id: impactinged-213
author: Alsen, Elizabeth; Buss, Ray R.
date: 2022
pages: 13
extension: .pdf
mime: application/pdf
words: 11077
sentence: 573
flesch: 48
cache: cache/impactinged-213.pdf
txt: txt/impactinged-213.txt
title:
  Developing Pre-Service Teachers: A Social Justice Approach for Educating Culturally and Linguistically Diverse Students

summary:
  Consistent with Gay’s outcomes, the results of this study strongly suggest the importance of developing PSTs who value students’ language and culture that allows PSTs to relate to students, hold high expectations, and employ appropriate instructional approaches. Additionally, I discovered two factors that I had not considered before when pairing students: (a) experience with CLD students and (b) consistent attendance in class.


id: impactinged-468
title: Dissertation 2.0: An Action Research Study on Adapting with AI
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 8860
sentence: 494
flesch: 53
cache: cache/impactinged-468.pdf
txt: txt/impactinged-468.txt
author:
  Grichko, Vassa; Schamber, Betsy; Hall, Shanice; Termansen, Kari; Swank, David; Barker, David; Lehmann, Erin

summary:
  This action research study had faculty and EdD students test AI tools to then make recommendations for guidelines on AI use for dissertation writing. The overall aim of the journals and focus groups during this phase was to both familiarize all participants with AI tools for dissertation purposes and to allow ample reflection on potential guidelines for AI use.


id: impactinged-461
author: Barreto, Daisyane; Conklin, Sheri
title: Mapping AECT Standards Framework: Implications for Instructional Technology programs
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 7887
sentence: 415
flesch: 39
cache: cache/impactinged-461.pdf
txt: txt/impactinged-461.txt
summary:
  Teaching and learning curriculum programs: Recommendations for postgraduate pharmacy experiences in education. The curriculum mapping process systematically examined program objectives, student learning expectations, AECT standards and indicators, and program course materials (e.g., syllabi, LMS course content, course assessments, and activities).


id: impactinged-442
author: Andersen, Rebecca K.
title: Challenging the Notion of the Pipeline Problem in STEM
date: 2024
pages: 6
extension: .pdf
mime: application/pdf
words: 5426
sentence: 238
flesch: 42
cache: cache/impactinged-442.pdf
txt: txt/impactinged-442.txt
summary:
  Women with intersectional identities (such as LGBTQ+ women and women with disabilities) report even more discrimination than other women (McKinsey & Company, 2022). Most importantly, the gender imbalance in STEM prevents women from accessing high-paying STEM careers and reinforces existing inequities within the STEM industry and the technology products which are produced.


id: impactinged-449
author: Burriss, Theresa L.; Mayers, Elizabeth
date: 2024
pages: 6
extension: .pdf
mime: application/pdf
words: 6029
sentence: 333
flesch: 58
cache: cache/impactinged-449.pdf
txt: txt/impactinged-449.txt
title:
  The Role of Theory in a Practitioner-Based EdD Program: A Braided Dialectical Interplay Between Professor and Scholar-Practitioner

summary:
  KEYWORDS critical theories, critical pedagogies, practitioner-based program “As part of the language of hope and possibility, I develop a notion of critical pedagogy that addresses the democratic potential of engaging how experience, knowledge, and power are shaped in the classroom in different and often unequal contexts, and how teacher authority might be mobilized against dominant pedagogical practices as part of the practice of freedom. In this course, students will be immersed in critical theories, primarily focused on pedagogy, analyzing not only how these theories apply to their professional lives and problems of practice, but also how they may be employed in their personal lives.


id: impactinged-485
author: Henriksen, Danah; Mishra, Punya; Woo, Lauren; Oster, Nicole
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 6483
sentence: 365
flesch: 39
cache: cache/impactinged-485.pdf
txt: txt/impactinged-485.txt
title:
  The Education Doctorate in the Context of Generative Artificial Intelligence: Epistemic Shifts and Challenges to Practical Wisdom

summary:
  Bearman and Ajjawi (2023) describe AI technologies as ‘black boxes’ due to their lack of transparency. EdD programs might consider supplementing curricula with specific considerations for AI literacy in scholarly practice, highlighting the possibilities and limitations of AI technologies.


id: impactinged-398
author: Rodriguez López, Laura M.
title: The Impact of Bias on the Scholar-Practitioner's Doctoral Journey: Strategies to Legitimize it
date: 2024
pages: 8
extension: .pdf
mime: application/pdf
words: 6924
sentence: 333
flesch: 28
cache: cache/impactinged-398.pdf
txt: txt/impactinged-398.txt
summary:
  Collaboration and Engagement In her research on the value of community-based learning in professional doctorates, Lambrev (2023) stated that it is imperative that we acknowledge that local community contexts serve as invaluable educational environments that foster the cultivation of research practices that are rooted in equity, commitment, and ethics. It also promotes ethical research practices by encouraging researchers to probe power dynamics, ethical considerations, and the potential impact of their research on participants and broader communities.


id: impactinged-349
author: Evans, Robert
title: The CPED Framework as a Network-Level Signature Pedagogy: Who Frames PoPs and Which Frames Count?
date: 2023
pages: 6
extension: .pdf
mime: application/pdf
words: 5627
sentence: 236
flesch: 48
cache: cache/impactinged-349.pdf
txt: txt/impactinged-349.txt
summary:
  In addition to an impetus towards frame alignment, I think there is also value in exploring how various frames laminated onto the same strips of activity can key situational interpretations that diverge and conflict in their meaningfulness. In this essay, I distinguish between the two terms, exploring how Erving Goffman’s (1986) concept of frame analysis can be a useful approach to stewardship.


id: impactinged-425
author: Lambrev, Veselina S.
title: Reclaiming the Education Doctorate: A Guidebook for Preparing Scholarly Practitioners: Book Review
date: 2024
pages: 2
extension: .pdf
mime: application/pdf
words: 1283
sentence: 57
flesch: 42
cache: cache/impactinged-425.pdf
txt: txt/impactinged-425.txt
summary:
  EdD programs have evolved significantly since their inception in 1920. In the early 2000s, Levine (2005) offered a critique, asserting that the majority of EdD programs in the US did not provide educational leaders with the necessary skills for conducting and applying research for improvement of practice.


id: impactinged-387
author: Donlon, Enda; King, Fiona
title: From Room to Zoom: Co-constructing Doctoral Community in Pandemic and Post-Pandemic Times
date: 2024
pages: 8
extension: .pdf
mime: application/pdf
words: 8587
sentence: 321
flesch: 44
cache: cache/impactinged-387.pdf
txt: txt/impactinged-387.txt
summary:
  For instance, Sverdlik et al. (2018) reviewed 163 papers in considering the factors that influence PhD students’ completion, achievement, and wellbeing, and found that a number of external factors (including personal and social ones, as well as departmental support and socialization) and internal factors (such as motivational variables and academic identity) are likely to influence doctoral students across disciplines and institutional types. Similarly, Schmidt and Hansson’s (2018) literature review of 17 studies highlights a number of challenges that doctoral students face which can impact their well-being; this includes high attrition rates, challenges in maintaining a healthy work-life balance, and mental fatigue.


id: impactinged-446
author: Reilley, Siobhan
title: Qualitative Data in the Driving Seat: Applying Qualitative Methods in High School
date: 2024
pages: 4
extension: .pdf
mime: application/pdf
words: 3484
sentence: 169
flesch: 56
cache: cache/impactinged-446.pdf
txt: txt/impactinged-446.txt
summary:
  My CANDEL coursework and my own research study gave me the skills to conduct the kind of qualitative work that would enhance discussion on student data. From a first-person narrative, the author shares how learning to collect and analyze qualitative data has the potential to change the way teachers can engage with “data-driven decision making” in a high school setting.


id: impactinged-406
date: 2024
pages: 12
extension: .pdf
mime: application/pdf
words: 9926
sentence: 528
flesch: 40
cache: cache/impactinged-406.pdf
txt: txt/impactinged-406.txt
author:
  Vasconcelos, Lucas; Grant, Michael M.; Tang, Hengtao; Ari, Fatih; Arslan-Ari, Ismahan; Qian, Yingxiao

title:
  A Review of Dissertations from an Online Asynchronous Learning Design and Technologies Educational Doctoral Program

summary:
  These findings somewhat overlap with others (Kumar et al., 2022; Zambo, 2014) who also reported dissertation research employing theories of learning and motivation. The contexts in EdD dissertation research have predominantly consisted of K-12 settings (Dawson & Kumar, 2014;


id: impactinged-399
author: Shaw, Laura Flores; Paré-Blagoev, Juliana; Quaynor, Laura
title: Reimagining the EdD in a Time When the Future of Public Schooling is at Stake
date: 2024
pages: 7
extension: .pdf
mime: application/pdf
words: 7217
sentence: 375
flesch: 46
cache: cache/impactinged-399.pdf
txt: txt/impactinged-399.txt
summary:
  The Montessori prepared environment, which includes the teachers, fosters self-differentiation through choice, allowing the children to work on activities that interest them: through materials and furniture they can manipulate on their own, through processes, such as the peace fish, where students can communicate their feelings to other students with whom they are experiencing conflict (and they’re generally taught to use I statements in those discussions), and through interactions with guides who consistently turn questions back onto the children. Supreme Court decisions in 2023 ended affirmative action in higher education ensuring upheaval in admissions routines and practices—to say nothing of what this may mean for students, the make-up of student bodies, and the future make-up of employment pools (Students for Fair Admissions, Inc. v. President and Fellows of Harvard College, 2023).


id: impactinged-440
author: Randle, Marney; Anders, C. Inez; heck, molly m.
title: The Power of Writing in Community: Being Seen and Supported in an EdD Journey
date: 2024
pages: 5
extension: .pdf
mime: application/pdf
words: 4505
sentence: 224
flesch: 49
cache: cache/impactinged-440.pdf
txt: txt/impactinged-440.txt
summary:
  KEYWORDS EdD students, critical friendships, community writing, sense of belonging Writing a dissertation is a challenging endeavor due to the necessity of constant editing, writing, and focus required. RECOMMENDATIONS Using current research and our own experiences described in this article, the following recommendations are offered to enhance the experiences of EdD students in terms of community writing.


id: impactinged-358
author: Hurst, Heather
title: Applying Theory and Research to Practice: The Pedagogical Practices
date: 2023
pages: 7
extension: .pdf
mime: application/pdf
words: 6177
sentence: 321
flesch: 52
cache: cache/impactinged-358.pdf
txt: txt/impactinged-358.txt
summary:
  We explore the topics of research problems and research questions, and Patel’s (2016) text helps students problematize some of their taken- for-granted assumptions about educational research. Porfilio et al. (2019) briefly introduce two EdD courses that incorporate leadership theories and critical theories.


id: impactinged-482
author: Kell, Carrie; Kraeer, Brian; Cain, William
date: 2025
pages: 5
extension: .pdf
mime: application/pdf
words: 4106
sentence: 194
flesch: 40
cache: cache/impactinged-482.pdf
txt: txt/impactinged-482.txt
title:
  Can AI Facilitate a Human-Centric Approach to Writing a Problem of Practice Dissertation? : Insights from Doctoral Students

summary:
  Doctoral students, on the other hand, have as much or even more to gain or lose from incorporating generative AI tools into their learning and research practices. As I found myself shifting my problem of practice to AI, it felt natural to engage with generative AI tools such as ChatGPT in both my research and the contextualization of it as a problem within my professional practice as a writing instructor.


id: impactinged-488
author: Moreno, Rhia; Wood, Jesse; Flood, Lee
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 9365
sentence: 471
flesch: 52
cache: cache/impactinged-488.pdf
txt: txt/impactinged-488.txt
title:
  Fostering Student Success Through Effective Mentorship: Insights from Award-Winning Education Doctorate Dissertations

summary:
  Mentorship experiences of doctoral students: Understanding desired attributes of doctoral student mentors. In a study of over 3,500 PhD students across disciplines, Levecque et al. (2017) reported that doctoral students frequently “experience psychological https://library.pitt.edu/e-journals http://creativecommons.org/licenses/by-nc-nd/3.0/us/ http://cpedinitiative.org/ https://orcid.org/0000-0003-1202-3691 https://orcid.org/0000-0002-4580-5588 https://orcid.org/0000-0001-9475-6295 Moreno et al.


id: impactinged-452
author: Lewis, Ebony E.
date: 2024
pages: 5
extension: .pdf
mime: application/pdf
words: 4390
sentence: 173
flesch: 38
cache: cache/impactinged-452.pdf
txt: txt/impactinged-452.txt
title:
  The Impact of Research and the Power of Data: Leveraging data as a scholar practitioner to drive decision making for equity!

summary:
  Building from a 2015 systemwide study that looked at Black student college choice, diversity and exclusion (Contreras et al., 2015) at a macro level throughout the University of California, my mixed-methods study allowed me to analyze existing institutional data, and also apply CRT principles of counter storytelling in education by utilizing qualitative data via student interviews, as a means to gain greater insight into what matters to our Black scholars and how we can learn from their experiences to create a more inclusive environment. What research or actions do you think are effective or would you like to see to enhance the recruitment, retention, and advancement of Black students, staff, and faculty at UC Davis?


id: impactinged-388
author: Lucarelli, Chery L.; Murzyn, Amy L.; Ridenour, Matthew J.; Witikko, Neil B.
title: The Architecture of the Unknown: Constructing a Flexible EdD Program
date: 2024
pages: 7
extension: .pdf
mime: application/pdf
words: 6228
sentence: 291
flesch: 46
cache: cache/impactinged-388.pdf
txt: txt/impactinged-388.txt
summary:
  This effort to reimagine the traditional architecture of doctoral program design resulted in an initial learning community that included individuals from health care fields, non-profits, higher education administration and social work sectors in addition to teachers and school administrators. This essay contributes to the unique nature of this special issue by directly addressing two of its central questions: How do EdD programs adapt and survive during times of uncertainty and fear?


id: impactinged-448
author: Elmasry, Nicole
title: Educator Empowerment: Faculty Development for Change: Book Review
date: 2024
pages: 2
extension: .pdf
mime: application/pdf
words: 1431
sentence: 61
flesch: 35
cache: cache/impactinged-448.pdf
txt: txt/impactinged-448.txt
summary:
  The intended audience for this book includes educators, administrators, and researchers in higher education seeking practical insights and strategies for enhancing faculty development. This book offers a comprehensive guide to addressing these challenges and fostering growth in higher education.


id: impactinged-414
author: Hawley Cronin, Erin; Lynch, Julia; Stalls, Jennifer
title: Completely Whole: Defending Freedom During the Dissertation Process
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 8883
sentence: 551
flesch: 46
cache: cache/impactinged-414.pdf
txt: txt/impactinged-414.txt
summary:
  Student coursework and instructors afforded and supported their movement into this culture. These themes underscore the importance of resisting institutional pressures to maintain traditional structures and learning designs, allowing for innovative research processes.


id: impactinged-389
author: Hawkins, Jacqueline; Martens, Monica
date: 2024
pages: 9
extension: .pdf
mime: application/pdf
words: 8449
sentence: 462
flesch: 54
cache: cache/impactinged-389.pdf
txt: txt/impactinged-389.txt
title:
  A Model for Program Improvement Using Reflections by EdD Scholars About Adaptation During a Pandemic Time

summary:
  Many scholars discuss how COVID-19 necessitated the re- baselining of both goals and management style. Finally, the difficulties of collecting traditional data troubled many scholars who described how their teams met this challenge.


id: impactinged-408
author: Reyes, Christa; Zhang, Jingshun
date: 2024
pages: 9
extension: .pdf
mime: application/pdf
words: 6915
sentence: 414
flesch: 38
cache: cache/impactinged-408.pdf
txt: txt/impactinged-408.txt
title:
  A Systematic Comparative Analysis of Doctor of Education (EdD) Programs: Unraveling Inconsistencies and Informing Student Choices

summary:
  Findings revealed significant differences between EdD programs and between EdD and PhD programmatic features. Moreover, due to no national licensing or exam requirements in education, EdD programs lack the consistency seen among other professional doctorates.


id: impactinged-585
author: Pipitone, Christine
title: On Becoming a Community College Professor–Activist
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 6343
sentence: 314
flesch: 49
cache: cache/impactinged-585.pdf
txt: txt/impactinged-585.txt
summary:
  The third section, becoming, articulates my rationale for an action research dissertation addressing community college faculty burnout and situates my scholarly growth within my evolving activist identity. Community college faculty who are burned out or are burning out will not be able to or willing to access the reserves needed to continue to advocate for greater equity.


id: impactinged-472
author: Harris, Michelle; Soriano, Nicole E.; Ralston, Nicole
date: 2025
pages: 10
extension: .pdf
mime: application/pdf
words: 8913
sentence: 440
flesch: 44
cache: cache/impactinged-472.pdf
txt: txt/impactinged-472.txt
title:
  An Examination of the Use of AI (Artificial Intelligence) Technology as Experienced by Scholarly Practitioners in an Educational Doctorate Program 

summary:
  Vol.10 No.1 (2025) DOI 10.5195/ie.2025.472 An Examination of the Use of AI (Artificial Intelligence) Technology as Experienced by Scholarly Practitioners in an Educational Doctorate Program Michelle Harris University of Portland harrismi25@up.edu Nicole Soriano Morningside University sorianon@morningside.edu Nicole Ralston University of Portland ralston@up.edu ABSTRACT This study examined the applications and perceptions of AI tools in doctoral studies, focusing on their efficacy in enhancing research effectiveness. A survey found that most participants used AI tools in their doctoral studies (63%), with the majority of those users reporting some positive impact from their usage.


id: impactinged-444
author: Sanders, Alison
title: The Exigency of Centering Equity in Educational Leadership Development: A Journey Through CANDEL
date: 2024
pages: 5
extension: .pdf
mime: application/pdf
words: 5193
sentence: 233
flesch: 38
cache: cache/impactinged-444.pdf
txt: txt/impactinged-444.txt
summary:
  No. 3 (2024) DOI 10.5195/ie.2024.444 10 COURSEWORK AND A COHORT MODEL Dowd and Bensimon (2015) conceptualized equity-minded leadership as the means by which higher education leaders develop their own praxis in response to challenging and complex issues of equity, diversity and access. In this essay, I describe how my journey to an education doctorate impacts my work as a scholar-practitioner in higher education.


id: impactinged-516
author: Jaffer, Amna; Aravamudhan, Radha; Grasty, Kristina
title: Reimagining Doctoral Research: Documentary Filmmaking to Advance Social Change
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 8806
sentence: 487
flesch: 35
cache: cache/impactinged-516.pdf
txt: txt/impactinged-516.txt
summary:
  Gliner served as the dissertation chair for all three authors of this paper (Dr. A. Jaffer, Dr. R. Aravamudhan, and Dr. K. Grasty) and guided the process of conducting documentary research for doctoral projects that resulted in the creation of a film as a final product, in addition to a five-chapter written dissertation. While the three of us approached this alternative qualitative research method from slightly different angles, we can speak confidently from experience about the value of conducting documentary research in its ability 1) to augment the level of engagement and relatability of the end product to a broader audience, 2) to extend greater possibilities for the research to have positive social impact, and 3) to provide a powerful avenue of creative expression for non-traditional doctoral candidates.


id: impactinged-451
author: Karalis Noel, Tiffany; Gorlewski, Julie
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 7985
sentence: 386
flesch: 32
cache: cache/impactinged-451.pdf
txt: txt/impactinged-451.txt
title:
  Cultivating Change Agents through Effective Program Evaluation: Inaugural Year Insights from an Equity-Oriented EdD Program

summary:
  A key finding is that traditional forms of program evaluation may not support the goals of innovative programs. In particular, this analysis emphasizes the potential for aligning program evaluation with program values in ways that are mutually reinforcing (Patton, 2017; Suàrez-Herrera et al., 2009).


id: impactinged-423
author: Hooper, Jaime; Von Dohlen, Heidi; Virtue, Emily
title: Building Teacher Capacity for Educating Students Living in Poverty
date: 2025
pages: 10
extension: .pdf
mime: application/pdf
words: 9909
sentence: 543
flesch: 48
cache: cache/impactinged-423.pdf
txt: txt/impactinged-423.txt
summary:
  Simply addressing student trauma without looking at the system of school will result in efforts falling short (Crenshaw, 1998; Ladson-Billings, 2007). Session 3 then progressed from discussing poverty to discussing trauma students may experience and the impact that trauma has on educational experiences.


id: impactinged-443
author: Jiménez-Silva, Margarita; Luna Lopez, Marissa
title: Centering Equity in Teacher Education Research Through Pláticas Con Maestras
date: 2024
pages: 6
extension: .pdf
mime: application/pdf
words: 6457
sentence: 336
flesch: 52
cache: cache/impactinged-443.pdf
txt: txt/impactinged-443.txt
summary:
  As Latina, first-generation college graduates and teacher education researchers, we are deeply committed to anti-colonial methodologies that are too often used to talk to teachers instead of talking with teachers. As teacher education researchers, we have used pláticas in our work to share teachers’ journeys in becoming teachers and to support teachers as they navigate our chosen profession.


id: impactinged-370
author: Manceor, Christina M.
title: Supports and Barriers to Experiential Learning Participation in Arts Higher Education
date: 2024
pages: 10
extension: .pdf
mime: application/pdf
words: 9057
sentence: 462
flesch: 38
cache: cache/impactinged-370.pdf
txt: txt/impactinged-370.txt
summary:
  Overall, by preparing students with crucial career skills that go beyond technical expertise, EL activities can be one approach to help arts students establish more sustainable and successful careers and equip them to better navigate professional choices over time (Kindelan, 2010). Potential Impact of Experiential Learning to Address Skills Gaps Numerous sources support both curricular and extracurricular EL as one potential avenue for higher education arts students to develop key skills and gain tangible experiences that may prepare them for their future careers (Kindelan, 2010; Slaughter & Springer, 2015).


id: impactinged-504
title: Flock Around and Find Out: Dissertating, Murmurating, and Liberating
date: 2025
pages: 10
extension: .pdf
mime: application/pdf
words: 10540
sentence: 633
flesch: 62
cache: cache/impactinged-504.pdf
txt: txt/impactinged-504.txt
author:
  Worthy, Tynisha N.; Walton, Courtney L.; Tosolt, Brandelyn; Ritter Rickels, Kayla; Loftis, Rae; Hilpp, Ike; Evans-Phillips, Josie

summary:
  There’s not a blueprint for alternative dissertations - it would likely be antithetical to alternative dissertations if there was one. We don't do alternative dissertations.


id: impactinged-410
author: Petrin Lambert, Christiane; Maietta, Heather
title: Reframing Higher Ed Spaces and Belonging: Lessons from the COVID-19 Experience
date: 2024
pages: 6
extension: .pdf
mime: application/pdf
words: 5434
sentence: 304
flesch: 38
cache: cache/impactinged-410.pdf
txt: txt/impactinged-410.txt
summary:
  This acceptance might involve building relationships with mentors and role models through tutoring programs with college students and involvement in campus activities such as sporting events and summer camps. The psychological, academic, and economic impact of COVID-19 on college students in the epicenter of the https://www.insidehighered.com/news/2023/01/17/colby-revitalizes-downtown-waterville https://www.insidehighered.com/news/2023/01/17/colby-revitalizes-downtown-waterville https://store.chronicle.com/products/the-post-pandemic-college https://doi.org/10.1016/j.jaac.2020.08.466 https://apnews.com/article/israel-palestinian-campus-student-protests-war-df5f7cf1547a3ca8fb959b992d6ebe1b https://apnews.com/article/israel-palestinian-campus-student-protests-war-df5f7cf1547a3ca8fb959b992d6ebe1b https://apnews.com/article/israel-palestinian-campus-student-protests-war-df5f7cf1547a3ca8fb959b992d6ebe1b https://doi.org/10.1080/08923647.2021.1928434 https://doi.org/10.1177/1045159518783200 https://doi.org/10.3102/0013189X19897622 https://doi.org/10.1177/0011000017718943 https://www.bestcolleges.com/blog/history-lgbtq-student-center/ https://www.bestcolleges.com/blog/history-lgbtq-student-center/ https://www.insidehighered.com/views/2021/07/23/campuses-are-far-more-physical-spaces-opinion https://www.insidehighered.com/views/2021/07/23/campuses-are-far-more-physical-spaces-opinion https://nameorg.org/news_manager.php?page=32265 https://link.springer.com/article/10.1007/s10639-022-11017-4 https://www.pbs.org/video/living-with-covid-1683927404/ https://www.pbs.org/video/living-with-covid-1683927404/ https://library.educause.edu/resources/2022/4/2022-educause-horizon-report-teaching-and-learning-edition https://library.educause.edu/resources/2022/4/2022-educause-horizon-report-teaching-and-learning-edition Petrin Lambert & Maietta Impacting Education: Journal on Transforming Professional Practice impactinged.pitt.edu Vol. 9


id: impactinged-479
author: Sanders, Bryan P.
title: GPT and Me, An Honest Reevaluation: The Dawn of Co-active Emergence
date: 2025
pages: 5
extension: .pdf
mime: application/pdf
words: 4422
sentence: 178
flesch: 41
cache: cache/impactinged-479.pdf
txt: txt/impactinged-479.txt
summary:
  KEYWORDS co-active emergence, AI integration, doctoral research, machine learning, academic integrity, interdisciplinary analysis, constructivism, academic self-efficacy Welcome to the dawn of co-active emergence in education, a transformative learning paradigm where human intelligence and machine intelligence converge on purpose to amplify and enrich a shared experience. Unfortunately, we have instead seen outright bans of AI, which ignores the dialogue off campus and devalues the intellectual potential of co-active emergence.


id: impactinged-469
title: REPAC: Critical Questions to Inform EdD Programs in an Era of Generative Artificial Intelligence
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 6543
sentence: 324
flesch: 41
cache: cache/impactinged-469.pdf
txt: txt/impactinged-469.txt
author:
  Langran, Elizabeth; Azevedo, Paula Cristina R.; Dreon, Oliver; Budhai, Stephanie Smith; Hauth, Clara

summary:
  Moreover, instead of forming and joining bipartite sides on whether generative AI should be used in EdD programs, moving through the critical questions in the framework allows for the potential of AI use in research activities that can support EdD students who may struggle with the formalities associated with academic writing. Fast-forward to well into the year 2024, many EdD faculty may be relying on their institutions’ general and often vague guidelines of AI use, or they are scrambling to make sense of a path forward.


id: impactinged-489
author: Wilder, Corrie; Calderone, Shannon
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 9227
sentence: 457
flesch: 34
cache: cache/impactinged-489.pdf
txt: txt/impactinged-489.txt
title:
  Empowering Educational Leadership Research with Generative AI: Insights and Innovations from a Qualitative EdD Dissertation 

summary:
  Empirical claims from AI data analysis. As novice researchers navigate a complex, in-depth data analysis process for the first time, AI tools offer a promising avenue for exploring deeper insights and enhancing the rigor of their research.


id: impactinged-577
author: Tamim, Suha; Eyler-Martin, Karen; Koch, Lorin; Clark, Russell
title: The Activist Educator: Defining EdD-Activism to Promote Equity and Justice
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 7558
sentence: 476
flesch: 45
cache: cache/impactinged-577.pdf
txt: txt/impactinged-577.txt
summary:
  To develop the framework further based on program- specific needs, a committee was formed, leading to a participatory action research (PAR) study team of a faculty member and graduates of the program to generate a student definition of EdD activism, an EdD activism framework, and course reflections on social justice-related courses in the CS program. KEYWORDS EdD activism, social justice, participatory action research In October 2019, the University of South Carolina hosted the convening for the Carnegie Project on the Education Doctorate (CPED), a consortium of more than 100 colleges and schools of education that aspire to enhance educational practice through their EdD programs.


id: impactinged-397
author: Krsmanovic, Masha; Craddock, Stanley
date: 2023
pages: 8
extension: .pdf
mime: application/pdf
words: 7742
sentence: 349
flesch: 39
cache: cache/impactinged-397.pdf
txt: txt/impactinged-397.txt
title:
  Best Practices for EdD Comprehensive Exams and Capstone Projects: Students’ Attitudes and Perspectives of Outcomes in an Online Program

summary:
  We conducted this study to identify best practices for mentoring online EdD students in two important program milestones – comprehensive exams and capstone projects. Online doctoral students identified many barriers to their academic progress.


id: impactinged-400
author: Capello, Sarah A.; Yurkofsky, Maxwell; Nii Bonney, Edwin
date: 2023
pages: 2
extension: .pdf
mime: application/pdf
words: 949
sentence: 34
flesch: 24
cache: cache/impactinged-400.pdf
txt: txt/impactinged-400.txt
title:
  Part Two of the Themed Issue on Reimagining Research Methods Coursework for the Preparation of Scholar-Practitioners

summary:
  In the introduction to the first installment of the themed issue on reimagining research methods coursework (Capello et al., 2023), we highlighted the changing nature of the EdD degree and efforts to distinguish it from the PhD, the implications of those changes for research methods courses and the dissertation, and the lack of consensus in the field on what practitioner-oriented research methodology preparation might look like from a conceptual and practice standpoint informed by empirical evidence. In this second installment of the themed issue on redesigning research methods coursework for CPED-inspired EdD programs, EdD faculty and students share empirical research, conceptual insights, and practitioner- oriented coursework and activities to contribute to the conversation on research methods training and skill development for scholar-practitioners.


id: impactinged-494
author: Brown, Star; Proctor, Kristen
title: Dangerous Dissertations: Alternative Approaches to Dissertation Inquiry
date: 2025
pages: 10
extension: .pdf
mime: application/pdf
words: 10038
sentence: 466
flesch: 38
cache: cache/impactinged-494.pdf
txt: txt/impactinged-494.txt
summary:
  and I share insider perspectives of our encounters with dangerous dissertation work. We frame the dangerous dissertation as an alternative approach to dissertation inquiry and share our experiences creating and supporting dangerous dissertations.


id: impactinged-491
author: Dibett Lopez
title: Breaking the Silence: Healing through Writing- The Liminal Experiences of an EdD Student
date: 2025
pages: 8
extension: .pdf
mime: application/pdf
words: 8740
sentence: 509
flesch: 57
cache: cache/impactinged-491.pdf
txt: txt/impactinged-491.txt
summary:
  The call to action provides direction for how educators and researchers can provide students with more supportive and equitable experiences that would provide for an increase of students seeking to obtain their EdD. KEYWORDS liminality theory, strong black women schema, doctoral students You won't have a life these next three years, so be prepared to make those sacrifices, the stern pale face behind the screen stated. Most literature regarding the experiences of doctoral students focuses on those in PhD programs (Shulman et al., 2006).


id: impactinged-565
author: Tamim, Suha; Jeffries, Rhonda
date: 2025
pages: 2
extension: .pdf
mime: application/pdf
words: 881
sentence: 121
flesch: 47
cache: cache/impactinged-565.pdf
txt: txt/impactinged-565.txt
title:
  Erratum to: Brown, S., & Proctor, K. (2025). Dangerous Dissertations: Alternative Approaches to Dissertation Inquiry. Impacting Education: Journal on Transforming Professional Practice, 10(3), 113–122. https://doi.org/10.5195/ie.2025.494

summary:
  Thomas, J. R., Nelson, J. K., & Magill, R. A. (1986). In Everson, L. Hemmer, K. Torres, & S. R. Tamim (Eds.).


id: impactinged-484
author: Werse, Nicholas; Smith, Joshua
title: Nothing New Under the Sun: Generative AI and Educator Anxiety over Academic Dishonesty
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 6260
sentence: 324
flesch: 35
cache: cache/impactinged-484.pdf
txt: txt/impactinged-484.txt
summary:
  The complicated juxtaposition of GAI’s potential to amplify the educational experience with its potential to contribute to student academic dishonesty has institutions struggling to produce policies and guidelines to direct faculty toward the former while avoiding the latter. However, in the next month (November 2023), the editorial board reversed its stance, accepting manuscripts co-created using GAI technology as long as authors disclosed GAI use.


id: impactinged-587
author: Sox, DiAnna S.; Sox, Jason T.
title: A Shared Journey Toward Social Justice Activism
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 6516
sentence: 331
flesch: 55
cache: cache/impactinged-587.pdf
txt: txt/impactinged-587.txt
summary:
  We certainly were not educated in social justice practices, nor were we versed in the complexities of systemic inequities. However, the program’s emphasis on social justice and advocacy resulted in more than just additional letters after our names—it transformed and reshaped our identities and perspectives, not only as individuals, but also as educators and parents.


id: impactinged-471
author: Azevedo, Paula Cristina R.; Valadez, Christine B.
title: If Ferris Bueller Had a Bot: AI Meeting Assistant Policy Landscape of CPED Member Institutions
date: 2025
pages: 10
extension: .pdf
mime: application/pdf
words: 8695
sentence: 394
flesch: 39
cache: cache/impactinged-471.pdf
txt: txt/impactinged-471.txt
summary:
  KEYWORDS AI, AI meeting assistants, AI policy, higher education, higher education policy Imagine if Ferris Bueller, from the 1986 film Ferris Bueller’s Day Off, was a student in 2024. Of the 122 with AI policies, eight member institutions discussed AI meeting assistants or had specific policies (see Figure 2).


id: impactinged-378
author: Tamim, Suha; Jeffries, Rhonda
date: 2023
pages: 1
extension: .pdf
mime: application/pdf
words: 224
sentence: 12
flesch: 30
cache: cache/impactinged-378.pdf
txt: txt/impactinged-378.txt
title:
  Erratum to: Howard, J., Derk, K., & Colson , T. (2023). Let’s Talk: Critical Participatory Action Research and Improvement Science-Guided Research Comparing Our Approaches to Improve Education. Impacting Education: Journal on Transforming Professional Practice, 8(1), 9–17. https://doi.org/10.5195/ie.2023.285

summary:
  https://doi.org/10.5195/ie.2023.285 listed the authors in an incorrect order and contained an incorrect email address of author Joy Howard. The correct order of the authors is Joy Howard, Kim Derk, and Tori Colson.


id: impactinged-390
author: Husbye, Nicholas E.; Rezac, Tachier; Wessels , Stephanie; Trainin , Guy
title: Mechanisms for Change: Infusing the EdD with Change-making Practices
date: 2024
pages: 4
extension: .pdf
mime: application/pdf
words: 3514
sentence: 164
flesch: 41
cache: cache/impactinged-390.pdf
txt: txt/impactinged-390.txt
summary:
  KEYWORDS behavior change, systemic change, educational research The rapid spread of COVID-19 in the spring of 2020 resulted in a multitude of changes to educational systems to adapt to a biological reality reminiscent of a plot point from a dystopian novel. Additionally, the essay highlights the importance of recognizing the interplay between educational research and the practical realities of classroom instruction, emphasizing how EdD graduates can bridge the gap between education research claims and local education system needs.


id: impactinged-438
author: Shiffman, Catherine Dunn
title: International Learning for EdD Learners: Short Study Trips and Virtual Exchange
date: 2024
pages: 6
extension: .pdf
mime: application/pdf
words: 5352
sentence: 302
flesch: 33
cache: cache/impactinged-438.pdf
txt: txt/impactinged-438.txt
summary:
  Graduate-to-graduate exchanges conducted in multiple fields and disciplines offer insights for designing EdD virtual exchanges. VIRTUAL EXCHANGE Three prominent virtual exchange models hold particular relevance for EdD virtual exchange design: COIL, telecollaboration, and global virtual teams.


id: impactinged-591
author: Currin, Elizabeth; Tamim, Suha
title: EdD-Activism Through the Dissertation in Practice and Beyond: An Introduction to the Special Issue
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 5710
sentence: 259
flesch: 39
cache: cache/impactinged-591.pdf
txt: txt/impactinged-591.txt
summary:
  As part of the opening session, we facilitated an organization-wide discussion activity to explore our peers’ views on activist profiles, program strategies, and indicators for measuring our success with activating EdD students. Suitable to educational settings and doctoral-level scholarship (Efron & Ravid, 2020; Herr & Anderson, 2015), action research enables EdD students to understand their practice and its conditions, test solutions, and initiate change (Kemmis, 2009; Putman & Rock, 2018).


id: impactinged-501
author: Lane, Sharice K.
title: Research Through My Lens: Documentary as an Alternative Dissertation
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 6099
sentence: 339
flesch: 38
cache: cache/impactinged-501.pdf
txt: txt/impactinged-501.txt
summary:
  Nisbet and Aufderheide (2009) further discuss the impact that documentary films can have on general society to begin public discussions, ignite activism, and shape public policies and legislation. Warmington et al. (2011) studied how documentary films can be best used in educational research.


id: impactinged-363
author: Torres, William C.; Leach, Lesley F.; Glaman, Ryan; Higham, J. Russell
date: 2023
pages: 12
extension: .pdf
mime: application/pdf
words: 11720
sentence: 538
flesch: 45
cache: cache/impactinged-363.pdf
txt: txt/impactinged-363.txt
title:
  Learning Beyond the Content: A Dissertation in Practice on Workforce Skills Development at Community Colleges 

summary:
  The amount of skill development students experience can largely depend on a variety of factors and variables, including the key independent variables analyzed in this study, but also factors such as the individual instructors that taught their courses and the teaching style of those instructors. Pedagogy matters: The impact of adapting teaching approaches to formal learning environments on student learning.


id: impactinged-580
author: Staeheli, Molly M.; Flanigan, William Jeffrey
title: EdD-Activism: Two Journeys Converge to Support Long-Term English Learners
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 7459
sentence: 400
flesch: 55
cache: cache/impactinged-580.pdf
txt: txt/impactinged-580.txt
summary:
  Students of color and students from low-income backgrounds often lag behind their peers in student achievement metrics (Bradley, 2024). My high school graduating class had a smattering of Asian students, many of whom were adopted by White families, and only a couple of Black students.


id: impactinged-589
author: Neumeyer Roach, Whitney; Jeffries, Rhonda
title: Becoming, Beckoning, and Belonging as Educational Activists
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 7348
sentence: 338
flesch: 37
cache: cache/impactinged-589.pdf
txt: txt/impactinged-589.txt
summary:
  This group of faculty blends outcome and process driven goals by constantly collecting data from student cohorts, repeatedly reviewing policies and procedures that impact student experience, and applying curriculum as an evolving experience to address the multifaced needs of our EdD scholars (Gardner & Mendoza, 2023). Convincing students there are multiple lenses through which to explore and understand phenomena (i.e., that there is no explicit right or wrong response to a problem), a first step toward creating a space for critical conversation and solutions-oriented dialogue, sometimes accounts for the tension between EdD students’ teaching and learning spaces (Storey & Fletcher, 2023).


id: impactinged-464
author: Jones Legay , Sandra; Harrington, Christine
date: 2025
pages: 5
extension: .pdf
mime: application/pdf
words: 4189
sentence: 238
flesch: 36
cache: cache/impactinged-464.pdf
txt: txt/impactinged-464.txt
title:
  Promising Features of EdD Leadership Programs: Findings from an Exploratory Narrative Literature Review

summary:
  Flexible Modalities Flexibility in EdD leadership programs is important because doctoral leadership students have complex lives with competing demands (Brochu et al., 2021). Based on an exploratory narrative literature review and informal conversations with practitioners in the field, the following features were identified as promising practices in EdD leadership programs: (a) support through a cohort model, (b) flexibility via online, hybrid, and weekend or executive style program delivery, and (c) mentorship.


id: impactinged-506
date: 2025
pages: 8
extension: .pdf
mime: application/pdf
words: 7091
sentence: 320
flesch: 36
cache: cache/impactinged-506.pdf
txt: txt/impactinged-506.txt
author:
  Lee-Johnson, Yin Lam; Iaiennaro, Trish; Clay, Joseph; Imomov, Oybek; Boltaeva, Rokhatoy; Zhang, Jiewei

title:
  Transforming Dissertations into Global and Career-Advancement-Centered Doctoral Digital Portfolios: Interweaving Research Rigor with Social Media Dissemination

summary:
  Traditional dissertation students, once in the final year of study, register for dissertation credits with their dissertation chairs. Most importantly, EdD students often have career advancement goals upon obtaining the terminal degree.


id: impactinged-391
author: Druery, Jarrod E.; Jones, Melissa M.; Tosolt, Brandelyn
title: Pivoting from Problems to Possibilities in Response to Dual Pandemics
date: 2024
pages: 6
extension: .pdf
mime: application/pdf
words: 5500
sentence: 226
flesch: 48
cache: cache/impactinged-391.pdf
txt: txt/impactinged-391.txt
summary:
  Although educators sought to provide academic and emotional support to students prior to 2020, the unprecedented, socio-political impact of the dual pandemics within the field of education required EdD program faculty to be amenable to change while also providing intentional, nuanced support for learning associates (Capello, 2023). KEYWORDS EdD programs, dual pandemics, learning associates, pivots, emergent leadership INTRODUCTION In 2020, COVID-19 and continual acts of systemic racism in the U.S., which have been described as dual pandemics (Coley & Thomas, 2023; Jones, 2021), introduced new realities and rapidly brought about changes to our daily lives and norms.


id: impactinged-578
author: Mustaccio, Nicole
title: Increasing ELA Teachers’ Confidence Regarding LGBTQ+ Inclusion Through Professional Development
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 6380
sentence: 306
flesch: 46
cache: cache/impactinged-578.pdf
txt: txt/impactinged-578.txt
summary:
  By battling Lenape’s heteronormative culture and addressing backlash against LGBTQ+ inclusion in the classroom, my participants and I can be agents of change and make Lenape High School a safer environment for LGBTQ+ students. As a queer educator and advisor of the Gender/Sexuality Alliance, I have a long-standing relationship with administration and faculty as a mentor for LGBTQ+ students at Lenape.


id: impactinged-586
author: Sox, Jason
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 6153
sentence: 341
flesch: 38
cache: cache/impactinged-586.pdf
txt: txt/impactinged-586.txt
title:
  “So, the world isn’t just old White guys?”: Student and Teacher Experiences in a Culturally Relevant Advanced Placement Chemistry Class 

summary:
  Students received the pre-intervention survey before the start of Unit 1, targeting demographic information and establishing a baseline for comparing student experiences in their previous science classes to the curriculum I implemented. Given my goal to measure the culturally and socially relevant curriculum’s impact on student experiences, the surveys allowed me to evaluate changes in students’ thoughts, opinions, and experiences.


id: impactinged-576
author: Morey, Jessica
title: Past, Present, and Future as a Social Studies Educator Activist
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 6892
sentence: 367
flesch: 51
cache: cache/impactinged-576.pdf
txt: txt/impactinged-576.txt
summary:
  In a great article on teaching historiography to high school students, Hoefferle (2007) asserted: The United States calls itself the land of freedom, yet Freire’s ideas illuminate how some Americans, past and present, have been oppressors and others have been oppressed, as Florida social studies courses illustrate.


id: impactinged-509
title: Trust, Relationships, & Liberation: Key Ingredients for Joint Dissertations of Practice
date: 2025
pages: 8
extension: .pdf
mime: application/pdf
words: 7778
sentence: 330
flesch: 37
cache: cache/impactinged-509.pdf
txt: txt/impactinged-509.txt
author:
  Cohen, Samantha; Thomas IV, William; Mendonsa, Marisa; Reilly, Brian; Beckwith, Jennifer; Royal, Ashley

summary:
  While the AU program continued to emphasize and celebrate liberatory and abolitionist ways of engaging, there was not a specific ask nor requirement for joint dissertations of practice, and the university was not encouraging collaborative dissertation work either. KEYWORDS joint dissertation of practice, liberatory consciousness, antiracism In October 2019, cohort one came to DC for our first residency in our inaugural program.


id: impactinged-517
author: Rodriguez, Rosaisela; Montaño, Elizabeth
date: 2024
pages: 3
extension: .pdf
mime: application/pdf
words: 2405
sentence: 100
flesch: 42
cache: cache/impactinged-517.pdf
txt: txt/impactinged-517.txt
title:
  Introduction to Impacting Education Themed Issue: Voices from CANDEL: Leading for Equity and the Scholar-Practitioner Journey 

summary:
  • How are institutions of higher education being shaped by the research of educational leaders in EdD programs? • How might EdD programs support their students better to approach problems of practice in higher education settings?


id: impactinged-588
author: Sox, DiAnna S.
title: If Not Me, Then Who? A Study of Racial and Cultural Competence in a High School English Department
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 7736
sentence: 476
flesch: 49
cache: cache/impactinged-588.pdf
txt: txt/impactinged-588.txt
summary:
  Resulting data suggests (a) targeted intervention can impact teacher cultural competence; (b) teachers desire more inclusive classroom practices; (c) yet that desire does not equate to action; because (d) the prevalence of fear engenders colormuteness and inhibits change. Still, it has “major implications for what students do and do not learn” (Berchini, 2019, p. 153), so as student populations diversify, teacher cultural competence is urgent.


id: impactinged-590
author: Wright, Ashley
title: Cultivating Critical Consciousness: Building an EdD-Activist Identity
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 6363
sentence: 294
flesch: 44
cache: cache/impactinged-590.pdf
txt: txt/impactinged-590.txt
summary:
  The value of action research comes from engaging teachers as active partners in education research, creating a tangible way for teachers to improve their practice and increase their understanding of their educational situations. When I started reviewing EdD programs, I considered myself a relatively new teacher.


id: impactinged-502
author: Foster, Marquita D.; Pickens, Andrea; Cooley Williams, India
title: A Black Gaze, a Freedom Dream and the Afrofuture: A Black Feminist Reframing of the EdD Landscape
date: 2025
pages: 10
extension: .pdf
mime: application/pdf
words: 9883
sentence: 466
flesch: 37
cache: cache/impactinged-502.pdf
txt: txt/impactinged-502.txt
summary:
  How we have utilized the Black gaze Porter (2023) discussed the need for Black women students to do their own research in seeking theoretical framework and methodologies as the academy falls short of espousing or offering the resources, expertise, and exemplars that these students need and desire. In the farthest-out social positions and extremes, Black women have produced and validated incalculable ways of knowing (Collins, 1986), some ways remaining contained and celebrated within their neighborhoods.


id: impactinged-495
author: Johnson, Ane Turner; Kerrigan, Monica Reid
title: The Power of Praxis: Public Scholarship and the Potential of EdD Dissertations
date: 2025
pages: 8
extension: .pdf
mime: application/pdf
words: 8025
sentence: 378
flesch: 34
cache: cache/impactinged-495.pdf
txt: txt/impactinged-495.txt
summary:
  Public scholarship dissertations are unique research approaches that transcend traditional academic boundaries, where doctoral candidates' outputs explore their research results. CONSIDERATIONS OF A PUBLIC SCHOLARSHIP DISSERTATION While this approach to the dissertation process can increase the self-efficacy of scholar-practitioners and widen the reach of their work, public scholarship dissertations do have their challenges.


id: impactinged-505
author: Hamann, Edmund T.; Boche, Laura
title: It Is Harder to Generate Alternative Dissertations Than It Looks
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 5863
sentence: 279
flesch: 47
cache: cache/impactinged-505.pdf
txt: txt/impactinged-505.txt
summary:
  Increasingly, lead thinkers involved with CPED, most explicitly CPED’s Executive Director Jill Perry and her coauthors (e.g., Perry et al., 2020a) are arguing that another way EdD dissertations should be alternative is to serve needs of advanced practitioners, hence the movement to DiPs. It is comparatively easy to support wanting EdD dissertations to look different and to serve more expedient purposes.


id: impactinged-518
author: Eith, Christine; Zawada, Denise
title: Framework for Integrating Generative AI Into Statistical Training in Doctor of Education Programs
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 8006
sentence: 433
flesch: 37
cache: cache/impactinged-518.pdf
txt: txt/impactinged-518.txt
summary:
  The proposed framework, grounded in constructivist learning theory, outlines a process for faculty to facilitate dialogues using generative AI tools that support students in developing research questions, selecting appropriate statistical tests, checking assumptions, and conducting statistical analyses. By facilitating the alignment between research methods and data analysis training, this discussion explores how students can leverage generative AI tools to enhance their confidence and skill development in addressing problems of practice within EdD programs.


id: impactinged-496
author: Ziskin, Mary B.; Garcia, Ricardo Arévalo; Essex, Elizabeth; Beam, Faithe C.; Santos, Rachel
title: A Three-Chapter DiP: Focusing on Scholar-Practitioner Preparation
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 8721
sentence: 392
flesch: 36
cache: cache/impactinged-496.pdf
txt: txt/impactinged-496.txt
summary:
  Evaluations include not only assessments of action research methods, analysis, and results, but also center on how the action plan connects to leadership theory/practice, and on the collaborative nature of action research. Ultimately, chapter two provides candidates the opportunity to begin the work of organizational change as their analyses of the data collected directly inform the initial action plan, constituting another key step in the cyclical process of action research.


id: impactinged-510
author: Reynolds, Candyce; Pirie, Melissa; Mizuta, Mandi; Mullooly, Sheila
title: Integrative Approach: Using Multi-Paper ePortfolios in Doctoral Dissertations
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 6818
sentence: 302
flesch: 43
cache: cache/impactinged-510.pdf
txt: txt/impactinged-510.txt
summary:
  KEYWORDS doctoral education, dissertation formats, ePortfolio, integrative learning The research based five chapter dissertation has been the penultimate marker of success in a doctoral program. A recent change in the Graduate School’s guidelines for dissertations allowing multi-paper dissertations provided an avenue for exploration concerning what could be allowed for a dissertation at Portland State.


id: impactinged-579
author: Hawley Cronin, Erin
title: Becoming an Education Activist Through the Action Research Dissertation: From Ideas to Action
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 7434
sentence: 331
flesch: 48
cache: cache/impactinged-579.pdf
txt: txt/impactinged-579.txt
summary:
  In subsequent years, I became increasingly worried about student anxiety exhibited in tears, outbursts, self-harm, suicidal ideation, and sadly, suicide. I wrote this definition to combat educators’ tendencies to attribute student anxiety to outside factors such as genetic disposition and personal or family trauma, instead of looking for contributing factors within school systems.


id: impactinged-499
author: Nelsen, Peter; Thomas-Reid, Matthew
title: Why CPED Needs a Philosophy in Practice
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 9755
sentence: 416
flesch: 42
cache: cache/impactinged-499.pdf
txt: txt/impactinged-499.txt
summary:
  Furthermore, that point itself – that post-qualitative research projects can be viewed as examples of how philosophical research can exist within EdD programs – itself proves our main point: Philosophical research is a viable choice for scholars seeking to make real-world change and should be included formally within EdD research methods offerings. Instead, we will outline what we are provisionally describing as ‘Philosophy in Practice’ – a form of philosophical research specifically aimed at meeting the applied and real-world change-focused efforts of CPED’s EdD framework.


id: impactinged-529
author: Dunnigan, James; Kozak, Michael; Pearce, Nicole; Rasmussen, Harriette Thurber
date: 2025
pages: 2
extension: .pdf
mime: application/pdf
words: 1700
sentence: 56
flesch: 19
cache: cache/impactinged-529.pdf
txt: txt/impactinged-529.txt
title:
  Introduction to the AI Special Edition Themed Issue : The Role of Generative Artificial Intelligence (AI) in Doctoral Research and Writing

summary:
  These articles provide valuable insights into the current landscape of generative AI use among EdD faculty, along with frameworks and critical questions for integrating generative AI into curricula and policies in ethical and effective ways. INSTITUTIONAL PERSPECTIVES ON HOW GENERATIVE AI WILL IMPACT EDD PROGRAMS IN THE FUTURE While many articles in this special issue focus on the direct impact of generative AI on faculty and student work in dissertation writing, this set of articles explores the broader implications of generative AI integration in doctoral programs.


id: impactinged-507
author: Carter, John Lando; Krahenbuhl, Kevin S.
title: Asking What If? : Kick-Starting the Future of the EdD Dissertation
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 5798
sentence: 298
flesch: 57
cache: cache/impactinged-507.pdf
txt: txt/impactinged-507.txt
summary:
  What if EdD students could create a docu-dissertation film, one that allows students to uncover and highlight powerful stories? EdD students could be asked to tackle grand challenges related to equity, inclusion, justice, diversity, leadership, assessment, and more.


id: impactinged-508
author: JohnBull, Ranjini Mahinda; Bryant, Camille L.; Robbibaro, Emily; Vasquez, Maria; Williams, Jeremy
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 8874
sentence: 420
flesch: 37
cache: cache/impactinged-508.pdf
txt: txt/impactinged-508.txt
title:
  Dossier Style Dissertations: Fostering Scholar-Practitioner Identity through Rapid Education Innovations 

summary:
  In the original five-chapter Applied Dissertation, doctoral students completed a literature review of factors related to the PoP using a systems lens, (Chapter 1). Similar to a traditional dissertation, the DSD research journey requires doctoral students to engage in an original empirical project that allows these burgeoning scholar-practitioners to become, what Dr. Robbibarro called a “student of practice for life.


id: impactinged-556
author: Miller, Vachel; Brown, Star
title: Nourishing Alternatives: An Introduction to the Special Issue
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 6119
sentence: 265
flesch: 36
cache: cache/impactinged-556.pdf
txt: txt/impactinged-556.txt
summary:
  Finally, we briefly revisit the role of theory in EdD dissertations and the challenge of labelling emerging approaches as “alternative.” Ideally, EdD dissertations can be both.


# adr

id: impactinged-114
address:
  ttuie%20-%20cped%20journalactivisim%20issueissue%20i%20-%20copyediting%20filescopyeditedjmelendez@njcu.edu


# url

id: impactinged-47
domain: www.carnegiefoundation.org
url:
  https://www.carnegiefoundation.org/resources/publications/howa-networked-improvement-community-improved-success-rates-forstruggling-college-math-students


id: impactinged-128
domain: www.insidehighered.com
url:
  https://www.insidehighered.com/news/2015/11/30/student-activists-wantmore-black-faculty-members-how-realistic-are-some-their-goals


id: impactinged-165
domain: www.ice.gov
url:
  https://www.ice.gov/news/releases/sevp-modifies-temporary-exemptionsnonimmigrant-students-taking-online-courses-during


id: impactinged-165
domain: www.ice.gov
url:
  https://www.ice.gov/news/releases/sevp-modifies-temporary-exemptions-nonimmigrant-students-taking-online-courses-during


id: impactinged-127
domain: caffeinatedrage.com
url:
  https://caffeinatedrage.com/2019/07/19/why-we-need-to-allow-teachersto-get-into-good-necessary-trouble


id: impactinged-127
domain: caffeinatedrage.com
url:
  https://caffeinatedrage.com/2019/07/19/why-we-need-to-allow-teachers-to-get-into-good-necessary-trouble


id: impactinged-127
domain: www.npr.org
url:
  https://www.npr.org/sections/ed/2018/04/29/604986823/what-a-nation-atrisk-got-wrong-and-right-about-u-s-schools


id: impactinged-127
domain: notesfromthechalkboard.com
url:
  http://notesfromthechalkboard.com/2019/07/19/about-istations-threats-oflegal-action-against-nc-educators


id: impactinged-127
domain: www.washingtonpost.com
url:
  https://www.washingtonpost.com/news/answer-sheet/wp/2018/07/03/anew-public-education-movement-is-emerging-in-wisconsin-a-rebuke-togov-walkers-war-on-labor-and-school-privatization/?noredirect=on


id: impactinged-127
domain: www.npr.org
url:
  https://www.npr.org/sections/ed/2018/04/29/604986823/what-a-nation-at-risk-got-wrong-and-right-about-u-s-schools


id: impactinged-127
domain: www.edsurge.com
url:
  https://www.edsurge.com/news/2017-02-12-why-what-works-doesn-t-false-positives-in-education-research


id: impactinged-127
domain: notesfromthechalkboard.com
url:
  http://notesfromthechalkboard.com/2019/07/19/about-istations-threats-of-legal-action-against-nc-educators


id: impactinged-127
domain: www.washingtonpost.com
url:
  https://www.washingtonpost.com/news/answer-sheet/wp/2018/07/03/a-new-public-education-movement-is-emerging-in-wisconsin-a-rebuke-to-gov-walkers-war-on-labor-and-school-privatization/?noredirect=on


id: impactinged-25
domain: cpedinitiative.org
url:
  http://cpedinitiative.org/forum-topic/discussion-extended-feb-10th-rigorconsensus-or-impact-what-cped-measure-high-quality


id: impactinged-43
domain: www.theguardian.com
url:
  https://www.theguardian.com/usnews/2017/feb/24/killing-of-indian-man-in-kansas-bar-investigatedpossible-hate-crime


id: impactinged-43
domain: www.splcenter.org
url:
  https://www.splcenter.org/20161128/trump-effect-impact2016-presidential-election-our-nations-schools


id: impactinged-162
domain: urbanresearchnetwork.org
url:
  https://urbanresearchnetwork.org/community-based-participatoryresearch-through-the-lens-of-decision-science-by-michael-johnson


id: impactinged-162
domain: urbanresearchnetwork.org
url:
  https://urbanresearchnetwork.org/community-based-participatory-research-through-the-lens-of-decision-science-by-michael-johnson


id: impactinged-158
domain: ncsu.zoom.us
url:
  https://ncsu.zoom.us/rec/play/vjukjr-h-jm3g93htasdc_z-w43uj6qs0hqe-kejzuu2bnhwnllyyljba-wzvnkbsuixa58wcxg3_wto?starttime=1584115574000


id: impactinged-158
domain: provost.ncsu.edu
url:
  https://provost.ncsu.edu/wp-content/uploads/2020/04/pdf-form-version-nc-state-course-continuity-plan_-instructor-worksheet.pdf


id: impactinged-158
domain: ccrc.tc.columbia.edu
url:
  https://ccrc.tc.columbia.edu/media/k2/attachments/reforming-americancommunity-college-promising-changes-challenges.pdf


id: impactinged-158
domain: er.educause.edu
url:
  https://er.educause.edu/articles/2020/3/thedifference-between-emergency-remote-teaching-and-online-learning


id: impactinged-158
domain: www.npr.org
url:
  https://www.npr.org/2020/03/19/817885991/panic-gogy-teaching-onlineclasses-during-the-coronavirus-pandemic


id: impactinged-158
domain: provost.ncsu.edu
url:
  https://provost.ncsu.edu/wp-content/uploads/2020/07/spring-2020instructor-survey-results-executive-summary.pdf


id: impactinged-158
domain: ccrc.tc.columbia.edu
url:
  https://ccrc.tc.columbia.edu/media/k2/attachments/reforming-american-community-college-promising-changes-challenges.pdf


id: impactinged-158
domain: er.educause.edu
url:
  https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning


id: impactinged-158
domain: www.npr.org
url:
  https://www.npr.org/2020/03/19/817885991/panic-gogy-teaching-online-classes-during-the-coronavirus-pandemic


id: impactinged-158
domain: doi.org
url:
  https://provost.ncsu.edu/wp-content/uploads/2020/07/spring-2020https://provost.ncsu.edu/wp-content/uploads/2020/07/spring-2020https://doi.org/10.1080/09537287.2019.1582098


id: impactinged-85
domain: www.hetl.org
url:
  https://www.hetl.org/examining-edddissertations-in-practice-the-carnegie-project-on-the-educationdoctorate


id: impactinged-85
domain: www.hetl.org
url:
  https://www.hetl.org/examining-edd-dissertations-in-practice-the-carnegie-project-on-the-education-doctorate


id: impactinged-70
domain: 3fl71l2qoj4l3y6ep2tqpwra.wpengine.netdna-cdn.com
url:
  http://3fl71l2qoj4l3y6ep2tqpwra.wpengine.netdna-cdn.com/wpcontent/uploads/2014/07/uceaprogramcriteria.pdf


id: impactinged-70
domain: www.coe.unt.edu
url:
  https://www.coe.unt.edu/teacher-education-and-administration/graduateprograms/educational-leadership-doctoral-programs


id: impactinged-202
domain: iwpr.org
url:
  https://iwpr.org/iwpr-issues/student-parent-successinitiative/investing-in-single-mothers-higher-education-state


id: impactinged-202
domain: iwpr.org
url:
  https://iwpr.org/publications/single-mothers-with-college-degrees-muchless-likely-to-live-in-poverty


id: impactinged-202
domain: iwpr.org
url:
  https://iwpr.org/iwpr-issues/student-parent-success-initiative/4-8-millioncollege-students-are-raising-children


id: impactinged-202
domain: www.clasp.org
url:
  https://www.clasp.org/sites/default/files/publications/2017/04/ensuringfull-credit-under-tanfs-work-participation-rate.pdf


id: impactinged-80
domain: www.insidehighered.com
url:
  https://www.insidehighered.com/news/survey/communitycollege-presidents-surveyed-enrollment-recruitment-pipeline


id: impactinged-181
domain: www.npbea.org
url:
  https://www.npbea.org/wp-content/uploads/2017/06/professionalstandards-for-educational-leaders_2015.pdf


id: impactinged-181
domain: www.npbea.org
url:
  https://www.npbea.org/wp-content/uploads/2017/06/professional-standards-for-educational-leaders_2015.pdf


id: impactinged-124
domain: 1xfsu31b52d33idlp13twtos-wpengine.netdna-ssl.com
url:
  https://1xfsu31b52d33idlp13twtos-wpengine.netdna-ssl.com/wpcontent/uploads/2019/02/race-and-ethnicity-in-higher-education.pdf


id: impactinged-124
domain: 1xfsu31b52d33idlp13twtos-wpengine.netdna-ssl.com
url:
  https://1xfsu31b52d33idlp13twtos-wpengine.netdna-ssl.com/wp-content/uploads/2019/02/race-and-ethnicity-in-higher-education.pdf


id: impactinged-112
domain: www.bls.gov
url:
  https://www.bls.gov/opub/ted/2015/time-spent-working-by-full-and-parttime-status-gender-and-location-in-2014.htm


id: impactinged-256
domain: the-action-research-pod.captivate.fm
url:
  https://the-action-research-pod.captivate.fm/episode/episode20-rethinking-rigor-in-action-research-with-dr-alfredo-ortiz-aragon


id: impactinged-256
domain: the-action-research-pod.captivate.fm
url:
  https://the-action-research-pod.captivate.fm/episode/episode-20-rethinking-rigor-in-action-research-with-dr-alfredo-ortiz-aragon


id: impactinged-201
domain: ccrc.tc.columbia.edu
url:
  https://ccrc.tc.columbia.edu/media/k2/attachments/understanding-parttime-faculty-community-colleges.pdf


id: impactinged-201
domain: www.educationnext.org
url:
  https://www.educationnext.org/achievement-gap-fails-close-half-centurytesting-shows-persistent-divide


id: impactinged-201
domain: ccrc.tc.columbia.edu
url:
  https://ccrc.tc.columbia.edu/media/k2/attachments/understanding-part-time-faculty-community-colleges.pdf


id: impactinged-201
domain: www.educationnext.org
url:
  https://www.educationnext.org/achievement-gap-fails-close-half-century-testing-shows-persistent-divide


id: impactinged-170
domain: www.shrm.org
url:
  https://www.shrm.org/resourcesandtools/hr-topics/talentacquisition/pages/flexible-work-critical-retention.aspx


id: impactinged-170
domain: www.cpedinitiative.org
url:
  https://www.cpedinitiative.org/the-framework#:~:text=scholarly%20practitioner%3a%20scholarly%20practitioners%20blend,of%20equity%20and%20social%20justice


id: impactinged-170
domain: www.shrm.org
url:
  https://www.shrm.org/resourcesandtools/hr-topics/talent-acquisition/pages/flexible-work-critical-retention.aspx


id: impactinged-170
domain: www.smithsonianmag.com
url:
  https://www.smithsonianmag.com/history/158-resources-understanding-systemic-racism-america-180975029


id: impactinged-160
domain: www.npr.org
url:
  https://www.npr.org/sections/coronavirus-liveupdates/2020/03/24/820891370/coronavirus-n-y-infection-rate-isdoubling-about-every-3-days-cuomo-says


id: impactinged-160
domain: www.chicagotribune.com
url:
  https://www.chicagotribune.com/coronavirus/ctcoronavirus-pandemic-chicago-illinois-news-20200320fdctizo64fdqpeoldclt45ei74-story.html


id: impactinged-160
domain: www.npr.org
url:
  https://www.npr.org/sections/coronavirus-liveupdates/2020/03/19/818235770/confirmed-coronavirus-cases-in-the-u-snear-10-000


id: impactinged-160
domain: www.npr.org
url:
  https://www.npr.org/sections/coronavirus-live-updates/2020/03/24/820891370/coronavirus-n-y-infection-rate-is-doubling-about-every-3-days-cuomo-says


id: impactinged-160
domain: www.npr.org
url:
  https://www.npr.org/sections/coronavirus-live-updates/2020/03/19/818235770/confirmed-coronavirus-cases-in-the-u-s-near-10-000


id: impactinged-160
domain: wenger-trayner.com
url:
  https://wenger-trayner.com/wpcontent/uploads/2015/04/07-brief-introduction-to-communities-ofpractice.pdf


id: impactinged-160
domain: www.who.int
url:
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