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ERIC Number: ED512815
Record Type: Non-Journal
Publication Date: 2010
Pages: 17
Abstractor: ERIC
Reference Count: 53
Use of Learner-Centered Strategies in the Preparation of Community and Technical College Leaders: Assessments by Participating Doctoral Students
Browne-Ferrigno, Tricia; Muth, Rodney
Consortium for Research on Educational Accountability and Teacher Evaluation (NJ1), Paper presented at the National Evaluation Institute (Williamsburg, VA, Oct 2010)
This paper presents assessments by students actively engaged in a recently redesigned Doctor of Education (EdD) program, delivered at a research-extensive university participating in the the Carnegie Project on the Education Doctorate (CPED), to prepare leaders for a statewide system of community and technical colleges. Because a unique feature of the program is a required group dissertation, small-group and team-development activities were initiated during the first semester of coursework and continued throughout three subsequent semesters. Assessments of cohort members' experiences presented in this paper were derived from two sources: (a) Students' reflections about learning activities and outcomes gathered through post-assignment Web-based surveys and (b) their group-authored papers for a conference in which they described program elements and how those elements impacted their learning. These data sources are complete; member checking of final conference papers, including this one, by doctoral students in the program provides quality assurance. The next section presents a research overview of learning cohorts and communities of practice as well as learning-centered principles, adult learning theories, and recommended leadership-development practices. Following this review is a description of the EdD program and cohort, followed by the presentation of student assessments. The authors conclude with implications and recommendations for using student-centered instructional strategies in doctoral education. (Contains 2 tables.)
Consortium for Research on Educational Accountability and Teacher Evaluation. Outreach Alliances, Watson School of Education, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. Tel: 901-962-7541; Fax: 910-962-7400; e-mail:; Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Consortium for Research on Educational Accountability and Teacher Evaluation (CREATE)