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ERIC Number: EJ1145947
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0032-0684
CPED: Reshaping Perceptions of the Scholarly Practitioner
Hovannesian, Audrey
Planning and Changing, v44 n3-4 p308-316 2013
In this article a former Educational Doctorate (EdD) student recounts how participation in the Carnegie Project on the Educational Doctorate (CPED) acted as a catalyst for change in her perspective regarding the EdD in general and her role as a scholarly practitioner. Changes in perception influenced by CPED were aligned with the Conceptual Change Theory Protocol (CCTP), which has been proven effective in reshaping perceptions in educational settings (Gill, Ashton, & Algina, 2004; Hovannesian, 2013; MacBeth, 2000; Phillips, 1991; Ruhf, 2003). This article aligns the student's EdD and CPED experience to the CCTP protocol through four steps: (1) Revealing current conceptions;(2) Discussion and evaluation of current conceptions; (3) Creation of conceptual conflict with those current conceptions; and (4) Encouragement and guidance of conceptual restructuring to therefore build new conceptions (Posner, Strike, Hewson, & Gertzog's, 1982). Student change in perceptions of the EdD resulted in a better understanding of the purpose of the EdD, CPED principles, and role of the scholarly practitioner.
Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A