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Zambo, Ron; Zambo, Debby; Buss, Ray R.; Perry, Jill A.; Williams, Tiffany R. – Innovative Higher Education, 2014
Given continued confusion about the, universities affiliated with the Carnegie Project on the Education Doctorate (CPED) have re-envisioned it using a set of guiding principles and design features. In this study, we investigated why students and graduates chose to pursue the Ed.D., what and how they learned, how they viewed themselves,…
Descriptors: Doctoral Programs, Education Majors, Student Educational Objectives, Alignment (Education)
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Buss, Ray R.; Zambo, Debby; Painter, Suzanne R.; Moore, David W. – Innovative Higher Education, 2013
Recent criticisms of the Educational Doctorate (Ed.D.) have challenged faculty members to create or reform such programs. In response to these concerns, faculty members at a particular institution designed and implemented a new Ed.D. program focused on leadership and innovation. We conducted this action research study in order to examine the…
Descriptors: Doctoral Programs, Schools of Education, College Faculty, Educational Change
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Zambo, Debby – Innovative Higher Education, 2011
Debates about the education doctorate continue; and, while some individuals focus on the problematic, others work to distinguish this degree from the Ph.D. The author is part of the latter, and in this article I explain how faculty members at one university are using action research as a signature pedagogy to create stewards of practice, that is,…
Descriptors: Action Research, Doctoral Dissertations, Content Analysis, College Faculty