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Hash, Peaches – Impacting Education: Journal on Transforming Professional Practice, 2022
A student within a university's Ed.D. program is encouraged by her director to narrow her research focus; however, her interests in Curriculum Studies, Arts-Based Educational Research, and Composition Studies led her to design a practitioner action research study examining intersections between the fields. As she collected participants' data, she…
Descriptors: Doctoral Students, Doctoral Dissertations, Action Research, Educational Research
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Kramer, Angela M. – Impacting Education: Journal on Transforming Professional Practice, 2022
By crafting a dramatic script about struggling high school readers that I then shared with real students in my Reading classes, I applied Arts-based education research (ABER) methods. Through the writing, presentation, collection, and reflection on student feedback, as well as during the script rewriting process, I was allowed to engage in a…
Descriptors: Student Motivation, Doctoral Dissertations, Art Activities, Educational Research
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Pape, Stephen J.; Bryant, Camille L.; JohnBull, Ranjini Mahinda; Karp, Karen S. – Impacting Education: Journal on Transforming Professional Practice, 2022
The Johns Hopkins University Doctor of Education program was developed with the expressed program outcome of developing leaders who possess the knowledge, skills, and dispositions to rigorously examine educational problems of practice with stakeholders within their context of professional practice using a social justice lens. The purpose of this…
Descriptors: Graduate Students, Doctoral Dissertations, Doctoral Programs, Schools of Education
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Varga, Mary Alice; Green, Katherine B.; Lindsey, Justin Grant – Impacting Education: Journal on Transforming Professional Practice, 2022
This essay discusses the emergence of the program evaluation dissertation in our doctoral program as the preferred dissertation in practice (DiP) option. We also outline important considerations that must be reviewed with students when considering this approach. Our students are professional educational leaders in the settings where they conduct…
Descriptors: Doctoral Dissertations, Program Evaluation, Teaching Methods, Doctoral Programs
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Bjorn, Genevive A.; Quaynor, Laura; Burgasser, Adam J. – Impacting Education: Journal on Transforming Professional Practice, 2022
Synthesizing academic literature into new knowledge through writing is a core skill that doctoral students engaged in research must learn. However, developing efficacy in synthesis skills as an academic writer is a culturally and cognitively demanding process that occurs over many years, requires abstraction, and draws upon critical reading…
Descriptors: Writing (Composition), Reading Research, Reading Strategies, Critical Reading
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Blevins, Brooke E.; Cooper, Sandi; Papadakis, Lacy K. Crocker; Earl, Julia; Howell, Leanne; Lively, Cece; Meehan, Jessica; Murray, Elizabeth Anne; Pratt, Sarah; Sanguras, Laila; Talbert, Sandra; Talbert, Tony L.; Werse, Nicholas R. – Impacting Education: Journal on Transforming Professional Practice, 2022
This article reports on the program changes that emerged from the Baylor University Ed.D. in Learning and Organizational Change program development team as we engaged as a community of practice in the organizational change process to reframe our conceptualization of the Problem of Practice dissertation. This process led to logical implications for…
Descriptors: Program Descriptions, Organizational Change, Educational Practices, Program Development
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Ewell, Sara; Childers-McKee, Cherese; Giblin, Joan; McNabb, Joe; Nolan, Kim; Parenti, Melissa – Impacting Education: Journal on Transforming Professional Practice, 2022
This essay describes the development and implementation of the redesigned Doctor of Education program at Northeastern University. 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…
Descriptors: Doctoral Dissertations, Curriculum Development, Curriculum Implementation, Action Research
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Hamilton, William – Impacting Education: Journal on Transforming Professional Practice, 2022
This personal reflective essay explores a group Dissertation in Practice (DiP) model and process used in a localized Doctor of Education program. It describes and recommends this team-based DiP approach as an innovation that prepares practitioners to tackle complex problems of practice by focusing on a process centered around group dynamics that…
Descriptors: Cooperative Learning, Doctoral Dissertations, Teaching Methods, Doctoral Students
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Markos, Amy; Buss, Ray R. – Impacting Education: Journal on Transforming Professional Practice, 2022
In this essay, we described how we use mentor texts (MTs) to foster students' disciplinary literacy--reading, writing, thinking, and performing abilities in an area related to their problem of practice. We did this by carefully creating scaffolded learning experiences affording them with multiple, situated learning opportunities over time that…
Descriptors: Content Area Reading, Content Area Writing, Scaffolding (Teaching Technique), Situated Learning
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Genthe, Christine Burshnick; Harrington, Christine – Impacting Education: Journal on Transforming Professional Practice, 2022
Completion rates for Latinx students are unacceptably lower than White and Asian students (NCES, 2019). Shapiro et al. (2017) reported that the completion rate for Latinx students attending community colleges was 33%, while the completion rate was 45% for White students and 44% for Asian students. This literature review aimed to discover the root…
Descriptors: Graduation Rate, Hispanic American Students, Community Colleges, Two Year College Students
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Jeter, Floyd; Melendez, John – Impacting Education: Journal on Transforming Professional Practice, 2022
In the United States, schools and universities have too few Black male teachers. Although many factors contribute to this significant problem, one primary factor is the existing lack of Black male educators to serve as role models for Black male students. This literature review captures information from peer-reviewed research, public scholarship…
Descriptors: African American Teachers, Literature Reviews, Success, Sense of Community
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Richardson, Fathia; Harrington, Christine – Impacting Education: Journal on Transforming Professional Practice, 2022
Despite high levels of motivation, only 8% of single mothers who attend a community college will graduate (Cruse, Milli et al., 2019). As a component of this Dissertation in Practice, a systematic literature review was conducted to explore the reasons behind these unacceptably low success rates. Based on data from empathy interviews, peer-reviewed…
Descriptors: One Parent Family, Mothers, Academic Persistence, Community Colleges
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Hesse, Caroline A.; Jewett, Laura M. – Impacting Education: Journal on Transforming Professional Practice, 2022
A constellation of emergent research is devoted to critiquing the institutional identities of Hispanic Serving institutions (HSIs) as primarily Hispanic-enrolling institutions and then exploring frameworks and practices aimed at transforming them into what García (2019) terms Latinx-serving institutions. The purpose of this essay is to explore the…
Descriptors: Hispanic American Students, Minority Serving Institutions, Culturally Relevant Education, Doctoral Programs
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Bunn, Taylor D.; Howell, Leanne; Papadakis, Lacy K. Crocker – Impacting Education: Journal on Transforming Professional Practice, 2022
People with disabilities in the United States have access to a fraction of engaging play experiences available to others due to playground design choices, minimal legal requirements, and societal acceptance of the status quo. PlayGrand Adventures, the first and largest all-abilities playground in North Texas, meets this need by providing engaging…
Descriptors: Community Attitudes, Community Involvement, Playgrounds, Inclusion
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Howard, Martine; Harrington, Christine – Impacting Education: Journal on Transforming Professional Practice, 2022
The "on-time" degree completion crisis within the community college system is alarming. Only 5% of students graduate in two years (Complete College America [CCA], n.d.-a). Many community college students are low-income and racially and ethnically minoritized, and their graduation rates are low (CCA, n.d.-a). Community colleges around the…
Descriptors: Community Colleges, Two Year College Students, Time to Degree, Achievement Gap
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