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The Education Doctorate (Ed.D.)

Issues of Access, Diversity, Social Justice, and Community Leadership


Edited By Virginia Stead

This first-of-its-kind text explores the Ed.D. program as a crucible for equitable higher education and community leadership. It was inspired in part by the Carnegie Project on the Educational Doctorate (CPED) and, more broadly, by widespread international interest in the power of the Ed.D. as a force for positive social change. The book’s range of cultural contexts and educational perspectives promises new insights and solutions for policy analysts, policy makers, executive administrators, faculty researchers, philanthropists, and policy beneficiaries.
In contrast to the traditional Ph.D., the Ed.D. typically attracts educational practitioners within school boards, government agencies, non-governmental organizations (NGOs), as well as standalone or internationally linked community associations. The greatest attraction of the Ed.D. is an assessment strategy that encourages graduate students to incorporate their own cultural and professional contexts into a capstone project instead of producing a classic dissertation.
This book features inclusive language, highlights everyday expressions from minoritized cultures, and clarifies new concepts to accommodate new scholars and English Language Learners. Readers will discover representative research on Ed.D. policy and practice from the United States, Canada, and a sprinkling of other countries. Renowned and emergent researchers represent multiple roles within the Ed.D. education process. Individual chapters contrast historical and contemporary issues, and raise awareness about many complexities and strategies that make the Ed.D. an ideal engine of professional empowerment and social justice leadership.
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Chapter Two: Online Ed.D. Program Delivery as a Medium for Enhanced Civic Engagement

← 20 | 21 → CHAPTER TWO


This chapter will explore how one education doctorate (Ed.D.) program’s transition to an online delivery model encouraged enhanced civic engagement by promoting a strong social presence, diversifying the student pool, and providing structured support to increase completion rates. The Ed.D. in School Improvement was a face-to-face program for 11 years prior to transitioning to an online delivery model 4 years ago. The original intent of the transition was merely to attract more students and ensure viability moving forward. The unintended consequences led to a major transformation, affecting every aspect of the program and ultimately leading students toward greater civic engagement.

The methodology employed is a formative evaluation focused on the online delivery model both at the level of implementation and as a curricular process. The exploration is structured by the community of inquiry model (Garrison, Anderson, & Archer, 2010) and principles identified by the Carnegie Project on the Education Doctorate (CPED) (Perry, 2012). The community of inquiry model explores three dimensions of learning in an online platform: teaching presence, social presence, and cognitive presence. The interaction of these three elements is considered essential to an educational transaction (Archer, 2010). The CPED consortium identified principles applicable to the Ed.D. program, as well as some ← 21 | 22 → key design elements. These principles frame program development for the education doctorate (Carnegie Project on the Education Doctorate, 2009).

The findings offer a different perspective of the online delivery model, one that moves away from a focus on flexibility or credibility...

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