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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 Twenty-Three: The Ed.D. Program in Educational Leadership: Applying Principles of Human Appreciation



In 2007, California approved legislation that allowed California State University (CSU) campuses to offer independent doctoral programs in educational leadership. To date, 14 CSU campuses have moved through the approval process and implemented programs. This chapter describes the processes and organizing principles by which the most recent of the CSU doctoral programs were prepared, approved, and implemented as the first independent or free-standing doctoral program on this campus. In doing so, the chapter presents a case study of the doctoral program from planning through implementation and admission of the first cohort of students.

The purpose of the chapter is to describe the rationales and underlying principles that informed program development and implementation of the recently launched (2014) Ed.D. program at San José State University (SJSU). This descriptive case study connects some of the ethical principles in Vickers’s (1965/1995) work on human appreciation and judgment, which are based in human appreciation, a term that Vickers (1965/1995) employed to more deeply explain the judgments and actions of leaders and policymakers. To understand and explain praxis, Vickers ← 307 | 308 → introduced the notion of the “human appreciative system,” one in which instrumental behavior (action) is informed by human values and reality judgments. The case study explores what is gained by connecting principles related to human appreciative systems with underlying assumptions and beliefs that are part of the SJSU doctoral program. It examines basic assumptions that were applied in the planning and implementation of a newly implemented Ed.D. program in educational leadership.

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