EdD Program

EdD Program syllabi and course content-A review summary.

The Ed D program at Walden in its current design is like most educational administrative degrees, it is a professional degree with an emphasis upon organizational and leadership skills(Townsend, 2002). The current culminating projects can be two fold:

Appendix materials

Administrative Leadership Sequence:

EDAD 8001 Foundations for Doctoral Study (6 sem. cr.)
Through a series of interrelated learning activities, this course provides an understanding of and practice in the foundational skills and strategies for success in the Ed.D. program. Four major topics are explored: (a) establishing a comfort level with online learning and interpersonal relations, confirming program expectations, and planning for the successful completion of the program; (b) developing an understanding of the concept of constructivist leadership as represented in professional communities of learning; (c) demonstrating an understanding of critical-thinking and reading skills as evidenced in doctoral-level scholarly writing; and (d) analyzing and synthesizing current research as it leads to further inquiry. Students prepare a Doctoral Development Plan (DDP) and praxis (theory applied to practice) papers based on their individual professional interests and goals.

EDAD 8011 Proseminar: Leading to Promote Learning (6 sem. cr.)
The first Proseminar introduces leadership as a concept or construct rather than a position of authority. Students experience the concept of leadership by investigating the literature and analyzing real-life scenarios with a focus on student achievement. Students then apply the learning model to their own school scenario—by conducting pedagogical observations, interviewing colleagues, collecting data, reviewing the literature, and analyzing and reflecting on classroom/school practices in order to make a decision focused on equity and excellence of student achievement. The first comprehensive paper investigates a topic of personal interest related to professional leadership, theories and research about learners, and/or theories and research about instructional or curriculum practices.

EDAD 8015 Research Approaches (6 sem. cr.)
Educational leaders need to be well-informed about current developments in their fields of expertise. This course addresses the role of research in generating and testing theory, as well as in solving problems and making decisions. It emphasizes the importance of integrity in research and how to study human subjects responsibly and ethically. A variety of research approaches, research methodologies, and research designs are explored. The components of research design are examined, and students evaluate research for quality of design. Construction of questions for inquiry is explored.

EDAD 8021 Proseminar: Leading Communities of Practice (6 sem. cr.)
The second Proseminar expands the role of leadership from the classroom and school to the larger educational community. The course focuses on the development of knowledge, abilities, and dispositions necessary for the effective, participative, and productive leadership needed for sustainable education reform. Topics covered in this course include creating professional partnerships, participating in collegial study teams, facilitating professional development of other educators, and adeptly using collegial and collaborative processes such as coaching and mentoring teachers and other leaders. An additional focus is on the relationship between the school and community stakeholders. The second comprehensive paper probes learning, teaching, and leading as the educator acts to influence the educational community through professional discourse and analytical reflection on investigations into the roles and practices of effective, inquiry-oriented school leadership. Legal, business, and/or political perspectives implications of these educational issues are investigated.

EDAD 8025 Quantitative Research (6 sem. cr.)
This research course is designed to provide an understanding and working knowledge of key quantitative data collection and analysis concepts. It approaches statistics from a problem-solving perspective with emphasis on selecting appropriate statistical techniques for various research designs and on interpreting and reporting findings. The important outcome is that each doctoral student will have an understanding of quantitative data analysis and be competent in reading, discussing, and applying statistical concepts and data results from quantitative studies.

EDAD 8031 Proseminar: Leading for Social Change (6 sem. cr.)
Leaders reach out to a larger community to discourse, question, and learn about issues and forces affecting teaching and learning in national and international schools. The focus of this Proseminar is to expand the educational leader’s capacity for positive social change through reciprocal relationships with professional learning communities and initiatives related to quality education outcomes. Partnerships with community stakeholders, educational institutions, and other advocacy groups are studied in order to develop and refine the educator’s ability to advocate for productive education policy at the local, state, national, and/or international levels. The comprehensive paper focuses on inquiry related to educational issues affecting quality schooling practices for K–12 and adult learners. Legal, business, and/or political perspectives implications of these educational issues are investigated.

EDAD 8035 Qualitative Research (6 sem. cr.)
This course explores the constructs and processes used in qualitative research studies. It provides practice in formulating qualitative questions related to problems encountered by teachers, identifying appropriate qualitative methods, and selecting study participants. Students practice constructing data collection protocols for interviews and observations. Students practice document analysis and apply coding and classification techniques for organizing and interpreting data. Techniques for ensuring the trustworthiness of qualitative findings are also explored. The important outcome is that each doctoral student will have an understanding of qualitative data analysis and will be competent in reading, discussing and applying statistical concepts and data results from qualitative studies.

EDAD 8090 Doctoral Study Intensive (12 sem. cr.— 6 sem. cr. per term for 2 terms)
The doctoral study demonstrates a student’s scholarly talents to examine, critique, and synthesize knowledge so that new ideas can be tested; best practices identified, established, and verified; or theoretical or policy constructs evaluated and advanced. In all cases, the doctoral study is to be a rigorous, original inquiry that results in new knowledge, demonstrating its efficacy in the world of practice. The goal of the doctoral study is for the educational leader to conduct an investigation that focuses on learning, teaching, and leading within a designated community. The last two semesters of the degree program are dedicated to the Doctoral Study Intensive.

Teacher Leadership Sequence:

EDUC 8000 Foundations for Doctoral Study (6 sem. cr. )
Through a series of interrelated learning activities, this course provides understanding and practice of the basic skills and strategies for success in the Ed.D. program. Teacher leadership is the focus of the investigative scholarship. Scholarly analysis includes exhibiting critical-thinking and library skills. Professional writing—using the conventions of scholarly writing and a personal, professional style and voice—is expected in the products of the course. Students prepare a Doctoral Development Plan (DDP) and praxis papers within their field of primary concentration.

EDUC 8010 Proseminar: Leadership in Teaching and Learning (6 sem. cr.)
The first Proseminar introduces the concept of teacher leadership with an emphasis on leadership as a concept or construct rather than a position of authority. Teachers experience the concept of leadership through investigation and analysis of instructional performance. Pedagogical observation, reflective practice, and analysis of classroom practice focus on inquiry and research-based methods in which teachers exemplify teaching for understanding. The first comprehensive paper investigates professional learning, research-based instructional practices, constructivist methodology, and the quality of the educator’s reflective practice and self-study of teaching that focuses on the relationships between instructional theory, practice, and students’ learning and achievement.

EDUC 8015 Research Approaches (6 sem. cr.)
Teacher-leaders need to be well-informed about current developments in their fields of expertise. This course addresses the role of research in generating and testing theory, as well as in solving problems and making decisions. It emphasizes the importance of integrity in research and how to study human subjects responsibly and ethically. A variety of research approaches, research methodologies, and research designs are explored. The components of research design are examined, and students evaluate research for quality of design. Constructions of questions for inquiry are designed and analyzed.

EDUC 8020 Proseminar: Teacher Leadership in the School (6 sem. cr.)
The second Proseminar expands the role of teacher leadership from the classroom to the school community. The course focuses on the development of knowledge, abilities, and dispositions necessary for effective and productive leadership in effecting professional partnerships, participating in collegial study teams, facilitating professional development of other educators, and adeptly using collegial and collaborative processes such as coaching and mentoring. The second comprehensive paper probes learning, teaching, and leading as the educator acts to influence the school community through professional discourse and analytical reflection on investigations into the roles and practices of effective, inquiry-oriented school leadership.

EDUC 8025 Quantitative Research (6 sem. cr.)
This research course is designed to provide an understanding and working knowledge of some of the key quantitative data collection and analysis concepts. It approaches statistics from a problem-solving perspective with emphasis on selecting appropriate statistical techniques for various research designs and on interpreting and reporting findings. The important outcome is that doctoral students will have an understanding of quantitative data analysis and feel comfortable reading and discussing statistical concepts and data results from quantitative studies.

EDUC 8030 Proseminar: Teacher Leadership Beyond the School (6 sem. cr.)
Teacher-leaders reach out to a larger community to discourse, question, and learn about issues and forces affecting teaching and learning in American schools. The focus of this Proseminar is to influence capacity by promoting and nurturing reciprocal relationships with professional learning communities and initiatives related to quality education outcomes. Processes for creating and supporting partnerships with community stakeholders, educational institutions, and other advocacy groups are studied to develop and refine educators’ abilities to collaborate with decision-makers in the advocacy for public policy at the local, state, or national level. The comprehensive paper focuses on inquiries related to significant and important educational issues related to effecting quality schooling practices for K–12 learners.

EDUC 8035 Qualitative Research (6 sem. cr.)
This course explores the constructs and processes used in qualitative research studies. It provides practice in formulating qualitative questions related to problems encountered by teachers, identifying appropriate qualitative traditions, and selecting study participants. Students practice constructing data collection protocols for interviews and observations. Students also practice document analysis and apply coding and classification techniques for organizing and interpreting data. Ways to ensure the trustworthiness of qualitative findings are explored.

EDUC 8090 Doctoral Study Intensive (12 sem. cr. — 6 sem. cr. per term for 2 terms )
The doctoral study demonstrates students’ scholarly talents to examine, critique, and synthesize knowledge so that new ideas can be tested; best practices identified, established, and verified; or theoretical or policy constructs evaluated and advanced. In all cases, the doctoral study is a rigorous, original inquiry that results in new knowledge, demonstrating its efficacy in the world of practice. The goal of the doctoral study is for the teacher-leader to conduct an investigation that focuses on learning, teaching, and leading within a designated community of practice. Ultimately, every doctoral study will make a fresh contribution to the field of practice in professional education.

Final Research Projects

Ed.D. Doctoral Study

The doctoral study demonstrates a student’s skill and ability to examine, critique, and synthesize knowledge so that new ideas can be tested; best practices identified, established, and verified; or theoretical or policy constructs evaluated and advanced. In this sense, the doctoral study is not a traditional doctoral dissertation; rather, the doctoral study aims directly at the improvement of educational practice in the day-to-day environments where teacher-leaders work. The purpose of the doctoral study is to provide the teacher-leader with new knowledge, a new practice, or a new product to improve teaching or learning in a designated community of practice. The doctoral study is context-based within the organizational setting and linked to social change.

The Walden doctoral study

· embraces and reflects the core values and mission of the university. Walden strives to produce graduates who combine academic credentials with professional skills and leaders whose actions are motivated by informed intellect and educated attitudes. The university’s graduates are armed with the learning necessary to set forth new ideas and enlightened insights and to effect change in individuals, organizations, and society.

· demonstrates a commitment to addressing the phenomena of social change and, within that context, exhibits sensitivity to societal conditions and a consideration of social issues. It either reflects an understanding of how social change can be implemented or recognizes means for its facilitation.

· confirms a student’s understanding of and commitment to academic honesty and scholarly integrity.

· demonstrates a commitment to improving the caliber of professional practice. It is an inquiry that addresses unanswered questions or issues lacking thorough study, and that envisions what could happen as a result of the research outcomes. It contributes to professional practice by offering new knowledge or a new understanding of existing knowledge arrived at through a rigorous application of appropriate research methodology, and provides a basis for further research. The presentation of its results is worthy of publication.

Doctoral Study Types
Since Walden students and their courses of study vary, the nature and purpose of doctoral studies also vary. The university’s approach to scholarship is flexible. While maintaining the fundamental elements of quality and integrity, and demonstrating a literate grounding in the relevant fields in which it is written, the doctoral study can be built upon a foundation of basic or applied research, multidisciplinary perspectives on scholarship, improved teaching, or an appropriate and acceptable combination of different forms of rigorous scholarship. Each suits the doctoral study insofar as it relates to the nature of the inquiry, its purpose, and advocacy of social change.

Walden does not favor any particular research approach or methodology but does require that the doctoral study reflect a high level of conceptual manipulation, be an original contribution to knowledge, and apply to the instructional or organizational context.

Although both research and practical applications should be evident in all doctoral studies undertaken for the Ed.D. program, students may choose to focus predominantly on one of two options:

· A contextual study that analyzes a specific problem in the practice of education and proposes a solution to that problem in the form of guidelines for practice or a product of some kind.

· A research study that promotes best practices in education through a social scientific examination of an educational practice, theory, assumption, historical development, or legal policy.

Option 1: Contextual Study
A study that employs a contextual approach identifies a problem in the practice of teaching/learning in a particular setting, employs relevant current research and theory to analyze the problem, locates or proposes and tests a solution to the problem, and reports on the results in a way that will be informative for other practitioners. Such a study arises out of the doctoral student’s experience as an educator, as it relates to the field at large.

It may, for example, analyze a barrier to learning faced by a specific group of students, a teaching approach that does not succeed in a specific context, or a design problem in the curriculum for a particular grade or school. Or, it may address a new idea in practice or a theoretical perspective that will then be field-tested. Or, a study may develop, implement, and assess a curriculum or other educational product, such as a textbook, instructional software, or a program model. Many other approaches are possible, and proposals are welcomed.

A contextual study is evaluated in terms of its potential to make a substantive contribution to the practice of education, the comprehensiveness of the theoretical and research knowledge on which it is constructed, the application of appropriate research protocols, the depth of data analysis and the rigor of the reflection on the results produced, and its coherence and consistency.

Option 2: Research Study
A study that employs a research approach identifies a problem area in the practical, theoretical, historical, legal, or philosophical foundations of educational practice; analyzes that problem empirically or theoretically; and proposes how the problem might be resolved in ways that better serve to improve the practice of teaching or learning. Such a study arises out of the doctoral student’s experience as a scholar-practitioner.

It may, for example, examine the assumptions undergirding a particular practice or theory to expose their inconsistencies or weaknesses and propose a resolution that will promote student learning. Or, it may build or test a theory or practice using an experimental research approach. Or, it may analyze a number of opposing theories about a particular educational practice—such as the teaching of reading or mathematics, or school management—to evaluate, synthesize, or reconcile them in some way. Or, it may study how a particular practice or policy developed over time and to what extent it reflects current student needs. Many other approaches and examples are possible in this approach, and proposals are welcomed.

A research study is evaluated in terms of the significance of the problem under study to the practice of education; the identification of clear and consistent purposes for the study and research approach; the quality and depth of its experimental, theoretical, historical, legal, or philosophical analysis; and the strength and potential of its theoretical and practical applications in education.

Doctoral Study Requirements
The doctoral study must display critical thinking and articulate the study’s relevance for social change. The doctoral study should make an original contribution to knowledge and practice, based on individual and independent work. Every aspect of the research process leading to the doctoral study must demonstrate full recognition of Walden’s total commitment to integrity and ethical conduct.

The doctoral study should contain the following parts:

· Identification and explication of the problem to be addressed, its significance in a community of practice, and its relevance to the role of a teacher-leader with a view to social change.

· A critical review of the relevant research and theoretical literature related to the problem area.

· A clear description and justification of the research methods to be used in addressing the problem.

· Presentation and analysis of the data.

· Development of implications, products, or guidelines for the practice of education.

While each of these parts may be presented as separate chapters or sections in the final document, this format is not required: students should present their study in whatever form best communicates their contribution. Artifacts such as videos, student work, teacher records, and other forms of documentation may be included. The study must be presented according to APA style and format.

Students may use the following questions to guide them through the doctoral study process:

A. Research Problem

1. In what way does the doctoral study deal with a significant and meaningful problem that lends itself to a substantial research effort? In what way is it an original inquiry? How is the problem of interest to other scholars or practitioners in the field? Has a persuasive case been made as to why the problem is worth solving? In what way is the problem applicable to learning, teaching, or leading in a school environment or organizational context?

2. Who or what will be aided by the research findings? How does it address an issue within an organization and facilitate social change?

3. In what way will the findings provide a basis for generalized conclusions or have practical applicability beyond the local context?

4. Is the intention of the research expressed clearly and related to some aspect of teacher development or leadership?

5. Are the research questions stated concisely and explicitly in question form? Are they precise, specific, and focused? Do they flow logically from the problem?

6. In an action study or qualitative study, are the research questions written in a manner that provides for a rich and substantial body of data? Are the questions constructed in an open syntactical structure?

7. Are the hypotheses, when applicable in a quantitative or mixed-methods study, well-formulated and lucidly articulated? Do they pose a relationship between or among measurable variables that is subject to testing?

8. Are the assumptions that frame the inquiry explicated fully?

9. In what way is the methodology identified? In what way is it appropriate for the research questions?

10. Are the limitations of the study identified with recognition of their consequences? Are discrepancies in the study dealt with positively and candidly?

11. Are technical terms well-defined? Are the definitions clear, unambiguous, and comprehensible?

12. Does the doctoral study clearly address some aspect of social change? What aspect has been addressed? How does it relate to teaching, learning, or leading within the organizational context?

B. Relevant Scholarly Professional Literature

1. Is the conceptual/theoretical, historical, and/or cultural framework properly developed for the type of study proposed? Is previous work on the topic and related subjects critically appraised with due respect for differences of opinion?

2. How does the doctoral study reflect comprehensive knowledge of the literature in the topic of the study, including both classic and contemporary works? Is this knowledge demonstrated in the presentation of the problem?

3. Is research in associated and pertinent fields used in areas where the literature is sparse?

4. Is the research informed by primary sources of theories, concepts, principles, and models in the field, and are they referred to specifically? Is there an identifiable pedagogical, historical, and philosophical context?

5. Is appropriate literature cited to provide a rationale for the research design, methods of data collection, and data analysis?

C. Research Design

1. Is the research design fully described and justified? Are the paradigms employed identified and explicated?

2. Does the research design derive logically from the problem statement and the research questions?

3. Is the rationale for the chosen methodology clearly articulated? In what ways does the rationale explicate the relationship between the problem or issue and its application to educational practice or ongoing research?

4. Are the methods of data collection appropriate to the research design and the research problem? Is justification offered for selecting the data collection instruments that were employed?

5. Are the methods of data analysis and interpretation appropriate to the research questions or, when applicable, to the hypotheses?

6. Is the presentation of the research design and the study’s implementation sufficiently thorough as to enable replication of the study in all its essential aspects?

D. Findings

1. Are the processes by which the data were analyzed and interpreted clearly presented?

2. Are the analyses and resulting findings presented logically and comprehensibly?

3. Do patterns and implications emerge from the data analysis? Do they yield informative findings that are meaningful in terms of the research questions? What light do they shed on practice and how do they inform teacher development and leadership?

4. Can the findings be generalized to a larger population or to a theory, or do they contribute to theory building or understanding of an issue or problem found in an educational or organizational context?

E. Conclusions and Recommendations

1. Do the conclusions and recommendations flow logically and consistently from the findings?

2. Are the recommendations useful to the organization? Do they point to appropriate action? Does the study provide a basis for further research?

3. In what ways does the study shed light on future investigations for continued reflective, research-based educational practice in learning, teaching, and leading within the organizational context?

4. In what ways does the doctoral study impact social change?

Doctoral Study Milestones by Semester
For Students Admitted Before March 2005

1	Complete a Doctoral Development Plan.
2	Refine topic for investigation, develop potential research questions, and begin literature review.
3	During the first research course, write a practice prospectus and determine research questions for the doctoral study. A doctoral study chair is assigned at the end of the semester.
4	During the second Proseminar, work with the chair to review and revise the prospectus. Develop a timeline for milestones, including the sequence of the remaining research courses: 8025 Quantitative Research and 8035 Qualitative Research. Continue with the literature review.
5	During the second research course, refine the prospectus. The prospectus needs to outline the essential elements of the doctoral study, including the historical and theoretical framework and the research problem and plan. Determine data collection tools and analysis procedures.
6	During the third Proseminar, the doctoral study chair reviews the refined prospectus and provides feedback. Nominate committee members by the end of the semester.
7	During the third research course, develop the prospectus into the doctoral study proposal. Conduct proposal oral. File an application to conduct research with the Internal Review Board (IRB). The faculty chair for doctoral studies and research reviews the proposal.
8	Collect data and analyze. Proposal must be approved before data collection begins.
9	Complete the doctoral study in time for the committee to sign off and approve it. Following committee sign-off, the university review will begin. The doctoral committee will have 2 weeks to review the doctoral study prior to an oral examination. Within 2 weeks from committee sign-off after the oral exam, make changes, and submit the doctoral study for final reviews and approvals.

For Students Admitted During or After March 2005

1	Complete a Doctoral Development Plan.
2	Refine topic for investigation, develop potential research questions, and begin literature review.
3	During the first research course, write an outline for the prospectus and determine research questions for the doctoral study.
4	During the second Proseminar, continue literature review. Choose the sequence of the remaining research courses: 8025 Quantitative Research and 8035 Qualitative Research. Select a doctoral study chair.
5	During the second research course, work with the chair to write the prospectus and develop a timeline for milestones. Determine data collection tools and analysis procedures.
6	During the third Proseminar, the doctoral study chair reviews the prospectus draft. Nominate committee members by the end of the semester.
7	During the third research course, develop the prospectus into the doctoral study proposal. Conduct proposal oral. File an application to conduct research with the Internal Review Board (IRB). The faculty chair for doctoral studies and research reviews the proposal.
8	Collect data and analyze. Proposal must be approved before data collection begins.
9	Complete the doctoral study in time for the committee to sign off and approve it. Following committee sign-off, the university review will begin. The doctoral committee will have 2 weeks to review the doctoral study prior to an oral examination. Within 2 weeks from committee sign-off after the oral exam, make changes, and submit the doctoral study for final reviews and approvals.

For more details about the doctoral study, refer to Ed.D. Doctoral Study Procedures and Documents.