Leadership Development of Doctoral Students in a Carnegie Project on the Education Doctorate Affiliated Ed.D. Program

Supplementary Files



educational leadership
educational doctorate
graduate education
curriculum and instruction

How to Cite

Barker, N., & Ayala, D. (2017). Leadership Development of Doctoral Students in a Carnegie Project on the Education Doctorate Affiliated Ed.D. Program. Educational Renaissance, 5(1). Retrieved from https://educationalrenaissance.org/index.php/edren/article/view/91


Educational practitioners in the 21st century must respond to the availability of a wide array of data relating to student outcomes and student achievement. To make effective use of this data as well as be able to respond to the growing needs of the field, educational practitioners must be able to apply the knowledge they gain in the graduate preparation programs. In this article, the authors reflect on the role of a signature pedagogy grounded on inquiry-based learning in their leadership development, and how an ongoing emphasis on action research throughout their doctoral program was invaluable in their professional and academic growth. As a result, the authors recommend that action research should strongly supplement traditional, theory-driven graduate pedagogy in education.



Bolman, L. & Deal, T. (2008). Reframing organizations: Artistry, choice and leadership. (4th ed.) San Francisco, CA: Wiley.

Browne-Ferrigno, T., & McEldowney Jensen, J. (2012). Preparing Ed.D. students to conduct group dissertations. Innovative Higher Education, 37, 407-421.

Darling-Hammond, L., & Bransford, J. (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. San Francisco, CA: Jossey-Bass, An Imprint of Wiley.

Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (2000). How people learn: Bridging research and practice. Washington, DC: National Academy Press.

Fullan, M. (2013). Great to excellent: Launching the next stage of Ontario’s education reform. http://www.edu.gov.on.ca/eng/document/reports/FullanReport_EN_07.pdf

Golde, C. M. (2007). Signature pedagogies in doctoral education: Are they adaptable for the preparation of education researchers? Educational Researcher, 36(6), 344-351. doi:10.3102/0013189X07308301

Leithwood, K. (2012). The Ontario leadership framework 2012. Retrieved from the Institute for Education Leadership website: http://iel.immix.ca/storage/6/1345688978/Final_Research_Report_-_EN.pdf

Mandinach, E., & Gummer, E. (2015). Data-driven decision making: Components of the enculturation of data use in education. Teachers College Record, 117(4), 1-8.

Perry, J. A., & Imig, D. G. (2010). Final report: The Carnegie Project on the Education Doctorate, 2007-2010. Retrieved from the Carnegie Project website: http://www.cpedinitiative.org/files/final_report_2010.doc

Sappington, N., Baker, P. J., Gardner, D., & Pacha, J. (2010). A signature pedagogy for leadership education: Preparing principals through participatory action research. Planning and Changing, 41(3), 249-273.

Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.

Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52-59.

Shulman, L., Golde, C., Bueschel, A. & Garabedian, K. (2006). Reclaiming education’s doctorates: A critique and a proposal. Educational Researcher 35(3), 25-32.

Slater, C., Brown-Welty, S., Cohn, K., & Rodriguez, J. (2009). Signature pedagogy in California State University educational doctorates. CAPEA Education Leadership and Administration, 21, 87-99.

Tucker, M. (2011).Standing on the shoulders of giants: An American agenda for education reform. Washington, D.C.: National Center on Education and the Economy.

Wahlstrom, K. L. (2008). Leadership and learning: What these articles tell us. EducationalAdministration Quarterly (43), 593-597.

Zumeta, W., Breneman, D. Callan, P., & Finney, J. (2012). Financing American higher education in the era of globalization. Cambridge, MA: Harvard Education Press.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).