Critical Friends and the Carnegie Foundation Project on the Education Doctorate: A Café Conversation at UCEA
Document Type
Article
Publication Date
12-2011
Abstract
The café conversation represented in this article is intended to foster mutual engagement-and opportunity for learning-across the institutions involved in the Carnegie Foundation Project on the Education Doctorate (CPED). Participants in the café conversation addressed the following questions: (1) How does your institution ensure that program pedagogy and delivery (laboratories of practice, signature pedagogy, and capstone) remain true to Lee Shulman's vision? Have CPED institutions effectively defined the program's purpose and outcomes, to external stakeholders? (2) What do you see as commonalities and differences in the challenges institutions face? (3) What are the benchmarks by which CPED institutions judge quality and rigor in the Ed.D program? Given all of this, are CPED institutions delivering an innovative scholar practitioner doctorate? Opening and closing comments set the café conversation in historical context, highlight issues raised, and suggest how critical friends can move the project forward.
Publication
Journal of Alternative Perspectives in the Social Sciences
Publisher
Guild of Independent Scholars
Volume
3
Issue
3
Pages
849-879
Department
College of Education
Peer Reviewed
1
Recommended Citation
Storey, V. A., & Taylor, R. (2011). Critical friends and the Carnegie Foundation project on the education doctorate: A cafe conversation at UCEA. Journal of Alternative Perspectives in the Social Sciences, 3(3), 849-879.
