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Palgrave Macmillan

Redesigning Professional Education Doctorates

Applications of Critical Friendship Theory to the EdD

  • Book
  • © 2013

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Editors:
  1. Valerie A. Storey
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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xvi
    Download chapter PDF

  2. Introduction

    1. Introduction

      • Valerie A. Storey
      Pages 1-6

  3. Theory and Action Framework, Opportunities and Threats to the Developing Role of Critical Friendship Groups

    1. Front Matter

      Pages 7-7
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    2. Critical Friends Groups: Moving beyond Mentoring

      • Valerie A. Storey, Brendan M. Richard
      Pages 9-23

    3. Critical Friends: Roles in Doctoral Program Development, Implementation, and Refinement

      • Rosemarye T. Taylor, Nicole Lea Marsh
      Pages 25-45

    4. Critical Friends Groups from Afar: Can Long Distance Relationships Work?

      • Alisa Belzer
      Pages 47-59

  4. Role of Critical Friends Groups on EdD Program (Re)design

    1. Front Matter

      Pages 61-61
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    2. Critical Friends’ Perspectives on Problems of Practice and Inquiry in an EdD Program

      • Deanna Iceman Sands, Connie L. Fulmer, Alan Davis, Shelley Zion, Nancy Shanklin, Rodney L. Blunck et al.
      Pages 63-79

    3. CPED as an Incubator for a Clinical Practice Approach to Professional Teacher Preparation at Washington State University: Finding and Promoting Mutual Contexts of Change

      • Richard D. Sawyer
      Pages 81-102

    4. Growing Organically: Building on Strengths for Vermont Doctoral Education

      • Colleen T. MacKinnon
      Pages 103-119

    5. Redesigning Preparation Programs for Teacher Leaders and Principals

      • Tricia Browne-Ferrigno
      Pages 121-141

  5. Applying the Critical Friends Group Model to the EdD Program

    1. Front Matter

      Pages 143-143
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    2. Critical Friends Groups and Their Role in the Redefinition of the Online EdD in Higher Education Administration at Texas Tech University

      • Stephanie J. Jones
      Pages 145-159

    3. Using a Cohort Approach to Convert EdD Students into Critical Friends

      • Edmund Ted Hamann, Susan Wunder
      Pages 161-176

    4. Criterion-inspired, Emergent Design in Doctoral Education: A Critical Friends Perspective

      • R. Martin Reardon, Charol Shakeshaft
      Pages 177-193

    5. Epilogue

      • Jill A. Perry, Rachael L. Hoffman
      Pages 195-216

  6. Back Matter

    Pages 217-227
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Keywords

About this book

This volume demonstrates that Critical Friendship Theory can help distinguish education doctorate (EdD) programs from research doctorates (education PhDs). Drawing on multiple, detailed case studies of CFT implementation at universities, it covers curriculum and implementation, online and in-person education, challenges, and strategies for success.

Reviews

"Redesigning Professional Education Doctorates offers lessons that are associated with the roles and processes of Critical Friends relationships. Furthermore, the intentionality and feedback components of the Critical Friend Theory offer the reader experience-based insight in the redesign of the EdD. An important takeaway from the book is an understanding of how Critical Friendship Groups provide a structural component of the process. The questions answered, as well as others raised by the book, are important for universities seeking to rethink the EdD." - Teachers College Record

"A significant contribution to the needed re-invention of the education doctorate. The professional practice doctorate in education is no longer merely a proposal for the future; these accounts also offer new perspectives for re-thinking the traditional PhD." - Lee S. Shulman, President Emeritus, The Carnegie Foundation for the Advancement of Teaching; Charles E. Ducommun Professor of Education Emeritus, Stanford University, USA

About the authors

Alisa Belzer, Rutgers University, USA Tricia Browne-Ferrigno, University of Kentucky, USA Edmund Hamann, University of Nebraska-Lincoln, USA Stephanie Jones, Texas Tech University, USA Colleen MacKinnon, University of Vermont, USA Jill Perry, Carnegie Foundation for the Advancement of Teaching, Duquesne University, USA R. Martin Reardon, Virginia Commonwealth University, USA Deanna Sands, University of Colorado Denver, USA Rod Blunck, University of Colorado Denver, USA Connie Fulmer, University of Colorado Denver, USA Alan Davis, University of Colorado Denver, USA Maria Araceli Ruiz-Primo, University of Colorado Denver, USA Khawla Obeidat, University of Colorado Denver, USA Nancy Leech, University of Colorado Denver, USA Shelley Zion, University of Colorado Denver, USA Nancy Shanklin, University of Colorado Denver, USA Honorine Nocon, University of Colorado Denver, USA Ron Tzur, University of Colorado Denver, USA Rick Sawyer, Washington State University, USA Charol Shakeshaft, Virginia Commonwealth University, USA Rosemarye T. Taylor, University of Central Florida, USA Susan Wunder, Edmund Hamann, University of Nebraska-Lincoln, USA

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