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EdD Educational Leadership for Change

 
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 EdD Educational Leadership And Change
Betty G. Williams

"Fielding offered me the opportunity to earn a Doctor in Education degree without having to commit to classroom settings."

-Betty G. Williams, EdD, Alumna
Educator, Tacoma School District
 
The Fielding Doctor of Education (EdD) program is ideal for working professionals in K-12, higher education, social services, and community-based organizations who want to enhance their career opportunities and become system-level leaders in their fields.

Balance Your Education with Your Busy Life.
You can complete your EdD degree requirements within 3 years. Our distance learning delivery method combines minimal residency requirements and online learning. You work anytime/anywhere, in ways that fit best with your career and family responsibilities. All support services, including a comprehensive library, are available online.

Customize the Curriculum to Fit Your Interests.
Share your experience and interests with others. Put theory to work in your own community of practice. Choose to focus your study in the Community College Leadership For Change or Leadership of Higher Education Systems concentrations. Our curriculum gives you real-world, hands-on experience as a leader and change agent.

You can learn more about this program by attending a free, online information session.
 

Program Highlights

Discover Your Unique Intellectual Power.
A Fielding educational leadership degree gives you a practical and intellectual foundation for achieving your goals. Our graduates are lifelong learners who typically utilize action research to generate educational change. They create the future they want to happen.

Engage in Collaborative Study.
Explore social, ethnic, and cultural perspectives that are strongly grounded in the values of social and ecological justice. Enjoy small group support in virtual and face-to-face settings. Receive individualized mentoring from faculty experts.

Influence the Future of Educating Educators
Fielding is a member of the Carnegie Project on the Educational Doctorate (CPED), a consortium of 87 select institutions collaborating to transform the EdD degree. Members generate new knowledge and scholarship about educational practice and are responsible for stewarding the profession.

Goals & Objectives

EdD students are expected to be proficient in a variety of academic areas, including a broad understanding of theories and research, applying critical thinking, demonstrating professional and practical doctoral skills, engaging in academic dialogue, and using current resources. The specific competencies are identified below.

  • Writing for the Scholarly Community: Proposing ideas to other scholars by critically reviewing relevant scholarly work and developing a thesis.
Criteria: (Note these are criteria used to evaluate the comprehensive essays.) It is expected that the narrative response will reflect information on the specific criteria within the holistic assessment of progress regarding this competency.
  1. Responds directly to the question/topic.
  2. Draws appropriately from the literature.
  3. Includes pertinent research findings that are summarized appropriately.
  4. Presents logically and systematically organized themes with an introduction that frames the issues and briefly sketches the organization of the essay and a summary that highlights the main discussion points.
  5. Is concise.
  6. Integrates theory, research, and practice.
  7. Demonstrates an ability to analyze, compare, and synthesize relevant theories.
  8. Follows APA format including necessary citations and references and ethical standards.
  9. Reflects theories and research from a broad, diverse range of authors, including underrepresented groups, and address issues/perspectives that are important to diverse communities.
Developing – Some of the scholarly writing criteria that are deemed appropriate for the submission are accomplished.
Competent – All of the scholarly writing criteria deemed appropriate for the submission are accomplished.
Exemplary – Scholarly writing submitted with little or no change is worthy of submission for publication.
  • Effective Communication and Scholarly Discourse other than through Scholarly Writing: Conveying information through dialogue, virtual media, arts-based projects, etc., that is readily understood by multiple audiences.
  1. Uses communication method chosen to communicate ideas effectively to target audience.
  2. Demonstrates effective digital fluency to gather and exchange ideas and arguments.
  3. Engages in the effective exchange of ideas and arguments with diverse individuals and audiences.
  4. Exhibits critical self-reflection evidenced by withholding premature judgment, receptivity to not having all the answers or being the expert, and respect for one’s discourse partner.
  5. Practices ethical standards of Fielding Graduate University policy on Academic Honesty.
Developing – Some of the relevant criteria for effective communication and scholarly discourse are accomplished.
Competent – All of the relevant criteria for effective communication and scholarly discourse are accomplished.
Exemplary – Outcome with little or no change is worthy of assessment by a group of acknowledged experts in the relevant field as an outstanding example of the genre (e.g., performance, video, speech, projects).

  • Leadership in Change Agentry: Leading socially - and ecologically-just change.
Developing – Evidence of a differentiated understanding of the nature of change is not yet fully developed and/or demonstration of leadership of a change effort has only begun.
Competent – Provides evidence of an understanding of the different theories, research, and practices of leadership and change and demonstrates leadership of a successful change effort in an educational context.
Exemplary –Demonstrates leadership of transformative/large scale change effort creatively and strategically, using different theories, research, and practices of leadership and change as needed.
  • Self-Directed Learning: Planning and carrying out a successful course of (independent) study.
Developing – Requires help in one or more of the steps specified below to plan a meaningful and doable scholarly activity: uses appropriate sources to obtain materials, managing time, and staying focused; completing an activity that benefits academic, personal, and/or professional growth; using self-reflection to increase value of the learning experience.
Competent – Independently plans a meaningful and doable scholarly activity; uses appropriate sources to obtain materials, manages time well, and stays focused; completes an activity that benefits academic, personal, and/or professional growth; uses self-reflection to increase value of the learning experience.
Exemplary – Independently plans a meaningful scholarly activity of significant depth that contributes to self growth, conducts an expanded search to obtain materials, manages time well, and stays focused; completes an activity that led to academic, personal and/or professional growth that enable student to broaden his/her practice; uses self-reflection to increase value of the learning experience.
  • User of Research Studies: Critically evaluating research to determine its utility for theory building, further research, and practice.
Developing – Shows limited familiarity, knowledge, and understanding of a broad range of research methodologies including action oriented research. Shows limited evidence of critical evaluation of the appropriateness and strengths and weakness of overall research designs, methods of data collection, analytical techniques, and ethics of research reported in the literature.
Competent – Demonstrates working familiarity, knowledge, and understanding of a broad range of research methodologies including action-oriented research. Shows evidence of critical evaluation of others'research including the appropriateness and strengths and weakness of overall research designs, methods of data collection, analytical techniques, and ethics of research reported in the literature.
Exemplary – Demonstrates extensive familiarity, knowledge, and understanding of a broad range of research methodologies including action-oriented research. Shows exceptional evidence of critical evaluation of the appropriateness and strengths and weakness of overall research designs, methods of data collection, analytical techniques, and ethics of research reported in the literature, at a level that enables production of publishable critical reviews.
  • Designing and Conducting Research: Producing competent research.
Developing – Demonstrates some steps in the design and conducting of an epistemologically sound research study using one or more methodologies, and appropriate quantitative and/or qualitative analytic procedures to develop findings or theory. Provides limited evidence of communicating, and using research outcomes and skills in the capacity of a leader to academic, professional, and lay audiences in an understandable and persuasive manner.
Competent - Designs and conducts an epistemologically sound research study using one or more methodologies, and appropriate quantitative and/or qualitative analytic procedures to develop findings or theory at a level commensurate with a doctoral dissertation. Demonstrates communication and use of research outcomes and skills in the capacity as a leader to academic, professional, and lay audiences in an understandable and persuasive manner.
Exemplary - Demonstrates exceptional skills in independently designing and conducting an epistemologically sound research study using one or more methodologies, and appropriate quantitative and/or qualitative analytic procedures to develop findings or theory at a level commensurate with publications in quality referred academic or professional journals or books. Communicates and uses research outcomes and skills in capacity as a leader to academic, professional, and lay audiences in an exceptionally clear and persuasive manner.
  • Social Justice and Diversity: Demonstrates an informed awareness of local and global social justice and diversity issues, as well as a commitment to work toward resolution that includes praxis.
  1. Shows evidence of interacting and working in a manner that respects and includes different beliefs, attitudes, behaviors and customs representing multiple dimensions of difference as found locally, nationally, and globally (gender, sexual orientation, ability, language, class, race, ethnicity, religion, national origin, age, and other differences).
  2. Demonstrates understanding of theory and characteristics of cultural proficiency and uses these for self-assessment and continuing development as an individual and within institutions and areas of practice.
  3. Provides evidence of reflection on one's own identity development and critique of biases, stereotypes, and assumptions in relationship to other individuals and groups, with affective and cognitive awareness.
  4. Applies models, methods, and/or tools to facilitate access and inclusion/blending that involves different voices, beliefs, modalities, and traditions in personal, professional, and/or community activity.
  5. Demonstrates accepting leadership from and engaging in collaboration with individuals who are different from oneself along multiple dimensions of identity.
  6. Understands and utilizes data and analysis regarding structural inequality.
  7. Can describe several examples of the impact of hegemonic or legalistic practices that marginalize or treat groups unfairly.
  8. Engages in courageous praxis in an effort to change a social or ecological injustice.
Developing – Work exhibits 5 or fewer criteria.
Competent – Work exhibits at least 6 criteria.
Exemplary – Work exhibits all 8 criteria and has high impact.

What Do Our EdD Students Study?

View a partial list of student dissertations, written on the path toward earning their EdD.

  • Self-action leadership: An autoethnographic analysis of self-leadership through action research in support of a pedagogy of personal leadership
  • Developing creative leadership to improve service delivery for behavioral and mental health consumers: Strategic, global and local implications
  • The impact of leadership training on the civic awareness and leadership development of Saint Croix Foundation Youth Advisory Council members
  • Development of a school leadership evaluation system
  • Leadership dynamic analyzed and assessed through an autoethnographical lens
  • Improving Post-Incident Trauma-Informed Care for Drive-By Shooting Victims/Survivors by building Collaborative Leadership Systems Among Agencies and Their Clients
  • In search of change: Exploring the motivations of California teachers who move from traditional public schools
  • California community colleges and entrepreneurial service learning: The effect on student retention and transfer
  • Student success: A qualitative modeling approach to student success at a rural community college
  • Developmental stages of community colleges and their employees that emerge as a result of offering an applied baccalaureate degree
  • The educational and personal needs of adult learners in higher education: A quantitative exploratory study
  • Transformational coaching in education: A collaborative look at the bridges and barriers to learning
  • The effects of frequent relocations and deployments on the educational experience of military children: An autoethnography of a soldier
  • Special Education Related Services and Distance Education in the 21st Century Classroom
  • An action-oriented research approach to privatized special education
  • Developing Latino parents as leaders: Conditions and experiences promoting agency and empowerment
  • Memories hold hands: Perceptions of historical trauma and associated behavioral and emotional responses among four generations of American Indian (Cherokee) descendants
  • The role of governance in quality of education in private higher education institutions: Ethiopia as a case study
  • An autoethnographic study: Can students in a large inner-city high school find benefits in a small learning environment?
  • Conceptualizing a Quality, Culturally Competent and Gender Responsive Education for Northern California Black Girls in Confinement
  • The Historical and Pedagogical Antecedents of the role of the teacher in Democracy Education
  • A Study of Civil Rights Leader, Labor Organizer, and Educator Jack Hunter O'Dell and His Contribution to the Institute for Community Leadership

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