Abstract
Conversations continue to evolve within the Carnegie Project on the Education Doctorate (CPED) regarding the nature of the dissertation in practice and the associated inquiry skills/coursework (Carnegie Project on the Education Doctorate, 2012). Questions abound, for example, regarding the nature, scope, impact, and format of the dissertation in practice. Because the approach to this culminating project diverges across institutions of higher education involved in the CPED consortium and because there is a commitment to allow flexibility to institutions to address their unique contexts, it is unclear what research/inquiry experiences and coursework are needed to support Doctor of Education (EdD) students to carry out the dissertation in practice with rigor and in a manner that truly develops scholarly practitioners who contribute to advancing problems of practice in contexts such as schools, districts, and community-based organizations.KeywordsLeadership PracticeEducation DoctorateEducational AdministrationConsortium MemberExecutive LeaderThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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