Valerie A. Storey 
Redesigning Professional Education Doctorates 
Applications of Critical Friendship Theory to the EdD

This volume demonstrates that Critical Friendship Theory can help distinguish education doctorate (Ed D) programs from research doctorates (education Ph Ds). 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.

Innehållsförteckning

Introduction: Critical Friendship: Facilitating Innovative Doctoral Program Adoption; Valerie A. Storey PART I: THEORY AND ACTION FRAMEWORK, OPPORTUNITIES AND THREATS TO THE DEVELOPING ROLE OF CRITICAL FRIENDSHIP GROUPS 1. Critical Friends: Moving beyond Mentoring; Valerie A. Storey and Brendan Richard 2. Critical Friends and the Education Community’s Role in Program Development; Rosemarye T. Taylor and Nicole Lea Marsh 3. Critical Friends Groups from Afar: Can Long Distance Relationships Work?; Alisa Belzer PART II: ROLE OF CRITICAL FRIEND GROUPS IN ED.D. PROGRAM (RE) DESIGN 4. Critical Friends’ Perspectives on Problems of Practice and Inquiry in a Ed D Program; Deanna Iceman Sands, Rod L. Blunck, Alan Davis, Connie L. Fulmer, Nancy L. Leech, Maria Araceli Ruiz-Primo, Nancy Shanklin, Ron Tzur, and Shelley Zion 5. 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 Sawyer 6. Growing Organically: Building on Strengths to Modernize the University of Vermont’s Doctoral Education Program; Colleen T. Mac Kinnon 7. Redesigning Preparation Programs for Teacher Leaders and Principals; Tricia Browne-Ferrigno PART III: APPLYING THE CRITICAL FRIEND GROUP MODEL TO THE ED.D. PROGRAM 8. Critical Friends Groups and their Roles in the Redefinition of the Online Ed.D. in Higher Education Administration at Texas Tech University; Stephanie J. Jones 9. Using a Cohort Approach to Convert Ed.D. Students into Critical Friends; Edmund T. Hamann and Susan Wunder 10. Criterion-inspired, Emergent Design in Doctoral Education: A Critical Friends Perspective; R. Martin Reardon and Charol Shakeshaft Epilogue; Jill A. Perry and Rachael Hoffman

Om författaren

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 Mac Kinnon, 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