Using Action-Research Strategies and Cohort Structures to Ensure Research Competence for Practitioner-Scholar Leaders

Far too often, educational leadership doctoral programs fail to develop competent researchers and ensure that they graduate with a doctoral degree. Using the conceptualization of the ideal practitioner-scholar, this article describes how action research and cohort structures can help to develop scho...

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Bibliographic Details
Published inJournal of research on leadership education Vol. 3; no. 1; pp. 1 - 42
Main Authors Barnett, Bruce G., Muth, Rodney
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.05.2008
University Council for Educational Administration
Subjects
Academic Persistence
Action Research
College Faculty
Doctoral Degrees
Doctoral Programs
Instructional Leadership
Professional Development
Research Methodology
Research Skills
Researchers
Role of Education
Teacher Responsibility
Theory Practice Relationship
Training
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Summary:Far too often, educational leadership doctoral programs fail to develop competent researchers and ensure that they graduate with a doctoral degree. Using the conceptualization of the ideal practitioner-scholar, this article describes how action research and cohort structures can help to develop school leaders who are competent, confident, and capable researchers. Specific examples of existing action research and collaborative cohort strategies are provided as well as recommendations for how doctoral programs can be organized better to measure their success in developing practitioner-scholars. (Contains 1 figure and 2 tables.)
ISSN:1942-7751
1942-7751
DOI:10.1177/194277510800300101