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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Published in | Journal of research on leadership education Vol. 3; no. 1; pp. 1 - 42 |
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Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Los Angeles, CA
SAGE Publications
01.05.2008
University Council for Educational Administration |
Subjects | |
Online Access | Get full text |
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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.) |
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ISSN: | 1942-7751 1942-7751 |
DOI: | 10.1177/194277510800300101 |