Placing Practitioner Knowledge at the Center of Teacher Education : Rethinking the Policies and Practices of the Education Doctorate.

Intro -- Placing Practitioner Knowledge at the Center of Teacher Education -- CONTENTS -- Introduction -- CHAPTER 1 -- Investing in the Formative Nature of Professional Learning -- Redirecting, Mediating, and Generating Education Practice-As-Policy -- Margaret Macintyre Latta and Susan Wunder -- Context -- Personal Investment in the Book -- Overview of Book -- Note -- 1. For more information on the Carnegie Project on the Education Doctorate and the work of The Carnegie Foundation for the Advancement of Teaching see: http://www.carnegiefoundation.org/education- doctorate . Phase I of CPED was implemented from 2007... -- References -- INTRODUCTION -- TURNING TO PRACTITIONER KNOWLEDGE: POLICIES and PRACTICES IN RELATION TO THE EDD -- CHAPTER 2 -- Why We Need the EdD to Prepare New Faculty -- Eric Watts and David Imig -- State of the Scene -- Accountability Expectations for Schools and Teachers Reshapes Demand -- Statement of the Problem -- The Rise of Clinical Faculty in Education -- The Need for Faculty to Work in New Roles in Schools With Practicing Teachers in Noncourse Situations -- Differentiated Faculty Roles and Responsibilities -- Redefining the EdD-Using the EdD to Forge New Roles and Relationships -- Parameters of the Initiative -- Envisioning a Model -- What Outcomes? -- A New World -- Notes -- References -- CHAPTER 3 -- What History Reveals About the Education Doctorate -- Jill Alexa Perry -- Professional Education in the United States -- The EdD Versus PhD Debate -- 1. Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice. -- 2. Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities.

3. Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships. -- 4. Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions. -- 5. Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry. -- 6. Emphasizes the generation, transformation, and use of professional knowledge and practice. (Carnegie Project on the Education Doctorate, 2009b) -- Conclusion -- Note -- 1. Normal courses and normal schools were part of the Horace Mann's common school for the preparation of new teachers. The name "normal" comes from the French name, Ecole Normale, and refers to the education of teachers in general or "normal... -- References -- Table 3.1. A Chronology of the EdD -- Table 3.1. Continued -- PART 1 Locating Practitioner Knowledge: Policy/Practice Considerations at Stake -- CHAPTER 4 -- Redesigning an EdD Program -- Reality and Necessity Engender New Possibilities -- Sharon Ryan, Richard De Lisi, and Kim Heuschkel -- Brief History of Doctoral Education at the Rutgers Graduate School of Education -- Why Redesign the EdD? -- The New EdD at Rutgers -- Year 1: Information Sharing and Gathering -- Year 2: Deepening the Design -- Looking Back and Looking Forward -- References -- Table 4.1. Doctoral Degree Program Areas at Rutgers GSE in 2000 -- Table 4.2. Goal Statement and Guiding Principles of Rutgers EdD -- Figure 4. 1. Rutgers Graduate School of Education EdD Program. (Figure continues on next page). -- CHAPTER 5 -- Learning to See Inquiry as a Resource for Practice -- Ruth M. Heaton and Stephen A. Swidler -- What is Practitioner Inquiry For?.

Research Methodology as a Resource for Practice -- How and Why Inquiry is Useful and Useable to Practitioners -- The Clash of Practitioner Inquiry With Traditional Research Methodologies -- Identifying Meaningful Problems of Practice and Research Questions -- Kelly W.'s Story -- Amy's Story -- Kelly K.'s Story -- Conclusion -- Notes -- References -- CHAPTER 6 -- The Practices and Knowledge of School- Based Teacher Education Practitioners -- Fran Arbaugh, Jim Nolan, Kelly Mark, and Rebecca Burns -- "Practitioner" Knowledge -- The Practices of School-Based Teacher Education Practitioners -- Providing an Advance Organizer -- Planning for Initial Involvement With Students -- Structuring and Processing Intern Learning Through Observation -- Scaffolding Planning Responsibilities -- Discussion and Conclusions -- Note -- References -- Figure 6. 1. Three "types" of education practitioners. -- CHAPTER 7 -- The Scholarship of Practice -- Intersections of Dialogue, Investigation, and Interactive Knowledge -- Richard D. Sawyer and Michele R. Mason -- Introduction -- Part 1: Locating and Expanding Practitioner Knowledge -- Doctoral Architecture for and as Praxis: Blurred Boundaries and Flexible Shapes -- Signature Pedagogies: Coming to Terms With What We Do -- Laboratories of Practice: Scaffolding Intersections of Meaning -- Problems of Practice -- The Capstone Experience -- WSU Program Structures -- The Capstone: Woven Throughout, Continuing After -- Structural Features of the Program: Challenges and Possibilities -- Summary -- Part 2: Michele's Perspective: Problematizing Practice -- Washington State University Vancouver -- Reflections on the EdD Program -- Part 3: Improving the Program: A Collaborative Reflection at the End of Year 1 -- Michele's Thoughts -- Rick's Thoughts -- Conclusion -- Notes -- References -- Figure 7. 1. Program structure.

Figure 7. 2. Influences on ELL education in the United States. -- Figure 7. 4. A vision of an EdD graduate working in the field of ELL. -- Figure 7. 3. Grid of potential host and immigrant/ELL responses. -- PART 2 CONFRONTING AND INTERROGATING PRACTITIONER KNOWLEDGE: POLICY/PRACTICE RISKS and OPPORTUNITIES -- CHAPTER 8 -- CHAPTER 9 -- CHAPTER 10 -- CHAPTER 11 -- CHAPTER 12 -- PART 3 INVESTING IN PRACTITIONER KNOWLEDGE: POLICY/PRACTICE RELATIONS and POTENTIALS -- CHAPTER 13 -- CHAPTER 14 -- CHAPTER 15 -- CHAPTER 16.

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