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.
A critical friend … is a trusted person who asks provocative questions, provides data to be examined through another lens, and offers critique of work as a friend … Critical friends are clear about the nature of the relationship … listen well… offer value judgments only upon the request of the learner … respond to the learner’s work with integrity, and … advocate for the success of the work
—Costa &Kallick, 1993, pp. 49–50
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© 2013 Valerie A. Storey
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Sands, D.I. et al. (2013). Critical Friends’ Perspectives on Problems of Practice and Inquiry in an EdD Program. In: Storey, V.A. (eds) Redesigning Professional Education Doctorates. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137358295_5
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