2.2 Disrupting the status quo: the action research dissertation as  (Page 12/13)

To accomplish the task of weaving action research methodology and skills throughout the program, advisors and committee members would have to be well versed in action research and adult learning approaches to knowledge generation. Advisors and committee members would have to be sensitive to the political, interpersonal, ethical, and institutional realities within which the student conducts action research. Finally, the committee should have as the outside member an educational leader from an organization that is very similar to the organization in which the student is conducting his/her research—but not from the same organization. The latter would raise possible conflict of interest issues and might prevent students from reporting the research as accurately as they should. The outside committee member would be responsible for ensuring that the actions of the student are appropriate to the leadership context in which the action research plan is implemented.

Conclusion

In this chapter, we have suggested that an EdD program focused on the transformative practitioner is one approach to prepare quality educational leaders for the challenges they face leading schools and districts today. To make this case, we have articulated our beliefs that such leaders need to acquire reflective skills, critical thinking skills and knowledge of transformative practices. These beliefs are predicated on the knowledge that our educational systems across the country have not benefited all students to date. Poverty, race and ethnicity, gender, sexual identification or perceived identification, religious affiliation, disability, and other markers of diversity often negatively influence the academic achievement and social well-being of students in our schools (Grogan, 2005). As Reyes and Wagstaff (2005) put it,“…the leadership ability and leadership values of the principal [and superintendent] determine in large measure what transpires in a school [or district]and what transpires in a school [or district] either promotes and nourishes or impedes and diminishes student academic success”(p. 102, parentheses added).

To help prepare leaders who can critically assess the extent to which the policies and practices in their organizations promote and nourish student academic achievement and social well-being, we have suggested including an action research component in an EdD program. Not only can action research (and particularly participatory action research) offer the opportunities for students to learn how to work collaboratively with others to effect such organizational change, but, as we have proposed, action research embedded in coursework may also provide a way to design a professional EdD degree in contrast to a PhD. that is more focused on preparing academic researchers.

Educational leadership preparation has come under intense scrutiny in the past few years. The suggestions in this chapter might address the concern that we do not produce high quality educational leadership graduates in institutions of higher education (Levine, 2005). Although we know that many of our graduates are doing stellar work in the field despite this criticism, we believe that a doctoral-level preparation experience more focused on transformative leadership could be very helpful. More important, it offers us a good chance of redefining graduate educational leadership preparation