Ten years and counting: salient doctoral program design and delivery  (Page 6/10)

Students complete a dissertation as part of the requirements of the 66 semester credit hour program.

Methodology

Along with the attacks against educational leadership doctoral programs are recommendations emphasizing the importance of creating sessions for dialogue and critical analysis of important challenges facing schools (Dantley, 2005). Some writers, rather than calling for an elimination of EdD programs, describe the type of programs needed as ones that promote dialogue, critical inquiry, and social justice to prepare leaders who will work to enact needed changes in schools (Kochan&Reed, 2005). Program implementation over a ten year period for a new doctoral program was examined to discern practices and processes that students identified as important in their growth as scholar-practitioner leaders. Specifically, the research question was: What are the important processes and practices in the doctoral program for student development as scholar-practitioner leaders?

A mixed method methodology was employed for program evaluation including multiple data sources. Focus groups with doctoral students as part of program evaluation over a ten-year span of time were conducted. These group interviews were audio taped, and follow-up was provided through additional questions, as needed, to attain a depth of understanding of the respondent's views. The interviews were transcribed and analyzed to discern emergent themes. Member checks were attained during the interview process as the interviewer asked for further clarification when meanings were unclear. In addition, two surveys of graduates, reflective comments in students’portfolios and portfolio presentations, and critical incident narratives served as data sources. Trustworthiness of the data was maintained by keeping an audit trail of all transcriptions and field notes. Triangulation was achieved through analysis of the multiple data sources.

Findings

Research Question

What are the important processes and practices in the doctoral program for student development as scholar-practitioner leaders?

Important processes and practices in the Educational Leadership Doctoral Program at Stephen F. Austin State University for student development as scholar-practitioner leaders were dialogue and critical inquiry concerning readings and problems of practice. Professors of the doctoral courses have encouraged dialogue and critical inquiry through course design and delivery. The professors serve as the facilitators of learning with the classroom setting arranged to be conducive to the engagement of students in dialogue and critical inquiry through a circular arrangement of the professor and students. A student commented about her experience in the doctoral program that she is now“reading texts with different eyes.”Another student described her experience in the doctoral program through a theme of illumination wherein she moved from someone else lighting the candles in the darkness to lighting the candles herself. Still another student commented that he was always taught to question, yet through the readings and papers completed during the doctoral program, his perspective has deepened. Another student described her growth succinctly by saying,“I am not the same as before the doctoral program.”Another added,