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Evolution of a Problem-based, Improvement-focused EdD
Capstone: Theory and Practice
Doug Archbald, Ph.D.School of Ed, University of Delaware
CPED June Convening2014
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• Research versus problem solving for the education leadership doctoral thesis: Implications for form and function. Educational Administration Quarterly, 2008.
• “Breaking the mold” in the dissertation: Implementing a problem-based, decision-oriented thesis project. Journal of Continuing Higher Education, 2010.
• The GAPPSI Method: Problem-solving, Planning, and Communicating - Concepts and Strategies for Leadership in Education. NCPEA Press, 2013. http://www.ncpeapublications.org/ncpea-press.html
(GAPPSI = Gap Analysis for Problem Solving, Planning, and School Improvement)
This talk draws from below … (and 20+ years of teaching, advising, and service in EdD program)
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My main message:
If the culminating EdD project is problem solving for organizational improvement, then this argues for a portfolio-like final product.
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Timeline: Key Events & TransitionsMid-80s Early
90s1990-2000
2005-2006 2009-2010 2013
UD-SOE EdD Program established and within a few years “EPP” invented.
Program is traditional“Ed Admin”
A PhD alsooffered
Faculty turnover; more researchoriented faculty added
Quality and rigor of EPP thesis improves.
EPP is mainly thought of as “a study with recommend-ations.”
• New EdD Coordinator• Big EdD program divides into two smaller concentrations• Several new faculty members become affiliated with EdD program• “Buy-in” starts to develop for changing the EPP
One of the two concentrations starts shifting toward a “portfolio-like” model (the K-12 school /district leadership concentration).
ELPadopted as policy
CAPSTONE “Education LeadershipPortfolio” (ELP)
CAPSTONE“Executive Position Paper” (EPP) as EdD thesis
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The “EPP”(Executive
Position Papers)
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“Executive Position Papers” (EPP): The Vision
• EdD Candidate (a practitioner) poses an issue requiring a decision
• Use literature and available data to become informed and decide
• Three Chapters:Paper 1: LiteraturePaper 2: Local studyPaper 3: Recommendations
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• The EPP vision was sensible, but vague• In practice, 120-150 paper comes
out looking like a three chapter dissertation• Some examples follow
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School District Decision-making: A Case Study
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Coming to Voice: Discourses, Identities and Achievement Among Women of Color in the Community College
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Coming to Voice: Discourses, Identities and Achievement Among Women of Color in the Community College
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Coming to Voice: Discourses, Identities and Achievement Among Women of Color in the Community College
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Coming to Voice: Discourses, Identities and Achievement Among Women of Color in the Community College
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A Comparative Study of Itinerant Teachers’ Perceptions of Pull-out and Collaborative Service Delivery Models for Students With Hearing Loss
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Timeline: Key Events & Transitions
Mid-80s Early 90s
1990-2000
2005-2006 2009-2010 2013
UD-SOE EdD Program established and within a few years “EPP” invented.
Program is traditional“Ed Admin”
Faculty turnover; more researchoriented faculty added
Quality and rigor of EPP thesis improves.
EPP is mainly thought of as “a study with recommend-ations.”
• New EdD Coordinator• Big EdD program divides into two smaller concentrations• Several new faculty members become affiliated with EdD program• “Buy-in” starts to develop for changing the EPP
One of the two concentrations starts shifting toward a “portfolio-like” model (the K-12 school /district leadership concentration).
ELPadopted
CAPSTONE “Education LeadershipPortfolio” (ELP)
CAPSTONE“Executive Position Paper” (EPP) as EdD thesis
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Timeline: Key Events & TransitionsEarly 90s
2003-2004 2005-2006 2009-2010
2013
Two competing perspectives and corresponding questions:
1) EPPs need to be better in exposition, analysis, methods. How to improve their empirical and scholarly quality?
2) Why are practitioners required to write up a 130 page study that won’t get published or affect their work?
• New EdD Coordinator• Big EdD program divides into two smaller concentrations• Several new faculty members become affiliated with EdD program• “Buy-in” starts to develop for changing the EPP
One of the two concentrations starts shifting toward a “portfolio-like” model (the K-12 school /district leadership concentration)
ELPadopted as policy
CAPSTONE “Education LeadershipPortfolio” (ELP)
CAPSTONE“Executive Position Paper” (EPP) as EdD thesis
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An “actual”* versus a “research” problem• Example issue: high drop out rate• Research problem: gap in knowledge –causal theory – explaining dropping out• Example study: “Does extra-curricular participation affect
attendance and persistence?”
Review litDevelop research designCollect and analyze dataReport findings & draw conclusion
*"organizational improvement problem" is a useful term in this context
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Three Key Differences Between “Research” problem and “Actual” problem (aka “OIP”*)
(1) Actual/OIP: Problem is a GAP between current and desired state in organization(2) Actual/OIP: Multiple questions and tasks(3) Actual/OIP: Persuasion, not proof
*"organizational improvement problem" is a useful term in this context
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An “actual "problem versus a “research” problem
• Issue: high drop out rate• Actual problem … the GAP between
current state and desired (goal) state in an organization.
• Problem statement? My school’s drop out rate is too high (TLO/TMO statement) … What do I (we) do?
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Problem solving (OIP) goal versus research goal
• “Actual” problem solving goal: Reduce the gap between organization’s current state and desired (goal) state (e.g., reduce drop out rate)
• Research problem goal: Reduce gap in understanding of causes of dropping out (knowledge gap)
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Difference #2 Between “Research” problem and “Actual” problem (“OIP”*)
(1) Actual/OIP: Problem is a GAP between current and desired state in organization
(2) Actual problem (OIP): Multiple questions and tasks(3) Actual/OIP: Persuasion, not proof
*"organizational improvement problem" is a useful term in this context
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OIPs (like drop out problem) have multiple causes; raise many questions
Any one of these arrows is potentially subject to empirical inquiry
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Problem solving requires knowing about current conditions and practices in the organization
Problem solving is aided by reading relevant literature and talking with others
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Problem solving requires breaking down “bottom line” problem into sub-problems:- Weak parental
support?- Gaps in student
mentoring?- Inadequate progress
monitoring of at-risk students?
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Ill-structured problems, multiple questions
SOURCE: Archbald, D. (2013). GAPPSI book, NCPEA Press (link above).
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Difference #3 Between “Research” problem and “Actual” problem (“OIP”*)
(1) Actual/OIP: Problem is a GAP between current and desired state in organization(2) Actual/OIP: Multiple questions and tasks
(3) Actual/OIP: Informed judgment, not proof guides decisions
*"organizational improvement problem" is a useful term in this context
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Informed judgment: Problem solving and organizational improvement require decisions and actions under conditions of uncertainty (also time pressures) Evidence is necessary;
but information is never complete. There are no “P values” for decision outcomes.
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Parents
Community
Members
Organizational Colleagues/Sta
ff
Policy-makers
Leadership for problem solving and organizational improvement must influence multiple organizational audiences and stakeholders
Board or Trustees
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• Leadership (OIP) communications seek to persuade organizational audiences to:
understand the current stateunderstand the goal statebelieve the goal state is desirable believe there is a gap between the current state and
the goal statebelieve the goal state is possible to achievebelieve costs required to achieve the goal state are
justified (i.e., worth the effort)
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Four Criteria of Acceptability
• Developmental efficacy: Dissertation prepares for a career in research; EdD capstone must prepare for the top level demands of practice: leadership qualities and professional expertise.
• Community benefit: Dissertation serves scholarly community and society with new knowledge; EdD capstone serves candidate’s organization and community.
• Intellectual stewardship: Dissertation must uphold values of scholarship and scholarly knowledge; EdD capstone must uphold values of critical thinking, disciplined inquiry, reflective practice.
• Distinctive form: Dissertation has widely recognized form and content; EdD capstone must aim for its own unique “signature” format.
SOURCE: Archbald, D. (2008). Research versus problem solving for the education leadership doctoral thesis: Implications for form and function. Educational Administration Quarterly, 44(5), 704-739.
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Timeline: Key Events & Transitions
1990-2000
2005-2006 2009-2010 2013
Quality and rigor of EPP thesis improves.
EPP is mainly thought of as “a study with recommend-ations.”
• New EdD Coordinator• Big EdD program divides into two smaller concentrations• Several new faculty members become affiliated with EdD program• “Buy-in” starts to develop for changing the EPP
One of the two concentrations starts shifting toward a “portfolio-like” model (the K-12 school/district leadership concentration).
ELPadopted as policy
CAPSTONE “Education LeadershipPortfolio” (ELP)
CAPSTONE“Executive Position Paper” (EPP) as EdD thesis
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Web-based Storing and
Accessing ELP in Shared
Google Drive
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Issues and Challenges• Evaluation challenges
Empirical analysisProductsReflection
• Thesis mentoring challenges• Confidentiality