The field of educational leadership has also come to recognize the central importance of improving the quality of leadership preparation across leaders’ careers, including at the doctoral level, for strengthening equitable teaching and learning in schools. What do doctoral programs that strive to realize such equity goals do? With what results? In this article, we address those questions with an analysis of the University of Washington’s Leadership for Learning (L4L) EdD program. We base our analysis on a review of two decades of program data and our experience participating in L4L program design and implementation.
AikenJ. A.Gerstl-PepinC. (2013). Envisioning the EdD and PhD as a partnership for change. Planning and Changing, 44, 162-180.
2.
AlimH. S.ParisD. (2017). What is culturally sustaining pedagogy and why does it matter? In ParisD.AlimH. S. (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1-21). New York, NY: Teachers College Press.
3.
AndrewR.GroganM. (2005). Form should follow function: Removing the EdD dissertation from the PhD straight jacket. UCEA Review, 46(2), 10-12.
4.
ArgyrisC. (1993). Knowledge for action: A guide to overcoming barriers to organizational change. San Francisco, CA: Jossey-Bass.
5.
ArgyrisC.SchonD. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass.
6.
BantaT. W. (Ed.). (2003). Portfolio assessment: Uses, cases, scoring, and impact. San Francisco, CA: Jossey-Bass.
7.
BrownK. M. (2004). Leadership for social justice and equity: Evaluating a transformative framework and andragogy. Educational Administration Quarterly, 42, 700-745.
8.
Byrne-JiménezM.GoodenM. A.TuckerP. D. (2017). Facilitating learning in leadership preparation: Limited research but promising practices. In YoungM. D.CrowG. M. (Eds.), Handbook of research on the education of school leaders (2nd ed.) (pp. 173-201). New York, NY: Routledge.
9.
CapperC. A. (2015). The 20th-year anniversary of Critical Race Theory in education: Implications for leading to eliminate racism. Educational Administration Quarterly, 51(5), 791-833.
10.
CarpenterB. W.DiemS. (2015). Guidance matters: A critical discourse analysis of the race-related policy vocabularies shaping leadership preparation. Urban Education, 50, 515-534.
11.
CarterP.SkibaR.ArredondoM.PollockM. (2017). You can’t fix what you don’t look at: Acknowledging race in addressing racial discipline disparities. Urban Education, 52, 207-235.
12.
CoplandM. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25, 375-395.
13.
Council of Chief State School Officers. (2008). Educational leadership policy standards: ISLLC 2008. Washington, DC: Author.
14.
CroftA.CoggshallJ. G.DolanM.PowersE. (2010). Job-embedded professional development: What it is, who is responsible, and how to get it done well (Issue Brief). Washington, DC: National Comprehensive Center for Teacher Quality.
15.
Darling-HammondL. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Press.
16.
Darling-HammondL.LaPointeM.MeyersonD.Orr.M. T.CohenC. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute.
17.
DavisS.LeonR. (2011). How not to prepare school principals. Planning and Changing, 42, 274-287.
18.
DelgadoR. (1993). Rodrigo’s sixth chronicle: Intersections, essences, and the dilemma of social reform. New York University Law Review, 68, 639-674.
19.
DiamondJ.LewisA. (2015). Despite the best intentions: Why racial inequality thrives in good schools. Oxford, UK: Oxford University Press.
20.
DiamondJ. B. (2018). Race and White supremacy in the sociology of education: Shifting the intellectual gaze. In DaviesS.MehtaJ. (Eds.), Education in a new society: Renewing the sociology of education (pp. 345-362). Chicago, IL: The University of Chicago Press.
21.
DixsonA. D.RousseauC. K. (2005). And we are still not saved: Critical race theory in education ten years later. Race Ethnicity and Education, 8, 7-27.
22.
Drago-SeversonE. (2016). Teaching, learning and leading in today’s complex world: Reaching new heights with a developmental approach. International Journal of Leadership in Education, 19, 56-86.
23.
Drago-SeversonE.Blum-DestefanoJ. (2014). Leadership for transformational learning: A developmental approach to supporting leaders’ thinking and practice. Journal of Research on Leadership Education, 9, 113-141.
24.
FeldmanM. S.PentlandB. T. (2003). Reconceptualizing organizational routines as a source of flexibility and change. Administrative Science Quarterly, 48, 94-118.
25.
FormanM. L.StosichE. L.BocalaC. (2017). The internal coherence framework: Creating the conditions for continuous improvement in schools. Cambridge, MA: Harvard Education Press.
26.
GallowayM. K.IshimaruA. M. (2015). Radical recentering: Equity in educational leadership standards. Educational Administration Quarterly, 51, 372-408.
27.
GallowayM. K.IshimaruA. M. (2017). Equitable leadership on the ground: Converging on high-leverage practices. Education Evaluation and Policy Analysis, 25(2), 1-33.
28.
GayG. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106-116.
29.
GoodenM. A.DantleyM. (2012). Centering race in a framework for leadership preparation. Journal of Research on Leadership Education, 7, 237-253.
30.
GrantC. M. (2012). Advancing our legacy: A Black feminist perspective on the significance of mentoring for African-American women in educational leadership. International Journal of Qualitative Studies in Education, 25, 101-117.
31.
HessF. M.KellyA. P. (2007). Learning to lead: What gets taught in principal-preparation programs. Teachers College Record, 109, 244-274.
32.
HillL. A. (1998). Beyond the myth of the perfect mentor: Building a network of developmental relationships (Vol. 491, No. 96). Cambridge, MA: Harvard Business School.
33.
HonigM. I.HatchT. C. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher, 33(8), 16-30.
34.
HornI. S.LittleJ. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47, 181-217.
35.
HorsfordS. D. (2011). Learning in a burning house: Educational inequality, ideology, and (dis)integration. New York, NY: Teachers College Press.
36.
HorsfordS. D. (2014). When race enters the room: Improving leadership and learning through racial literacy. Theory into Practice, 53, 123-130.
KamocheK.CunhaM. P. E. (2001). Minimal structures: From jazz improvisation to product innovation. Organization Studies, 22, 733-764.
39.
KhalifaM. A.DunbarC.DouglasT. R. (2013). Derrick Bell, CRT, and educational leadership 1995-present. Race Ethnicity and Education, 16, 489-513.
40.
KhalifaM. A.GoodenM. A.DavisJ. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86, 1272-1311.
41.
KnowlesM. S.HoltonE. F.SwansonR. A. (2012). The adult learner: The definitive classic in adult education and human resource development (7th ed.). New York, NY: Routlege.
42.
KorachS.CosnerS. (2017). Developing the leadership pipeline: Comprehensive leadership development. In YoungM. D.CrowG. M. (Eds.), Handbook of research on the education of school leaders (2nd ed.) (pp. 262-282). New York, NY: Routledge.
43.
Ladson-BillingsG. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.
44.
Ladson-BillingsG. (1998). Just what is critical race theory and what’s it doing in a nice field like education?International Journal of Qualitative Studies in Education, 11, 7-24.
45.
Ladson-BillingsG. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12.
LevineA. (2005). Educating school leaders. New York, NY: Teachers College, The Education Schools Project.
48.
LópezG. R. (2003). The (racially neutral) politics of education: A critical race theory perspective. Educational Administration Quarterly, 39, 68-94.
49.
MaxwellT. W.Kupczyk-RomanczukG. (2009). Producing the professional doctorate: The portfolio as a legitimate alternative to the dissertation. Innovations in Education and Teaching International, 46, 135-145.
50.
MezirowJ. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3-24.
51.
MilnerH. R. IV. (2015). Rac(e)ing to class: Confronting poverty and race in schools and classrooms. Cambridge, MA: Harvard Education Press.
52.
MoormanC.MinerA. S. (1998). Organizational improvisation and organizational memory. The Academy of Management Review, 23, 698-723.
53.
O’MahonyT. K.VyeN. J.BransfordJ. D.SandersE. A.StevensR.StephensR. D.. . . SoleimanM. K. (2012). A comparison of lecture-based and challenge-based learning in a workplace setting: Course designs, patterns of interactivity, and learning outcomes. Journal of the Learning Sciences, 21, 182-206.
54.
PenuelW. R.FishmanB. J.ChengB. H.SabelliN. (2011). Organizing research and development at the intersection of learning, implementation, and design. Educational Researcher, 40, 331-337.
55.
PerryJ. A. (2015, March). The EdD and scholarly practitioners: A national consortium sees the combinations of applied research and practical theory as a tool worthy of the superintendency. School Administrator, pp. 20-25.
56.
PollackT. M.ZirkelS. (2013). Negotiating the contested terrain of equity-focused change efforts in schools: Critical race theory as a leadership framework for creating more equitable schools. Urban Review, 45, 290-310.
57.
SchönD. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
58.
SueD. W. (2013). Race talk: The psychology of racial dialogues. American Psychologist, 68, 663-672.
59.
SueD. W. (2015). Race talk and the conspiracy of silence: Understanding and facilitating difficult dialogues on race. Hoboken, NJ: John Wiley.
60.
TatumB. D. (2017). Why are all the Black kids sitting together in the cafeteria? And other conversations about race (20th anniversary ed.). New York: Basic Books.
61.
TaylorD. C.HamdyH. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical Teacher, 35, e1561-e1572.
62.
TharpR. G.GallimoreR. (1991). Rousing minds to life: Teaching, learning, and schooling in social context. New York, NY: Cambridge University Press.
63.
ThomasD. A. (2001). The truth about mentoring minorities. Race matters. Harvard Business Review, 79(4), 98-107.
64.
TuckE. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79, 409-428.
65.
U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (2017). 2017 NAEP mathematics and reading assessments: Highlighted results at grades 4 and 8 for the nation, states, and districts. Retrieved from https://www.nationsreportcard.gov/reading_math_2017_highlights/
Washington State School Directors’ Association & Washington Association of School Administrators. (2013). Washington standards-based superintendent framework. Olympia, WA: Authors.
68.
WasleyP. (2008). Portfolios are replacing qualifying exams as a step on the road to dissertationsChronicle of Higher Education, 54(44), A8-A8.
69.
WeickK. E.SutcliffeK. M.ObstfeldD. (2005). Organizing and the process of sensemaking. Organization Science, 16, 409-421.
70.
WengerE. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, MA: Cambridge University Press.
71.
YeagerD.BrykA.MuhichJ.HausmanH.MoralesL. (2013). Practical measurement. Palo Alto, CA: Carnegie Foundation for the Advancement of Teaching.
72.
YoungM. D. (2006). The M.Ed., Ed. D., and Ph. D. in educational leadership. UCEA Review, 48(2), 6-9.
73.
YoungM. D.CrowG. M.MurphyJ.OgawaR. T. (Eds.). (2009). Handbook of research on the education of school leaders. New York: Routledge.
