The Improvement Science Dissertation in Practice provides a narrative and illustration about the purpose and features comprising the Dissertation in Practice and how this culminating experience is well suited to using Improvement Science as a signature methodology for preparing professional practitioners. This methodology, when combined with the Dissertation in Practice experience in EdD programs, reinforces practitioner learning about and skills for leadership and change. As a guide, the book is an extremely valuable resource that supports faculty, students, and practitioners in the application of Improvement Science to pressing educational problems in a structured, disciplined way.
The Improvement Science Dissertation in Practice provides a narrative and illustration about the purpose and features comprising the Dissertation in Practice and how this culminating experience is well suited to using Improvement Science as a signature methodology for preparing professional practitioners. This methodology, when combined with the Dissertation in Practice experience in EdD programs, reinforces practitioner learning about and skills for leadership and change. As a guide, the book is an extremely valuable resource that supports faculty, students, and practitioners in the application of Improvement Science to pressing educational problems in a structured, disciplined way.
Dr. Jill Perry is the Executive Director of the Carnegie
Project on the Educational Doctorate (CPED) and a Professor of
Practice in the Department of Administrative and Policy Studies at
the University of Pittsburgh. She has edited two books and is
currently researching the ways EdD programs teach practitioners to
utilize research evidence.
Debby Zambo is an Associate Professor Emerita from Arizona
State University currently working as the Associate Director of the
Carnegie Foundation on the Education Doctorate (CPED). Along with
Jill Perry and Robert Crow, she developed and presented five
workshops on a range of topics from the basic tools and processes
of improvement science and, most recently, contextualizing
improvement science in dissertation work.
Robert Crow, Ph. D., is an associate professor of
educational research at Western Carolina University. His expertise
in assessment and evaluation has led to collaborations with other
4-year institutions, community colleges, PK-12 schools, and
institutional accreditation agencies such as SACS-COC. Dr. Crow's
research interests include assessment and evaluation of student
learning and of learning environments.
"Though other books and publications exist that present and discuss
improvement science (many of which are cited throughout the
series), the Improvement Science in Education series exhibits the
most comprehensive coverage of improvement science currently
available. Crow, Hinnant-Crawford, and Spaulding have curated a
collection of books that showcases the breadth and depth of
improvement science appealing to a variety of audiences, regardless
of backgrounds, expertise, and readiness levels. . . Certainly,
improvement science is a challenging undertaking, but this series
empowers those ready and willing to try."--Review by Christopher
Benedetti for Impacting Education: Journal on Transforming
Professional Practice, Vol. 8 No. 3 (2023)
"...this book is an essential, easy to read text, for those
teaching in EdD programs, leading EdD programs, and for students in
these programs and considering them as part of their future. It is
relevant for this moment in time in America, and globally, to
ensure our PK-12 schools serve all of our kids, and our EdD
programs set up the leaders who work in PK-12, higher education,
non-profits, community organizations, and all of the spaces where
we must collaborate to build the education present and future we
needed centuries ago and need today." (See full review in Impacting
Education, Vol. 7, No. 3, [2022])
"...the Improvement Science Dissertation in Practice: A Guide for
Faculty, Committee Members, and their Students provides a unique
addition to the information available for those engaged in ISDiPs.
The format is easily accessible; the breadth of the process steps,
examples, and tools support both faculty, committee members, and
students to deliver improved research products. Consequently, this
work has the potential to improve outcomes in practice." [Read the
full review in Impacting Education: Journal on Transforming
Professional Practice, 6(4).]--Jacqueline Hawkins and Monica L.
Martens, University of Houston, reviewed in Impacting Education:
Journal on Transforming Professional Practice, 6(4), 10-19-21
"Once I picked this book up, I couldn't put it down. The
Improvement Science Dissertation in Practice is a critical read for
any university or dissertation committee member wanting to separate
from meaningless traditional dissertation practices and instead
prepare their EdD candidates to lead and improve complex
educational organizations. The book skillfully explicates how the
EdD, with an improvement science focus, is rigorous,
scientific--and most importantly--supports school leaders in the
real-life work of improving their schools and districts. The
concepts are riveting, compelling--and practical."--Dr. Deborah S.
Peterson, Associate Professor, Portland State University
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