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Becoming Practitioner-Scholars: The Role of Practice-Based Inquiry Dissertations in the Development of Educational Leaders

Becoming Practitioner-Scholars: The Role of Practice-Based Inquiry Dissertations in the Development of Educational Leaders

Sharon M. Ravitch, Susan L. Lytle
Copyright: © 2017 |Pages: 16
ISBN13: 9781522516248|ISBN10: 1522516247|EISBN13: 9781522516255
DOI: 10.4018/978-1-5225-1624-8.ch088
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MLA

Ravitch, Sharon M., and Susan L. Lytle. "Becoming Practitioner-Scholars: The Role of Practice-Based Inquiry Dissertations in the Development of Educational Leaders." Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 1914-1929. https://doi.org/10.4018/978-1-5225-1624-8.ch088

APA

Ravitch, S. M. & Lytle, S. L. (2017). Becoming Practitioner-Scholars: The Role of Practice-Based Inquiry Dissertations in the Development of Educational Leaders. In I. Management Association (Ed.), Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications (pp. 1914-1929). IGI Global. https://doi.org/10.4018/978-1-5225-1624-8.ch088

Chicago

Ravitch, Sharon M., and Susan L. Lytle. "Becoming Practitioner-Scholars: The Role of Practice-Based Inquiry Dissertations in the Development of Educational Leaders." In Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1914-1929. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1624-8.ch088

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Abstract

This chapter explores how educational leaders learn to engage in site-based inquiry within a leadership-focused doctoral program through coursework and dissertation research. There is a dearth of research on educational leaders engaging in research, and specifically in local inquiries, that speaks to how leaders enact practitioner research in their institutional settings and how this kind of engagement in inquiry influences their leadership practices. This chapter is the outgrowth of considerable program and dissertation structure development over 14 years and argues that there is considerable value, for mid-career leaders and for the field, in doing rigorous research as part of their doctoral studies. The chapter describes how dissertations are conceptualized, cultivated, and framed within the Mid-Career Doctoral Program in Educational and Organizational Leadership at the University of Pennsylvania; it explores the relationships among coursework, dissertation research, inquiry-based leadership practices, and the cultivation of scholar-practitioners in leadership.

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