EDU 708 Article Presentation 2

Uncovering the Identities of Students and Graduates in a CPED-Influenced EdD Program

Debby Zambo , Ray R. Buss, & Ron Zambo Sept. 2013

Katherine Reedy

Doctoral Program in Educational Leadership

Presented at Lynn University January 25, 2014

 To look at a group of incoming EdD students and

graduates (35) at Arizona State University in order to explore their identities in relation to:
Leader Learner

Action Researcher

 To what extent do (a) students new to our program

and (b) graduates of our program see themselves as learners, leaders, and action researchers? What do these layers mean to (a) students and (b) graduates? How does each group see themselves? How do you think others see them? How does this make them feel? Do graduates display identities as scholarly and influential practitioners?

 No difference between scores for identities as

leaders/learners Difference as identity of action researchers Graduates stated that program caused stress because being a learner took away from family and friends (pg. 7).

 Identity narratives reveal inner thoughts, desires, and feelings

because of this they are used as analytical tools (pg 3) To pursue an EdD one must be curious as part of their nature (pg 8)

 ASU EdD doctoral candidates/graduates

CPED institution
Leader Scholar Community (support intellectually,

emotionally, socially through process)

 Full time employee in field of education while

pursuing EdD Graduates will become self directed learners, leaders, and action researchers People who apply to EdD programs want to be challenged (pg. 15)

 Graduates viewed themselves as action researchers,

and to them this identity meant acting to make things better, viewing problems through news lenses, thinking in systematic and sophisticated ways, and seeing possibilities (pg 10) Scholarly and influential practitioners have 3 layers: learner, leader, action researcher (pg 4) Graduates wanted to be challenged by they articulated that they wanted to learn to lead change (pg 15)

 Graduates are change agents

Data show that courses based on leadership, change

and innovation and action research are shown to be useful for us to help our students develop identity layers as learners, leaders, and to a lesser extent, action researchers (pg 19)