Defining Rigor in Justice-Oriented EdD Programs: Preparing Leaders to Disrupt and Transform Schools

Autor/inn/en	Weiler, Jess R.; Lomotey, Kofi
Titel	Defining Rigor in Justice-Oriented EdD Programs: Preparing Leaders to Disrupt and Transform Schools
Quelle	In: Educational Administration Quarterly, 58 (2022) 1, S.110-140 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weiler, Jess R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X211050926
Schlagwörter	Difficulty Level; Social Justice; Leadership Training; Educational Change; College Faculty; Doctoral Programs; Leadership Styles; Administrators + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Soziale Gerechtigkeit; Führungslehre; Bildungsreform; Fakultät; Doktorandenprogramm; Führungsstil
Abstract	Faculty in practitioner-oriented EdD programs must continually defend the presence of rigor in their programs. The existence of rigor determines the preparedness of our educational leaders to disrupt and transform educational organizations to bring about equitable and socially just outcomes; however, perceptions of rigor by the larger community impact the overall success of these programs and their students. In this conceptual article, we discuss the ways in which the literature defines rigor within and beyond practitioner-oriented EdD programs. We integrate that the literature with the critical need for social justice leadership, and leadership preparation toward that end, to offer a conceptual framework for designing, assessing, improving, communicating, and defending the rigor of EdD programs centered upon social justice. We posit: EdD programs can claim to be rigorous and centered upon social justice if their faculty--(1) collectively envision and construct rigorous student learning outcomes (rigor as a challenge) connected to the learning of critical theory and the demonstration of critical praxis to improve the lives of marginalized/underserved students; and (2) use backward-design to develop and align curriculum and pedagogy with those outcomes, including scholarly learning experiences (rigor in research) and the elicitation of students' critical thinking (rigor as complexity). (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01