Preparing Practitioners to Conduct Educational Research and Evaluation: What the Research Says and What Our Experiences Taught Us

The purpose of this article is to share the insights gleaned from the literature and our on-the-ground realities teaching practitioners to conduct educational research and evaluation. We focus on four areas we have found most important for teaching practitioner-scholars: (a) giving careful attention...

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Bibliographic Details
Published in:Journal of research on leadership education 2017-12, Vol.12 (3), p.302-334
Main Authors: Mansfield, Katherine Cumings, Stacy, Jaime
Format: Article
Language:English
Subjects:
Andragogy
Cohort Analysis
Doctoral Programs
Educational Assessment
Educational Research
Educational Strategies
Scholarship
Teacher Researchers
Teaching Experience
Team Teaching
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Summary:The purpose of this article is to share the insights gleaned from the literature and our on-the-ground realities teaching practitioners to conduct educational research and evaluation. We focus on four areas we have found most important for teaching practitioner-scholars: (a) giving careful attention to andragogy versus pedagogy, (b) engaging the potency that team teaching affords, (c) addressing challenges associated with the practitioner-scholar model, and (d) building on the strengths of the cohort model. We share the challenges and possibilities of each strategy and close by offering recommendations for the educational leadership field in moving forward.
ISSN:1942-7751
1942-7751
DOI:10.1177/1942775116668524