Characterizing the Touchstones of Educational Leadership: An Analysis of Distinguished Applied Doctorate Programs

Document Type

Article

Publication Date

2011

Abstract

Doctorate programs in educational leadership have been criticized in recent years for failing to prepare their graduates to effectively serve as instructional leaders in the nation’s schools. Criticisms have included ambiguity of purpose and research foci, weak admission and graduation requirements, irrelevant curriculum, and the lack of applied practice. The purpose of this study was to analyze specific characteristics of thirteen highly ranked applied doctorate programs in educational leadership. Findings revealed that touchstone doctorate programs display many of the features that have been criticized, and that they are largely similar in structure and foci to lower ranked programs.

Department

Recreation, Parks, and Leisure Services

Publication Title

Academic Leadership: The Online Journal

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