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Leadership Programs?","","The study examines the practical relevance of Ed.D. leadership program coursework for PK-12 school leadership, responding to debates about whether Ed.D. curricula are disconnected from the needs of leading practitioners and schools. Data from 342 California public-school principals, 43 Ed.D. graduates, and 38 doctoral faculty members were analyzed using a survey grounded in ISLLC 1996/2008, with MANOVA and discriminant analysis. Findings show limited practical relevance and lack of differentiation between Ed.D. and Ph.D. coursework, supporting renewed program assessment and revitalization.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/competencies-for-effective-school-leadership-to-what-extent-are-they-included-in-edd-leadership-programs/602484/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/competencies-for-effective-school-leadership-to-what-extent-are-they-included-in-edd-leadership-programs/602484.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the primary purpose of the study?","Question",{"text":112,"@type":113},"To examine the practical relevance of Ed.D. program coursework for PK-12 school leadership and how well it includes key knowledge, skills, and values.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"A survey based on ISLLC 1996 and ISLLC 2008 measured participants’ perceived importance and the extent of inclusion in Ed.D. coursework, analyzed using MANOVA and discriminant analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the study findings indicate about Ed.D. coursework?",{"text":121,"@type":113},"The Ed.D. leadership program curriculum lacks practical relevance, and Ed.D. is not differentiated from the Ph.D. regarding coursework.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602484,1792167175,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Competencies for Effective School Leadership: To What Extent Are they Included in Ed.D. Leadership  \nPrograms?  \nJody Dunlap  \nJinyi Li  \nRobert Kladifko  \nCalifornia State University, Northridge  \nPurpose: With the increasing need for well-­‐prepared and leading practitioners in the field of education as well as the renewed efforts to further distinguish the EdD from the PhD in higher education in recent years, the curriculum of EdD programs nationwide has been questioned and criticized for its disconnection from the needs of leading practitioners and schools. The primary purpose of this study is to examine the practical relevance of the coursework of EdD programs in PK-­‐12 school leadership. Methods: Three hundred and forty-­‐two principals from California public schools, and 43 EdD program graduates and 38 doctoral faculty members from the California State University system participated in this study. A survey instrument  \ndeveloped on the basis of ISLLC 1996 and ISLLC 2008 was used to measure respondents’perceived importance of the knowledge, skills, and values for effective school leadership and the extent to which they were included in the EdD coursework. MANOVA and discriminant analysis were conducted to answer the specific research questions. Findings: Results indicate that the curriculum of the EdD leadership programs lacks practical relevance. In practice the EdD has not been differentiated from the PhD with respect to the coursework. Implications: The practical relevance of the coursework should be considered in the assessment and  \nevaluation of the quality or effectiveness of an EdD program, and used to distinguish the EdD from the PhD. The findings add empirical evidence to the renewed debate over the distinction between the EdD and the PhD, and spur revitalization of the EdD.  \nEach year, schools of education award more than 6,200 doctorates, accounting for 14.4% of the total number of doctorates awarded in all fields of specialization in the United States; of these doctorates in education, over 2,200 (35%) are in educational leadership (Hoffer et al., 2006) . It is expected that many of these doctorate recipients will assume leadership positions and responsibility in public schools and shape the future of our children. However, the curriculum of doctoral programs in education, especially EdD programs, has been questioned and criticized in recent years. The criticism of EdD programs has been accompanied by the renewed efforts to further distinguish the EdD from the PhD in higher education in order to bring the EdD back to its original intention as a “high-level academic experience that prepares students for service as leading practitioners in the field of education”(Shulman, Golde, Bueschel, & Garabedian, 2006, p. 29) .  \nEducational Leadership and Administration: Teaching and Program Development  \nVolume 26, March 2015  \nISSN 1064-­‐4474 © 2015 California Association of Professors of Educational Administration  \nGolde (2006) concluded that due to the changing conditions and the loss of the central purpose of doctoral education, many of today’s doctorate recipients “are ill-prepared to function effectively in the settings in which they work” (p. 5) . After a four-year large-scale study of schools of education in the United States, Levine (2005) found that educational leadership programs were the weakest of all, and their “curricula are disconnected from the needs of leaders and their schools”(p. 23) . On the basis of the findings of another national project, Shulman et al.(2006) concluded that the EdD did not serve “the needs of professional practice”(p. 29) eventhough the EdD was intended to prepare the highest level of leading practitioners for schools. Hess and Kelly (2007) draw similar conclusions after analyzing the content of 36 syllabi from the nation’s most prestigious and typical doctoral programs in educational leadership. Their study revealed that these doctoral programs provided limited coverage and","cbCaipxoYD11W6kA","https://ap.wps.com/l/cbCaipxoYD11W6kA","pdf",270224,13,"English","# Purpose\n# Methods\n# Findings\n# Implications\n# Background and Prior Research","[{\"question\":\"What is the primary purpose of the study?\",\"answer\":\"To examine the practical relevance of Ed.D. program coursework for PK-12 school leadership and how well it includes key knowledge, skills, and values.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"A survey based on ISLLC 1996 and ISLLC 2008 measured participants’ perceived importance and the extent of inclusion in Ed.D. coursework, analyzed using MANOVA and discriminant analysis.\"},{\"question\":\"What do the study findings indicate about Ed.D. coursework?\",\"answer\":\"The Ed.D. leadership program curriculum lacks practical relevance, and Ed.D. is not differentiated from the Ph.D. regarding coursework.\"}]","Competencies for Effective School Leadership: To What Extent Are they Included in Ed.D. Leadership Programs? | PDF",1792094756,33]