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The paper frames embedded field work, the professional seminar, and the research and writing support sequence as practices that distinguish the educational doctoral experience and support development of educational leaders. It places the work within CSU’s 2007 doctoral program context and the CPED effort to connect theory with professional practice. The authors outline how each signature pedagogy is implemented and evaluated.",{"@graph":69,"@context":114},[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/signature-pedagogy-in-california-state-university-educational-doctorates/603442/",{"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/signature-pedagogy-in-california-state-university-educational-doctorates/603442.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What are signature pedagogies described as in the paper?","Question",{"text":112,"@type":113},"Signature pedagogies are defined as characteristic forms of teaching and learning that organize how future practitioners are educated for their professions, shaping professional habits and early socialization into field practices and values.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},603442,1792171304,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Signature Pedagogy in California State University Educational Doctorates  \nCharles Slater  \nCalifornia State University, Long Beach  \nSharon Brown-Welty  \nCalifornia State University, Fresno  \nKathleen Cohn  \nSan Diego State University  \nJesus Rodriguez  \nCalifornia State University, Long Beach  \nThe purpose of this paper is to examine signature pedagogies for the education doctorate. Three California State University campuses that have [started new Ed.D. pro](started new Ed.D. pro)grams examine practices that distinguish the education doctoral experience from other professions. Embedded field work, the professional seminar, and the research and writing support sequence can set a new direction for development of educational leaders.  \nIntroduction  \nThe California State University (CSU) system launched its first independent doctoral programs in education in 2007 shortly after enabling legislation (Senate Bill 724) was passed as a means of addressing the serious public need for highly qualified educational leaders in California (See: Bureau of Labor Statistics, 2008; California Postsecondary Commission, 2000) Several CSU campuses had already been offering joint doctoral programs with private universities The CSU system provided guidance for campuses to develop programs that would incorporate new and innovative thinking about the education doctorate while maintaining rigor. They also relied on lessons learned from experiences with joint doctoral programs.  \nPurpose of the Paper  \nCSU campuses entered the education doctoral arena as Ed.D. programs across the country were undergoing scrutiny and revision. Shulman, Golde, Bueschel, and Garabedian (2006) suggested a new approach to doctorates in education that might better serve the goals of connecting theory and practice while preparing highly qualified educational leaders. In the summer of 2007, the Carnegie Project on the Education Doctorate (CPED)  \nCAPEA Education Leadership and Administration, Vol. 21—2009  \n©2010 DEStech Publications, Inc. 87  \n88 CAPEA Education Leadership and Administration  \nbrought together faculty, graduate students, and other campus leaders from 22 universities and colleges from across the nation. CPED is a five-year endeavor to strengthen the education doctorate, in part by adopting pedagogies that incorporate professional practice to a greater extent than currently exists. At the request of the CSU leadership, one of its campuses was invited to participate in the project, with the understanding that its representatives and leaders from the system would guide a parallel process with all CSU campuses offering doctorates in education.  \nThe CPED project has raised provocative questions about how doctoral programs in education should be transformed and delivered. A key concept underlying this transformation in program and delivery is what Shulman (2005) referred to as signature pedagogies that “form habits of the mind, habits ofthe heart, and habits ofthe hand . . . they prefigure the cultures of professional work and provide the early socialization into the practices and values of a field”(p. 59) . The goal of this movement towards redesign and transformation of the education doctorate is two-fold: to rethink and reclaim the research doctorate (PhD) and to develop a distinct professional practice doctorate (P.P.D.), whether it continues to be called an Ed.D. or is given another name.  \nThe purpose of this paper is to examine the signature pedagogies at three of the first seven CSU campuses that have begun Ed.D. programs. The authors identify the three distinct signature pedagogies, describe how each is being implemented and evaluated, and share emerging benefits and lessons learned as the practices are being implemented.  \nCalifornia State University System Context  \nThe CSU responded quickly to the need for doctorates in Educational Leadership focusing on PreK–12 and Community College leadership. Individual campuses, the CSU Academic Senate, and the sys","cbCaiiyZ7Y1cwWt5","https://ap.wps.com/l/cbCaiiyZ7Y1cwWt5","pdf",96507,13,"English","# Introduction\n# Purpose of the Paper\n# California State University System Context\n# Signature Pedagogies","[{\"question\":\"What are signature pedagogies described as in the paper?\",\"answer\":\"Signature pedagogies are defined as characteristic forms of teaching and learning that organize how future practitioners are educated for their professions, shaping professional habits and early socialization into field practices and values.\"}]","Signature Pedagogy in California State University Educational Doctorates | PDF",1792096246,33]