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A Signature Pedagogy in Doctoral Education: The Leader–Scholar Community

KATE OLSON is an assistant professor in the College of Teacher Education and Leadership at Arizona State University, 4701 West Thunderbird Road, Glendale, AZ 85306-4908; kate.olson{at}asu.edu. Her scholarly interests include research on teacher learning and beliefs and their influence on practice, and the study of educational policies, programs, and practices for teaching and learning, particularly for English language learners.

CHRISTOPHER M. CLARK is a research professor of education in the College of Teacher Education and Leadership at Arizona State University, 4701 West Thunderbird Road, Glendale, AZ 85306-4908; cclark8{at}asu.edu. His scholarly interests include research on teacher thinking, authentic conversation as a medium for teacher learning and professional development, and the design of professional doctoral programs in education.

Since 2005 there has been an explosion of interest and debate about alternative futures for the doctorate in education. The authors take the debate from the abstract to the concrete by describing a signature pedagogy in doctoral education that combines theory, applied scholarship, and the wisdom of practice in new ways. They describe leader–scholar communities, whose goal is to assist and support students to conduct applied research in local educational contexts. They argue that leader–scholar communities are particularly useful for helping doctoral students persist to graduation, become socialized into a new identity as leader–scholars, and bridge the gap between what is learned at the university and what is practiced in schools.

Key Words: community of practice • doctoral education • educational doctorate • educational leaders • signature pedagogy

Educational Researcher, Vol. 38, No. 3, 216-221 (2009)
DOI: 10.3102/0013189X09334207


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