The Disquisition: An Equity-Driven Capstone for Leadership Preparation Programs (The Coming of Age of the Education Doctorate)

Weiler, Jess,Virtue, Emily

ISBN 10: 1975505875 / ISBN 13: 9781975505875

Published by Myers Education Press, 2024

About this Item

Seller Inventory # mon0004112608

Bibliographic Details

• Title: The Disquisition: An Equity-Driven Capstone for Leadership Preparation Programs (The Coming of Age of the Education Doctorate)
• Publisher: Myers Education Press
• Publication Date: 2024
• Language: English
• ISBN 10: 1975505875
• ISBN 13: 9781975505875
• Binding: paperback
• Condition: Very Good

About this title

Synopsis

The Disquisition: An Equity-Driven Capstone for Leadership Preparation Programs provides a thoughtful, detailed example of a capstone process and paper (The Disquisition) that employs improvement science, critical theory, and critical praxis to prepare educational leaders to disrupt inequity within their organizations. The chapters in this book represent 12 years of collaborative learning among experienced, respected, and award-winning leadership preparation faculty presently at or formerly from Western Carolina University (WCU). It integrates multiple sources of data from research, student feedback, faculty experiences, capstone committee member input, learnings from the Carnegie Project on the Education Doctorate (CPED), and program evaluation data examining the achievement of student learning outcomes.

Following foundational chapters that describe the origin and evolution of the disquisition at WCU and its focus on social justice, faculty present six chapters―each one clearly detailing a primary component of the disquisition process and paper including the problem of practice; a causal analysis; identifying the improvement initiative; designing the improvement initiative; evaluating the improvement initiative and reporting results; and implications, recommendations, and leadership lessons learned. Each of these chapters includes a brief introduction to the component; expectations for students as practitioners (leading the work); expectations for students as scholars (evaluating and writing about the work); an excerpt from the disquisition paper outline relevant to the component; example figures, tables, or text from completed disquisition papers; and scholarly resources for scholar-practitioners. The final chapter of the book presents the process for convening a disquisition committee, a description of the IRB process, and the expectations for defending the disquisition at both the proposal defense and the final defense meeting.  Although this book is written as a guide for students engaging in the disquisition process and writing the disquisition paper, it serves as a strong model for leadership preparation programs and university administrators who seek to build or refine their capstone (and program) in ways that ensure students are prepared to lead justice-driven transformation across their organizations.

Perfect for courses such as: Dissertation-in-Practice Writing; Academic Writing for the Scholar Practitioner; Capstone-Independent Study; Capstone-Student Learning Community; Improvement Science: Data Collection, Analysis & Reporting; Improvement Science: Data Presentation; The Role of the Scholar-Practitioner as Educational Leader

About the Authors

Dr. Jess Weiler is a tenured Associate Professor in the Educational Leadership (EdD) Program at Western Carolina University in North Carolina. Dr. Weiler serves in several capacities to fulfill her teaching, research, and service responsibilities there. She earned her PhD in educational leadership and policy analysis from the University of Wisconsin―Madison.

Emily E. Virtue, Ph.D. is an associate professor of Educational Research and the director of the Educational Leadership doctoral program at Western Carolina University. Her recent research centers on asset-based equity pedagogies in secondary project-based learning settings.