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Max Grin

This document describes Academic Parent-Teacher Teams (APTT), an intervention to improve family engagement and student academic outcomes. APTT involves three team meetings and one individual session per year where teachers share student data and demonstrate learning activities for parents to practice at home. A pilot of APTT in nine Phoenix schools saw first grade reading fluency increase from an average of 17 words per minute to 46, nearing the end of year standard of 62. Both quantitative and qualitative findings showed increased parent-teacher communication and engagement, as well as improved student achievement. The implications are that teachers can effectively lead family involvement efforts and incorporate it as a core instructional strategy.

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The New Doctor of Education Program: A CPED-Inspired Curriculum

CPEDInitiative

The University of Missouri-St. Louis has developed a new Doctor of Education program inspired by CPED principles. The program is organized around Learning Communities of Practice, which are thematically based groups that move through the program together. Students are admitted to the Ed.D. program by being admitted to a specific Learning Community. The curriculum is designed to improve practice through coursework, mentorship, and by addressing a complex problem as a group. Initial Learning Communities focus on education policy, character education, higher education student services, and language/literacy. More applications were received than available spots in the first year of the program.

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Reflexion

Institucion esmeralda

This document discusses challenges and solutions for professional doctoral programs. It compares the norms of professional doctorate programs (PPD) to PhD programs. PPD programs typically have a 3 year timeframe, address real world problems through internships, use a cohort model, and have a non-traditional dissertation focused on a problem of practice. In contrast, PhD programs focus more on theoretical problems, have unlimited timeframes, and emphasize single-authored dissertations. The document also discusses designing curriculum to prepare professional doctoral students for rigorous research and improving professional practice.

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UMSL Higher Education Student Services Learning Community

CPEDInitiative

This document provides an overview of a higher education student services learning community at the University of Missouri-St. Louis. It introduces the 10 cohort members and 3 mentors in the community and explains that the community is organized around selecting a client-based problem of practice for the cohort's dissertation. The community chose to partner with Crowder College to address their issue of high withdrawal rates in general education courses. The cohort will analyze factors contributing to poor performance and design student support interventions to improve retention. Their end product will be a group dissertation assessing initial interventions implemented at Crowder College before the cohort graduates.