This document discusses the Teacher Education through Inquiry program at the University of Nebraska-Lincoln (UNL) for their Education Doctorate (Ed.D.) degree. The program is influenced by the CPED framework and focuses on inquiry, including posing questions to address problems of practice, using research and data analysis. Students take research methods courses and their dissertation and comprehensive exams emphasize inquiry. The program is 2 years of cohort-based coursework addressing problems of practice through different lenses. Faculty also engage in inquiry through evaluating the program's impact. The document argues CPED-influenced programs can transform education through graduates' impacts as scholarly practitioners.

1. Teacher Education
through Inquiry
Programs and Possibilities in and for the Ed.D.

2. Inquiry in Practice
• One of the CPED design concepts
“the process of posing significant questions that focus
on complex problems of practice. By using various
research, theories, and professional wisdom, scholarly
practitioners design innovative solutions to address
the problems of practice. At the center of Inquiry of
Practice is the ability to use data to understand the
effects of innovation. As such, Inquiry of Practice
requires the ability to gather, organize, judge,
aggregate, and analyze situations, literature, and data
with a critical lens.”
-cpedinitiative.org

3. Inquiry in UNL’s TLTE
• Inquiry orientation= identified program feature
• Involves “[R]esearch design and data collection and
analysis skills fostering practitioner-based action
research in preparation for the conduct and
documentation of the capstone project.”
• -cehs.unl.edu/tlte/edd-cohort-scholars-educational-
practice

4. Program sequence
• 2 years of coursework
• All cohort classes attend to problems and
possibilities of practice through various lenses
• 4 research methods classes
• Comps emphasize inquiry

5. Dissertation inquiries
• Individual
• Workplaced-based
• Dual roles as educators and scholars

6. Faculty as Inquirers
• Regular student responses to questionnaires
• Also through faculty meetings, interviews, course
evaluations, and observations
• Attentive and responsive to program impact
• Related publications at end

7. To consider…
• The role of faculty as preparers of scholarly
practitioners
• Why CPED-influenced programs have the potential
to transform education through the impact of their
graduates

8. UNL TLTE CPED Ed.D.
Bibliography
• Chan, E. (2012). From teacher to researcher,
researcher to teacher; Examining teachers’
experiences of conducting research in their
education settings. In M. Macintyre Latta & S.
Wunder (Eds.). Placing practitioner knowledge at the
center of teacher education; Rethinking the policies
and practices of the education doctorate. (pp. 179-
198). Charlotte, NC: Information Age.
• Chan, E., Heaton, R.M., Swidler, S.A., & Wunder, S.
(2013). Examining CPED cohort dissertations: A
window into the learning of EdD students. Planning
& Changing, 44( 3/4), 266-285.

9. Bibliography
(cont’d, 2)
• Hamann, E., & Wunder, S. (2013). Using a cohort
approach to convert EdD students into critical
friends. In V. A. Storey (Ed.). Redesigning
professional education doctorates; Applications of
critical friendship theory to the EdD. (pp. 161-176).
New York, NY: Palgrave Macmillan.
• Heaton, R. M., & Swidler, S. A. (2012). Learning to
see inquiry as a resource for practice. In M.
Macintyre Latta & S. Wunder (Eds.). Placing
practitioner knowledge at the center of teacher
education; Rethinking the policies and practices of
the education doctorate. (pp. 89-104). Charlotte,
NC: Information Age.

10. Bibliography
(cont’d. 3)
• Macintyre Latta, M. & Wunder, S. (2012) Investing in the
formative nature of professional learning; Redirecting,
mediating, and generating education practice-as-policy.
In M. Macintyre Latta, & S. Wunder (Eds.).Placing
practitioner knowledge at the center of teacher
education; Rethinking the policies and practices of the
education doctorate.(pp. 3-25). Charlotte, NC:
Information Age.
• McGowan, T. M., & Pedersen, J. E. (2012). No longer
“PhD-Lite:” Establishing a professional practice doctorate
of substance. In M. Macintyre Latta & S. Wunder
(Eds.).Placing practitioner knowledge at the center of
teacher education; Rethinking the policies and practices
of the education doctorate.(pp. 233-248). Charlotte, NC:
Information Age.