My degree is an EDD in Performance Improvement Leadership Systems Thinking and Problems of Practice Evidence-Based Practice One of the design concepts attributed to successful EdD programs is the scholarly practitioner, which The Carnegie Project on the Education Doctorate (n.d.) defines as practitioners who: Blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They use practical research and applied theories as tools for change because they understand the importance of equity and social justice. They disseminate their work in multiple ways, and they have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals. (Design-Concepts Upon Which to Build Programs section)As you move toward the final weeks of our course, a high priority for all who lead learning is the application of systems thinking as you identify a problem of practice relevant to your organization. As noted by Dirkx (2006): The demand for evidence-based research (EBR) in education has evoked considerable debate regarding the nature of knowledge practitioners hold, how they come to know, and the sociopolitical contexts in which that knowledge is generated. Proponents of EBR such as Michael Feuer stress the need for research that validly identifies solutions to important problems of educational practice. Critics such as Elizabeth St. Pierre decry such approaches to research on practice as epistemologically inappropriate and oblivious to their political and moral implications. Both positions illuminate important dimensions of improving practice, but what works seems to get lost in the rhetoric. In this article, the author suggests that we in adult education take seriously the question of what works in practice by developing a knowledge base grounded in research methods and strategies that give voice to the particularities of practice contexts, what he refers to as the "insider perspective." (p. 273) As you proceed through your EdD program, you will be required to identify a problem of practice, not simply an isolated problem in your organization, but instead a problem of practice that is clearly supported in the professional literature. Note that such problems were most likely identified as you developed the Literature Review assignment—all work of doctoral scholars must be firmly corroborated in the literature and research relevant to your organization’s problems of practice. As you work to identify a problem of practice in your organization, please note the imperative to apply systems thinking. As noted by Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kleiner (2012): Systems thinking is the ability to understand (and sometimes to predict) interactions and relationship in complex, dynamic systems—the kinds of systems we are surrounded by and embedded in. Some of the systems already under study in clas.

1. My degree is an EDD in Performance Improvement Leadership
Systems Thinking and Problems of Practice
Evidence-Based Practice
One of the design concepts attributed to successful EdD
programs is the scholarly practitioner, which The Carnegie
Project on the Education Doctorate (n.d.) defines as
practitioners who:
Blend practical wisdom with professional skills and knowledge
to name, frame, and solve problems of practice. They use
practical research and applied theories as tools for change
because they understand the importance of equity and social
justice. They disseminate their work in multiple ways, and they
have an obligation to resolve problems of practice by
collaborating with key stakeholders, including the university,
the educational institution, the community, and individuals.
(Design-Concepts Upon Which to Build Programs section)As
you move toward the final weeks of our course, a high priority
for all who lead learning is the application of systems thinking
as you identify a problem of practice relevant to your
organization.
As noted by Dirkx (2006):
The demand for evidence-based research (EBR) in education has
evoked considerable debate regarding the nature of knowledge
practitioners hold, how they come to know, and the
sociopolitical contexts in which that knowledge is generated.
Proponents of EBR such as Michael Feuer stress the need for
research that validly identifies solutions to important problems
of educational practice. Critics such as Elizabeth St. Pierre
decry such approaches to research on practice as

2. epistemologically inappropriate and oblivious to their political
and moral implications. Both positions illuminate important
dimensions of improving practice, but what works seems to get
lost in the rhetoric. In this article, the author suggests that we in
adult education take seriously the question of what works in
practice by developing a knowledge base grounded in research
methods and strategies that give voice to the particularities of
practice contexts, what he refers to as the "insider perspective."
(p. 273)
As you proceed through your EdD program, you will be
required to identify a problem of practice, not simply an
isolated problem in your organization, but instead a problem of
practice that is clearly supported in the professional literature.
Note that such problems were most likely identified as you
developed the Literature Review assignment—all work of
doctoral scholars must be firmly corroborated in the literature
and research relevant to your organization’s problems of
practice.
As you work to identify a problem of practice in your
organization, please note the imperative to apply systems
thinking. As noted by Senge, Cambron-McCabe, Lucas, Smith,
Dutton, and Kleiner (2012):
Systems thinking is the ability to understand (and sometimes to
predict) interactions and relationship in complex, dynamic
systems—the kinds of systems we are surrounded by and
embedded in. Some of the systems already under study in
classrooms (population growth; land use, climate, and
agricultural production; the causes of revolution; and traffic
patterns) readily lend themselves to the use of systems thinking
and its tools.
The ability to think systemically is neither new nor mysterious.
One teacher, after an introductory course, gave voice to many

3. people’s reactions when she exclaimed: ‘This is just common
sense!’ In many ways that is true. Systems thinking enables you
to see the big picture, the minute details that make it up, and the
way parts interact over time, making explicit the patterns of
behavior that people see all the time but that are rarely
explained.
The tools of system dynamics—behavior-over-time graphs,
stock-and-flow diagrams, causal loops, computer models,
simulations, and archetypes—are all ways to help us more
effectively understand those patterns and the systemic dynamics
that drive them.
To-Do List:
Discussion
: Develop and share a problem of practice, providing support
from the literature as well as application of systems thinking.
What You Need to Know
: Read about the application of critical thinking and systems
thinking to a problem of practice.
Prepare
: Complete your writing revision matrix for last week's Ethical
Behavior, Diversity, and Civil Discourse assignment.
Prepare
: Review the requirements and expectations for next week's
assignment.
References
Dirkx, J. M. (2006). Studying the complicated matter of what

4. works: Evidence-based research and the problem of practice.
Adult Education Quarterly
,
56
(4), 273–290.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton,
J., & Kleiner, A. (2012).
Schools that learn: A fifth discipline fieldbook for educators,
parents, and everyone who cares about education.
Crown Publishing.
The Carnegie Project on the Education Doctorate. (n.d.).
The CPED framework
. https://cped.memberclicks.net/the-framework
TO DO LIST:
Discussion
: CONTENT
What You Need To Know
: CONTENT
Prepare
: CONTENT
Prepare
: CONTENT
Discussion Overview
In this week's discussion, you will develop and share a problem

5. of practice, providing support from the literature as well as
application of systems thinking.
What You Need to Know
Researching Problems of Practice
The following article helps place the problem of practice into an
evidence-based context:
Dirkx, J. M. (2006).
Studying the complicated matter of what works: Evidence-based
research and the problem of practice
.
Adult Education Quarterly
,
56
(4), 273–290.
Systems Thinking
While the following resource focuses on schools, the principles
presented apply to all leaders responsible for leading
professional development, training, and professional learning.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton,
J., & Kleiner, A. (2012).
Schools that learn: A fifth discipline fieldbook for educators,
parents, and everyone who cares about education
.
Crown Publishing.
Part VII, "Systems Thinking in the Classroom," pages 269–318.

6. Critical Thinking
Read the following standards presented by Paul and Elder. This
website provides a concise overview of each of the standards
you should incorporate into your discussion responses this
week.
Paul, R., & Elder, L. (2010).
Universal intellectual standards
. Foundation for Critical Thinking.
http://www.criticalthinking.org/pages/universal-intellectual-
standards/527
Write Your Discussion Post
Problem of Practice Based on Systems Thinking
For this discussion, develop and share a problem of
practice, providing support from the literature as well as
application of systems thinking.