Chapter 16: Integrating Practice Into an EdD Program in a Research Focused University

Since the early 1900s scholars (Dewey, 1904; Lenz-Taguchi, 2010) have argued against creating a false binary between theory and practice in education. The fact remains however, that professional schools of education have often become distanced from the field in their efforts to elevate research and theory over practice (Clifford & Guthrie, 1989). This theory/ research/practice divide is most evident in research-oriented universities. In their efforts to be seen as scholarly and scientific, schools of education in research universities have often downplayed their role as preparers of professionals for the field and have elevated their role as generators of knowledge about learning, curriculum, teaching and the social processes of education (Clifford & Guthrie, 1989). Therefore, while the arguments for a professional practice doctorate seem to make logical sense, encouraging research faculty to use practice as one of the starting points for their work as mentors and teachers of Doctor of Education (EdD) students is something of a culture clash for many.