Preparing practitioners to conduct educational research and evaluation: What the research says and what our experiences taught us

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Katherine Cumings Mansfield, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The purpose of this article is to share the insights gleaned from the literature and our on-the-ground realities teaching practitioners to conduct educational research and evaluation. We focus on four areas we have found most important for teaching practitioner-scholars: (a) giving careful attention to andragogy versus pedagogy, (b) engaging the potency that team teaching affords, (c) addressing challenges associated with the practitioner-scholar model, and (d) building on the strengths of the cohort model. We share the challenges and possibilities of each strategy and close by offering recommendations for the educational leadership field in moving forward.

Additional Information

Journal of Research on Leadership Education, 12(3), 302-334
Language: English
Date: 2016
leadership preparation programs, andragogy, pedagogy, cohort model, team teaching, doctoral programs, scholar-practitioner, practitioner-scholar

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