Jill A. Perry
Faculty - Executive Director of CPED

Dr. Jill Perry (orcid.org/0000-0002-4803-9946) is an Associate Professor of the Practice in the Department of Administrative Policy Studies and the Executive Director of the Carnegie Project on the Educational Doctorate (CPED). Her research focuses on professional doctorate preparation in education, organizational change in higher education, and faculty leadership roles. Her publications have appeared in Planning and Changing Journal, Journal of School Public Relations, Innovation in Higher Education as well as in several books and practitioner journals. She has edited two books, is in the process of writing a new one, and is the founding editor of Impacting Education, the new on-line journal focused on transforming professional preparation in education. Currently she researching the ways EdD programs teach practitioners to utilize research evidence.

Dr. Perry is a graduate of the University of Maryland, where she received her PhD in International Education Policy. She holds an MA in Higher Education Administration and a BA in Spanish and International Studies from Boston College. She has over 25 years of experience in leadership and program development in education and teaching experience at the elementary, secondary, undergraduate, and graduate levels in the US and abroad. She is a Fulbright Scholar (Germany) and a returned Peace Corps Volunteer (Paraguay).

School Affiliations


Recent Grants

Perry, J.A. & Firestone, W. (2017). The Education Doctorate: A Promising Strategy to Promote Smart Use of Research Evidence?
US Department of Education Fund for the Improvement of Secondary Education (FIPSE) $700,000 2010-2013 PI, Carnegie Project on the Education Doctorate, A Proposal to Redesign the Professional Practice Doctorate in Education
Spencer Foundation: $75,000 2008-2009 Co-PI, Carnegie Project on the Education Doctorate: Creating Rubrics for the Assessment of EdD

Recent Publications

Firestone, W., Perry, J.A., Leland, A. & McKeon, R. (2019). Teaching Research and Data Use in the Education Doctorate. Journal of Research on Leadership Education. https://doi.org/10.1177/1942775119872231
Perry, J.A. (Ed.) (2016) The EdD and Scholarly Practitioners: the CPED Path. Charlotte, NC: IAP
Perry, J.A. (2016). The Scholar Practitioner as Steward of Practice. In Storey, V. & Hesbol K. (Eds). Contemporary Approaches to Dissertation Development and Research Methods. Hershey, PA: IGI Global
Perry, J.A. & Zambo, D. (2016) The Carnegie Project on the Education Doctorate: A Partnership of Universities and Schools Working to Improve Higher Education, Education Doctorate, and K-20 Schools. In Blessinger, P. & Cozza, B. University Partnerships for Academic Program and Professional Development. IHETL Vol 7.
Perry, J.A. & Zambo, D. (2019). Using Improvement Science to Develop Scholarly Practitioners. In Crow, R., Hinnant-Crawford, B.N. & Spaulding, D.T. (in press). The Educational Leader's Guide to Improvement Science: Data, Design and Cases for Reflection. Maine: Myers Education Press
Perry, J.A. & Abruzzo, E. (in press). Preparing the scholarly practitioner: The importance of socialization in CPED-influenced EdD programs. In Weidman, J.C. & DeAngelo, L. (in press).Socialization in higher education and the early career: Theory, research and application. New York: Springer
Jill A. Perry

Contact

University of Pittsburgh
5525 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260
412-624-7272
jperry@pitt.edu