Jill A. Perry
Faculty - Executive Director of CPED

Presentations

Perry, J.A., Crow, R., & Zambo, D. (2019). Improvement Science: A revolutionary methodology for leadership preparation. Presented at the Carnegie Summit. San Francisco, CA

Our network is contextualized within the Carnegie Project on the Education Doctorate (CPED), a consortium of 100+ universities and colleges of education working to undertake a critical examination of the EdD. A subset of CPED, the Improvement Science Network is entwined with this vision and aims to make improvement science a (if not the) signature pedagogy for the EdD. As Bryk, Gomez, Grunow, and LeMahieu note, there is a chasm between problems and good ideas in education today. The Improvement Science Network’s aim aligns with this belief and works with faculty to equip educational leaders with practical know-how to elicit positive change.

Learning Objectives: In this 75-minute session, participants will:

1. Explore approaches for preparing professional practitioners to apply improvement science as a means of inquiry in improvement practice.

2. Recognize the distinct training needed in improvement science, as a frame for EdD dissertations, and the research skills and standards of rigor and quality necessary for this work.

Leland, A., Firestone, W., Perry, J.A., McKeon, R. (2019). Structures and Practices that Support Scholarly Practitioners: Cohort Models in Four EdD Programs. Paper presented at the American Education Research Association. Toronto, CA

Scholars have examined benefits and positive outcomes associated with student cohort models in Ed.D. programs. Research has shown that cohort models contribute to collaborative learning experiences, a sense of support among students and faculty, program cohesion, and program retention. Nevertheless, questions remain about the effects of program structures and practices on student participation and student learning. As such, this paper presents preliminary evidence on four CPED-affiliated Ed.D. programs. Overall, findings indicate a number of structures and practices that support participation and learning such as shared visions of improving local contexts among students and faculty, discussion-based instruction, and opportunities for collective learning experiences throughout coursework and capstone projects.

Perry, J.A., Crow, R., & Zambo, D. (2019). Improvement Science: Enabling Scholarly Practitioners to Learn in and through Educational Practice. Presented at the American Education Research Association annual meeting. Toronto, CA.

This workshop provides an opportunity to learn about innovative dissertations in Educational Doctorate programs (EdD) and ways to prepare professional practitioners to utilize improvement science as means to apply inquiry to improve practice. The workshop is sponsored by, and built on work of, the Carnegie Project on the Education Doctorate (CPED) a group who views improvement science methodology as a means to prepare practitioners to apply research to improve problems of practice. The workshop is designed for faculty or graduate students who are, or will be teaching, in EdD programs. Participants will learn the need for distinct training, improvement science as a frame for EdD dissertations, the research skills necessary for this work, and standards of rigor and quality.

Perry, J., Crow, R., & Zambo, D. (2018). Improvement Science: a Revolutionary way to Prepare Scholarly Practitioners as Change Agents. Presented at the University Council of Education Administration annual meeting. Houston, TX

The purpose of this session is to help EdD faculty consider ways to integrate Improvement Science into their programs as both a research methodology and frame for the culminating product (dissertation in practice, capstone, thesis, etc) and to understand this methodology as a means to prepare educational leaders as change agents and social justice advocates.

Firestone, W., Perry, J.A., Leland, A., & Mckeon, R. (2018). Teaching Research and Data Use in the Education Doctorate. Presented at the University Council on Education Administration annual meeting. Houston, TX.

Recent reforms to Ed.D. programs referred to the Ph.D. rather than research on how educational leaders used research. Using case studies of four exemplary EdD programs, we explore how the professional doctorate can help graduates use research EdD programs are stronger in learning to do research than to use it. Programs have well developed strategies for teaching students to find, understand, assess, and conduct research on practical problems. While they provide opportunities for students to share their work with users, even in their leadership courses, they rarely provide the intellectual tools and frameworks to think about putting research into practice.

Perry, J.A. & Zambo, D. (April 2018). How CPED's Principles are Being Promoted in Program Design, Pedagogy, and Graduate Outcomes. Paper presented at the Annual meeting of the American Educational Research Association, New York, NY.
Perry, J.A. & Zambo, D. (November 2017).How CPED's Principles Encourage EdD programs Develop School Leaders who Uprise as Advocates. Paper presented at the Annual meeting of the University Council of Education Administrators in Denver, CO.
Perry, J.A. & Zambo, D. (April 2017). Changes and supports needed to make the educational doctorate into a degree for working professionals. Paper presented at the Annual meeting of the American Educational Research Association, San Antonio, TX
Perry, J.A. & Imig, D. (2016). Understanding how U.S. Schools of Education Redesigned the Doctorate of Education. Will be presented at the International Council on Education for Teaching. Kingston, Jamaica.
Perry, J.A. & Zambo, D. (April 2016). Perceptions of Improvement Science and Networked Improvement Communities in Education Doctorate Programs. Paper presented at the Annual meeting of the American Educational Research Association, Washington, DC
Perry, J.A. (March 2016). Bringing Improvement Research to Professional Education- Case of CPED. Panel presentation at the Carnegie Summit. San Francisco, CA.
Perry, J.A. (March, 2016). Understanding how U.S. Schools of Education Redesigned Doctorate of Education Programs to Develop Scholar Practitioners. Presented at the UK Council of Graduate Education Conference on the Professional Doctorate. Belfast, Northern Ireland.
Perry, J.A. (October 2015). The Carnegie Project on the Education Doctorate: Transforming Education Practice in multiple contexts. Presented at the Asia Pacific Higher Education Research Partnership Senior Seminar. Hong Kong, China.
Mintrop, R., Hall, J., Perry, J.A.,& Zambo, D. (November 2015), The Role of Improvement Research in Developing Leaders for Social Justice. Presentation at the University Council of Education Administrators, San Diego, CA
Perry, J.A. (2015) Innovative Dissertation Models: Process, Product, & Impact. Panel presentation at NCPEA Conference-Washington, DC.
Perry, J.A. (April 2015). Grassroots Faculty-led Change: Understanding leadership roles in redesigning the Education Doctorate. Paper presented at the Annual meeting of the American Educational Research Association, Chicago, IL
Perry, J.A. (March 2015). The Dissertation in Practice. Panel presentation at the Carnegie Summit. San Francisco, CA.
Perry, J.A., and Imig, D. (2013). Transforming the EdD: Making It the Degree of Choice for Professional Practitioners. Council of Graduate Schools (CGS) Annual Meeting. San Diego, CA.
Perry, J.A. (2012). Dissertation in Practice: Creating generative impact using theory and practice. University Council for Education Administration (UCEA) Conference. Denver, CO
Perry, J.A. (2012) The EdD as a Professional Degree: Preparing Scholar Practitioners. Council of Academic Deans of Research Education Institutions Annual Meeting. Santa Barbara, CA.
Generett, G., McCown, R., Henderson, J., Perry, J.A., &Prier, D. (2012). UCEA Center for Educational Leadership and Social Justice: Lessons from the Duquesne University Educational Leadership Symposium. University Council for Education Administration (UCEA) Conference. Denver, CO
Imig, D., Perry, J. A., & Syed, S. (2009) Approaching grounded theory: A thematic analysis of institutional perspectives on the professional practice doctorate. American Educational Research Association (AERA) Conference. San Diego, CA.
Perry, J.A. & Imig, D. (2009). Mapping backwards to a stronger EdD, Association of Colleges of Teacher Education (AACTE) Conference. Atlanta, GA.
Perry, J.A. (2009). Reclaiming the education doctorate: Three cases of processes and roles in institutional change. Poster Presentation Association for the Study of Higher Education (ASHE) Conference. Vancouver, CA.
Perry, J.A. (2008). Mapping backwards to a new EdD, University Council for Education Administration (UCEA) Conference. Washington, DC
Perry, J.A. & Imig, D. (2008). Recapturing the education doctorate. Council on Graduate Schools (CGS) Conference, Plenary I session. Seattle, WA
Perry, J.A. & Imig, D. (2008). Reclaiming the education doctorate: A report from CPED. Council of Academic Deans from Research Education Institutions (CADREI). Newport, RI
Perry, J.A. & Imig, D. (2008). Strengthening doctoral education through collaboration. Association of Colleges of Teacher Education (AACTE) Conference. New Orleans, LA
Perry, J.A. & Imig, D. (2007) Update on Carnegie Project on the Education Doctorate. University Council for Education Administration (UCEA) Plenum Session. Washington, DC
Perry, J.A. (2002). International internships and overseas alumni clubs. ICC Annual Conference
Perry, J.A. (2002). The international campus is here to stay: Five innovative models. NAFSA Regional Conference (Best of Region Award). Manchester, NH
Perry, J.A. (2001). Benefits of an international education, Graduation Speech. American Business School, France
Perry, J.A. (1999). Intercultural sensitivity: A developmental approach. Conference, Bentley College
Perry, J.A., Blomberg, M., Belson, H. (1998) Integrating student development & intercultural theories in international education. NAFSA National Conference
Perry, J.A., Blomberg, M., Belson, H. (1997) Integrating student development & intercultural theories in international education. NAFSA Regional Conference
Perry, J.A. (1997). Using technology in managing study abroad. NAFSA Regional Conference
Perry, J.A. (1995). Study abroad 101: An introduction workshop. NAFSA Regional Conference
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