Cover -- Table of Contents -- Preface...And a Call to Action (Virginia Stead) -- Section One: Ed.D. Program Access, Curriculum, and Pedagogy -- Chapter One: Ed.D. Program Candidate Recruitment and Admission Policy in the United States (Ann Toler Hilliard) -- Chapter Two: Online Ed.D. Program Delivery as a Medium for Enhanced Civic Engagement (Lara Willox) -- Chapter Three: Teaching Research Method Courses in a Hybrid Ed.D. Program: A Mixed Methods Study (Sunny Liu and M.D. Haque) -- Chapter Four: An Argument for the Ed.D. Project Study as an Alternative to the Dissertation (Christina M. Dawson, Cheryl Keen, and Carol Philips) -- Chapter Five: Reforming Practitioner-Based Ed.D. Programs: Access, Diversity, and Impact (Stephanie J. Jones) -- Chapter Six: A Mixed Methods Research Project: Combining Research, Evaluation, and Leadership Skills in Ed.D. Programs (Thomas W. Christ) -- Chapter Seven: Supervising the Educational Doctorate Dual Award (Ed.D.D.A.): Juggling Truth, Relevance, and Economic Development (Jude Chua and Yew-Jin Lee) -- Chapter Eight: Ed.D. Program Dissertation Research: Increasing the Odds of Completion (Kelly S. Hall) -- Chapter Nine: Perspectives from Morgan State, a Historically Black University: Rethinking Ed.D. and Ph.D. Education Programs (Glenda M. Prime and Whitney Johnson) -- Chapter Ten: Fitness for Purpose: Is This a Problem for Professional Ed.D. Programs? (Marnie O'Neill) -- Section Two: Ed.D. Program Diversity and Social Justice -- Chapter Eleven: Designing Educational Identity and Civic Courage: Using U.S.-Israeli Cross-National Dialogue to Transform the Ed.D. (Carol Kochhar-Bryant) -- Chapter Twelve: Activating the Ed.D. Teaching Experience to Challenge Microaggression in Evaluations of Minority Faculty (Lerona Dana Lewis).

Chapter Thirteen: Ed.D. Socialization Contexts: Origins, Evolving Purpose, Demographic Trends, and Institutional Practices (Zarrina Talan Azizova) -- Chapter Fourteen: Promoting Social Justice Through the Indian Leadership Education and Development (I LEAD) Ed.D. Program (Jioanna Carjuzaa, William G. Ruff, and David Henderson) -- Chapter Fifteen: The Authentic Ed.D. Program: Project-Based and Counter-Hegemonic (Four Arrows, aka Don Trent Jacobs) -- Chapter Sixteen: Leveraging Multiplicity in the Ed.D. Cohort toward Transformation of Practice (Paris T. Priore-Kim) -- Chapter Seventeen: Critical Discourse Analysis of Ed.D. Program Narratives: Engagement with Academic Conferences and Publications (Mariam Orkodashvili) -- Chapter Eighteen: Giving Voice Through the Practitioner-Based Ed.D. Program (Jocelyn Romero Demirbag) -- Chapter Nineteen: The 100 Dinners Project: An Ed.D. Capstone Project Grounded in Conceptual Change Theory (Audrey Hovannesian) -- Chapter Twenty: An Examination of the Intersecting Identities of Female Ed.D. Students and Their Journeys of Persistence (Amanda J. Rockinson-Szapkiw and Lucinda S. Spaulding) -- Section Three: Ed.D. Program Power to Create Social Justice and Equitable Community Leadership -- Chapter Twenty-One. Transforming the Ed.D. Program into a Force for Culturally Relevant Leadership (Michael L. Washington) -- Chapter Twenty-Two: Bridge Building: Can Ed.D. Program Redesign Connect Social Justice Scholars and Practitioners? (Cynthia J. Macgregor and Michele Smith) -- Chapter Twenty-Three: The Ed.D. Program in Educational Leadership: Applying Principles of Human Appreciation (Arnold Danzig and Elaine Chin) -- Chapter Twenty-Four: An International Survey of the Professional Ed.D. Program: Leading Reflective Research and Communities of Practice (Carla DiGiorgio).

Chapter Twenty-Five: Professional Scholarship in an Ed.D. Program: Research and Writing for Real-World Contexts and Community Impact (Tara L. Shepperson and Jessica Hearn) -- Chapter Twenty-Six: Stepping Up: Tribal College Leadership and the Ed.D. Program (Sweeney Windchief) -- Chapter Twenty-Seven: The Doctorate in Educational Leadership for Social Justice: A Decade of Impact at Loyola Marymount University (Jill Bickett, Karie Huchting, Ernest Rose, Mary K. McCullough, and Shane P. Martin) -- Chapter Twenty-Eight: Whose Knowledge Counts in an Ed.D. Program? Building Diverse Relationships to Illuminate Opportunities and Challenges (Christopher Burke and Truman Hudson, Jr.) -- Chapter Twenty-Nine: Issues of Superintendent Preparation in Disadvantaged Areas: Considering the Usefulness of the Educational Doctorate (Ed.D.) (Chris Willis and Kay Brocato) -- Chapter Thirty: Reimagining the Education Doctorate (Ed.D.) as a Catalyst for Social Change (David J. Siegel and Crystal R. Chambers) -- About the Contributors.