Department of Teaching, Learning and Teacher Education


Date of this Version



Series Editors’ Foreword. In M. M. Latta & S. Wunder (Eds.), Placing Practitioner Knowledge at the Center of Teacher Education: Rethinking the Policy and Practice of the Education Doctorate (pp. ix-xi). Charlotte NC: Information Age Publishing.


Copyright © 2012 IAP–Information Age Publishing, Inc.


The starting point for this book is a new phase—the Carnegie Program for the Education Doctorate (CPED)—of the longstanding dilemma of whether and how to to distinguish advanced graduate education for the Doctorate of Philosophy (PhD) in education from the Doctorate of Education (EdD). EdD graduates should have gained not just in knowledge, but also in capability—to not only know new things, but to be able to do new practices and/or engage previous skills and practices more effectively.