2013 Volume Forty-Four, Number 3/4 Richard De Lisi Relection, Reconstruction, and Transformation of the EdD: A Dean’s Perspective Karen Symms Gallagher Improving Doctoral Degrees in Education: Focus on Mission, Coherence, and Sustainability Olga Welch Interrogating Our Practice: Enacting a “Yes and” CPED Agenda at Duquesne University Judith A. Aiken & Cynthia Gerstl-Pepin Envisioning the EdD and PhD as a Partnership for Change Craig Hochbein & Jill A. Perry The Role of Research in the Professional Doctorate Alisa Belzer & Sharon Ryan Deining the Problem of Practice Dissertation: Where’s the Practice, What’s the Problem? Richard D. Sawyer Learning to Walk the Talk: Designing a Teacher Leadership EdD Program as a Laboratory of Practice Anysia Mayer, Kimberly LeChasseur, Morgaen Donaldson, & Casey Cobb Organizational Learning as a Model for Continuous Transformation Debby Zambo Elbow Learning about Change, Leadership, and Research in a CPED-Inluenced Program Robert Rueda, Melora Sundt, & Lawrence O. Picus Developing Scholarly Practitioners: Lessons from a Decade Long Experiment Elaine Chan, Ruth M. Heaton, Stephen A. Swidler, & Susan Wunder Examining CPED Cohort Dissertations: A Window into the Learning of EdD Students Martin R. Reardon Towards Best Practice in Ethics Education for Scholarly Practitioners of Leadership: An Undistorted View of Reality Audrey Hovannesian CPED: Reshaping Perceptions of the Scholarly Practitioner Jaime C. Stacy The Dissertation in Practice: A Student’s Perspective & AND planning changing An Educational Leadership and Policy Journal Special Issue Carnegie Project on the Education Doctorate The Education Doctorate–A Degree for Our Times