北肯塔基大学教育领导力计划教育博士（Ed.D.）专为经验丰富，就业充分的P-20教育，机构和公民领袖而设计。该计划旨在通过以下方式来提高从业者学者的发展以及他们作为领导者的有效性：增加他们的知识，技能和性格。增强他们激励组织和社区内其他人取得卓越成就的能力。积极参与自身及其机构，以提高其组织和社区的教育水平，经济生存能力和宜居性。NKU教育领导力计划教育博士（Ed。D.）旨在提高P-20环境和其他人类服务领域的教学和行政领导者的领导技能。它是从业人员与学者的学位，旨在满足一系列“最佳实践”能力/成果，并结
We define educational leadership as the reflective, informed practice of facilitating learning, change, and growth in individuals and communities in both formal and informal settings. Educational leaders are those people who facilitate the growth and development of organizations and communities.<br><br>Our students (whom we call Learning Associates) come from a range of helping professions, including:<br><br>P-12 education<br>Higherpost-secondary education<br>Non-profits<br>Publicgovernmental sector<br>Health care<br>Consulting<br>Training and development<br>Museum educationinterpretation<br>Bringing together Learning Associates across disciplinary backgrounds and experiences creates a more robust learning environment for everyone.<br><br>Our faculty are experienced, innovative leadership scholarly practitioners who are deeply engaged with our program and Learning Associates. Your classes are taught by a balance of full-time university faculty and part-time faculty who are primarily engaged in non-faculty roles to ensure that you get the benefit of both perspectives.<br><br>We are a proud member of the Carnegie Project on the Education Doctorate (CPED).<br><br>Defining elements of our program include:<br><br>Practitioner-scholar focus designed to prepare leaders who construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities;<br>A cohort model that provides opportunities for learning associates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships;<br>Emphasis on enhancing existing leadership skills by integrating theory and practice through job-embedded and “puzzles of practice” learning experiences;<br>Focus on the knowledge and skills component necessary for effective practitioners as well as on the human or dispositional qualities associated with transformational leadership;<br>A set of program outcomes that integrates both practical and research knowledge and links theory with systemic and systematic inquiry;<br>A focus on current educational leadership challenges, often framed around questions of equity, ethics, and justice to bring about solutions to complex problems of practice;<br>A commitment to action research, emphasizing the generation, transformation, and use of professional knowledge and practice.