This manuscript provides insight into a new education doctorate program where action research is taught in core courses and used as a signature pedagogy and capstone experience. Although this program is promising, integrating action research in this way also carries tensions and insights for faculty working in higher education. Conclusions are presented that have the potential to help faculty address potential roadblocks and understand how action research can be used to create school leaders and agents of change.

Zambo, D., & Isai, S. (2012). Lessons learned by a faculty member working in an education doctorate program with students performing action research. Educational Action Research, 20(3), 473-479. Full Text.