Online EdD Program Graduates’ Persistence for Engaging in Ongoing Practitioner Research



action research, leadership, practitioner research, doctoral education


Doctoral graduates are expected to use research skills learned during their programs. The literature that speaks to this—particularly in EdD programs—is sparse. This study examined attitudes and behaviors of recent graduates of a practitioner-based program regarding their continued engagement with action research. Findings indicated that graduates believe strongly in the value of conducting action research and that many continue to do so. An identified impediment was a lack of institutional support from superiors, which is often overcome via the intrinsic satisfaction realized. Recommendations are offered for this doctoral program, as well as for practitioner-focused doctoral programs in general.

Author Biography

Craig Mertler, Barry University

I am currently an Associate Professor of Action Research & Quantitative Methods and have been an educator for 37 years, 27 of those in higher education, and 12 as an administrator. I teach courses focused on the application of action research to promote educator empowerment, school improvement, and job-embedded professional development, and also teach research methods, statistical analyses, and educational assessment methods. I have served as the research methodology expert on more than 100 doctoral dissertations and Masters theses.

I am the author of 28 books, 9 invited book chapters, 24 refereed journal articles, and 3 novels. I have presented more than 40 research papers at professional meetings, and have consulted with numerous schools, districts, and universities on classroom-based action research and on the broad topic of classroom assessment.




How to Cite

Mertler, C. (2023). Online EdD Program Graduates’ Persistence for Engaging in Ongoing Practitioner Research. Florida Journal of Educational Research, 60(1), 1–23. Retrieved from