A Reflective Exploration From Doctoral Professionals of an Educational Leadership Internship Selection and Matriculation Journey: Implications for Active Learning Environments
Abstract
The rigorous path to completing a doctoral degree within a professional educational program often necessitates candidates to successfully navigate a series of academic courses, all meticulously designed to fulfill the ultimate requirements for the coveted doctorate. Within the structured curriculum of many institutional settings, particularly those focused on educational leadership, a year-long internship frequently stands as a pivotal component of these demanding requirements. Reflectively, the doctoral candidates and professionals whose experiences inform this paper presentation are mandated to undertake a comprehensive internship spanning one summer semester followed by an entire academic year. This extensive practical engagement is not merely a standalone requirement but is strategically integrated to concurrently initiate the crucial process of developing a research agenda, which subsequently culminates in the comprehensive examination. The action research paper is informed by elements of reflective inquiry, drawing on a hybrid conceptual framework that combines active learning and Phenomenology.
Keywords
Action Research, Educational Leadership, Internship, Doctoral Professional
Professional Bio
Roni Fulwood-Scott Strearns is a second year doctoral professional, mother wife and fulltime HR Professional who states that " I am committed to seeing others be shaped into their greatest potential and reach their career and life goals. Higher Ed is where I've been thriving and serving over the last 14 years. Shundrea Windham is a second-year doctoral professional and is also an active duty member of the United States Army. Noran L. Moffett, Ed.D., is a professor of educational leadership and school administration and a past president of the Georgia Educational Research Association.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Windham, Shundrea; Fulwood-Scott Strearns, Roni D.; and Moffett, Noran L., "A Reflective Exploration From Doctoral Professionals of an Educational Leadership Internship Selection and Matriculation Journey: Implications for Active Learning Environments" (2026). Georgia Educational Research Association Conference. 49.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/49
A Reflective Exploration From Doctoral Professionals of an Educational Leadership Internship Selection and Matriculation Journey: Implications for Active Learning Environments
The rigorous path to completing a doctoral degree within a professional educational program often necessitates candidates to successfully navigate a series of academic courses, all meticulously designed to fulfill the ultimate requirements for the coveted doctorate. Within the structured curriculum of many institutional settings, particularly those focused on educational leadership, a year-long internship frequently stands as a pivotal component of these demanding requirements. Reflectively, the doctoral candidates and professionals whose experiences inform this paper presentation are mandated to undertake a comprehensive internship spanning one summer semester followed by an entire academic year. This extensive practical engagement is not merely a standalone requirement but is strategically integrated to concurrently initiate the crucial process of developing a research agenda, which subsequently culminates in the comprehensive examination. The action research paper is informed by elements of reflective inquiry, drawing on a hybrid conceptual framework that combines active learning and Phenomenology.
