delivers a framework for EdD restructuring from the Carnegie Project on the Education Doctorate (CPED), a collective of 100+ colleges and universities in the United States, Canada, and New Zealand that is focused on preparing scholarly practitioners through a reimagined, yet flexible EdD framework. The framework presented is altogether utile, theoretical, and practical, and Perry's volume provides a cohesive path for transformative EdD reform. The text tackles tensions that have long existed

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... ween PhD and EdD education and outlines ways in which an EdD curriculum can be redesigned to prepare scholarly practitioners for transformational leadership roles within education. The volume's thoughtful consideration of the depth of issues that surround EdD reform allow the CPED framework to be transferable to multiple institutional contexts, which strengthens its utility for multiple audiences. This volume contains 13 chapters with an introductory chapter by the volume editor that describes transformational leadership approaches in CPED-influenced EdD programs that develop scholarly practitioners. The first section, Tools for Considering EdD Program Redesign, makes manageable the process for reimagining an EdD program. Specifically, the section proposes reflexive questions for program faculty to consider, strategies for leveraging leadership to support programmatic changes, and curricular tools for program redesign. The second section, Highlights from CPED-Influenced Programs, handily considers the successes of CPED institutions mostly related to their implementation of the reconsidered dissertation of practice. The final section, In Their Own Words-Experiences of Scholarly Practitioners, uniquely explores through CPED-influenced EdD graduates' voices the dissertation of practice's influence on graduates' development as scholarly practitioners. Throughout the volume are details and examples of signature pedagogical techniques unique to the CPED framework. These examples are supported by CPED data and rich qualitative examples that highlight instances where the CPED framework created effective laboratories of practice for EdD students. For example, Chapter 9, The Role of Research Courses, by Belzer, Axelrod, Benedict, Jakubik, Rosen and Olcay presents two sets of datasets from CPED institutions that demonstrate the utility of the realigned methodology courses. Located within the first section, chapter 4, Building and Sustaining a Learning Cohort, by Browne-Ferrigno and Maughan is especially worth highlighting because it provides an essential and unique overview of the CPED-influenced learning cohort model that promotes peer collaboration and cooperative learning. This signature pedagogy maintains soundness and the chapter authors aptly outline generative strategies that produce successful outcomes as well as expected obstacles to cohort implementation. Chapter 5, Mentoring Students in CPED-Influenced Doctoral Programs, by Ewbank is, likewise, noteworthy because of its description of mediating faculty engagement through sustained and integrative mentoring relationships. For CPED-influenced programs, these effective relationships occur before, during, and beyond a student's enrollment in an EdD program. Combined with other key curricular designs detailed later in the text, such as offering practical research courses and producing a dissertation of practice, these chapters contribute to a unified framework that is neither static nor fixed. Instead, the framework's adhesion to core CPED principles allow its specific implementation to remain fluid and flexible in order to meet the demands of individual institutions' contexts.