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Purpose: With the increasing need for well-­-prepared and leading practitioners in the field of education as well as the renewed efforts to further distinguish the EdD from the PhD in higher education in recent years, the curriculum of EdD programs nationwide has been questioned and criticized for its disconnection from the needs of leading practitioners and schools. The primary purpose of this study is to examine the practical relevance of the coursework of EdD programs in PK-­12 school leadership. Methods: Three hundred and forty-two principals from California public schools, and 43 EdD program graduates and 38 doctoral faculty members from the California State University system participated in this study. A survey instrument developed on the basis of ISLLC 1996 and ISLLC 2008 was used to measure respondents' perceived importance of the knowledge, skills, and values for effective school leadership and the extent to which they were included in the EdD coursework. MANOVA and discriminant analysis were conducted to answer the specific research questions. Findings: Results indicate that the curriculum of the EdD leadership programs lacks practical relevance. In practice the EdD has not been differentiated from the PhD with respect to the coursework. Implications: The practical relevance of the coursework should be considered in the assessment and evaluation of the quality or effectiveness of an EdD program, and used to distinguish the EdD from the PhD. The findings add empirical evidence to the renewed debate over the distinction between the EdD and the PhD, and spur revitalization of the EdD.

Online learning is rapidly becoming one of the most prevalent delivery methods of learning in institutions of higher education. It provides college students, especially adult students, an alternative, convenient, and cost-efficient method to earn their credentials, upgrade their skills and knowledge, and keep or upgrade their employment. But at the same time it brings about new issues and challenges different from traditional instruction, including student verification, prevention of academic dishonesty, and use of new technology. The purpose of this study is to examine the effectiveness of student authentication and authenticity in online learning at community colleges through faculty's perceptions of the three key institutional factors: (a) institutional policies and procedures; (b) professional development and training; and (c) technology support services. The results of this study show that there are significant gaps between what are considered by faculty as important in the three areas and what are in place in reality. Evidence of this study also indicates that professional development and training and institutional policies and procedures have a positive effect on the increase of faculty's awareness of the importance of student authentication and authenticity. Additionally, implications for further research, as well as for policy and practice, are discussed.