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Varga, Mary Alice; Green, Katherine B.; Lindsey, Justin Grant – Impacting Education: Journal on Transforming Professional Practice, 2022
This essay discusses the emergence of the program evaluation dissertation in our doctoral program as the preferred dissertation in practice (DiP) option. We also outline important considerations that must be reviewed with students when considering this approach. Our students are professional educational leaders in the settings where they conduct…
Descriptors: Doctoral Dissertations, Program Evaluation, Teaching Methods, Doctoral Programs
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Leach, Lesley F.; Baker, Credence; Leamons, Catherine G.; Bunch, Phillis; Brock, Jesse – Impacting Education: Journal on Transforming Professional Practice, 2021
Improvement initiatives crafted based on well-understood problems of practice often stand the greatest chance of leading to sustainable educational improvements. Framing problems of practice using multiple modes of evidence is advisable to fully understand the system of root causes of the problem and its stakeholders. In this study, we used the…
Descriptors: Evidence, Doctoral Dissertations, Doctoral Students, Education Courses
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Hash, Peaches – Impacting Education: Journal on Transforming Professional Practice, 2022
A student within a university's Ed.D. program is encouraged by her director to narrow her research focus; however, her interests in Curriculum Studies, Arts-Based Educational Research, and Composition Studies led her to design a practitioner action research study examining intersections between the fields. As she collected participants' data, she…
Descriptors: Doctoral Students, Doctoral Dissertations, Action Research, Educational Research
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Ewell, Sara; Childers-McKee, Cherese; Giblin, Joan; McNabb, Joe; Nolan, Kim; Parenti, Melissa – Impacting Education: Journal on Transforming Professional Practice, 2022
This essay describes the development and implementation of the redesigned Doctor of Education program at Northeastern University. In our new model, students implement and evaluate the effectiveness of their change work while enrolled in our program. Our intent in moving from a traditional model to our alternative model was to focus on providing…
Descriptors: Doctoral Dissertations, Curriculum Development, Curriculum Implementation, Action Research
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Eryilmaz, ├ľnder – Participatory Educational Research, 2022
Although there is an increasing number of studies concentrating upon education, some researchers have revealed that most studies, including qualitative studies in education, have methodological issues. One of the most common mistakes and neglected issues in qualitative studies is not to ensure the trustworthiness of the research, which indeed is…
Descriptors: Foreign Countries, Doctoral Dissertations, Research Methodology, Credibility
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Pereira, Brenda Braga; Silva, Luciano Fernandes; dos Santos, Janaina Roberta – Science & Education, 2022
The purpose of this study is to identify and analyze meanings that the term "complexity" assumes in Brazilian theses and dissertations in the field of environmental education, especially when addressing socio-environmental issues. The studies were selected from the database Theses and Dissertations of EArte (http://earte.net/), which is…
Descriptors: Environmental Education, Foreign Countries, Theses, Doctoral Dissertations
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Hanson, Janet; Loose, William; Reveles, Ursula – Journal of College Student Retention: Research, Theory & Practice, 2022
This study identified emergent themes from the interview data of at-risk-for-completion doctoral candidates (N = 13; 59%), from a diverse demographic, who participated in a successful dissertation completion intervention program. The findings revealed four major themes including extrinsic factors, socioemotional, formal structures of the program,…
Descriptors: Doctoral Dissertations, Doctoral Students, At Risk Students, Intervention
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Wang, Ting; Lund, Brady; Dow, Mirah – Education for Information, 2022
By reading the titles, abstracts, and keywords of LIS doctoral dissertations in China from 2011-2020 and conducting cluster analysis and network analysis of keywords, this study aims to understand the intelligence structure of LIS doctoral dissertations in China, as well as the disciplines and topics intersecting with LIS. The results indicated…
Descriptors: Bibliometrics, Library Education, Information Science Education, Doctoral Students
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Hodgson, David – Active Learning in Higher Education, 2020
The examination of a PhD thesis marks an important stage in the PhD student journey. Here, the student's research, thinking and writing are assessed by experts in their field. Yet, in the early stages of candidature, students often do not know what is expected of their thesis, nor what examiners will scrutinise and comment on. However, what…
Descriptors: Doctoral Students, Doctoral Dissertations, Expectation, Supervision
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Waalkes, Phillip; DeCino, Daniel; Flynn, Stephen V. – Counselor Education and Supervision, 2021
We conducted a qualitative content analysis on counseling dissertations (N = 250) completed between 2017 and 2018. Identified categories included: (1) paradigms, philosophies of science, and theories; (2) research methodologies; and (3) trustworthiness. The results indicated an infrequent use of paradigmatic frameworks and a distinct pattern of…
Descriptors: Content Analysis, Doctoral Dissertations, Counselor Training, Models
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Janesick, Valerie J. – Research in the Schools, 2021
The author writes about the importance of the role of the research methodologist on dissertation committees. She discusses positive and negative aspects of the role and the importance of choosing a methodologist with care. She reflects on the qualities of a dependable methodologist. The role, identity issues for the methodologist, and the joy of…
Descriptors: Educational Research, Research Methodology, Consultants, Role
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Hamilton, William – Impacting Education: Journal on Transforming Professional Practice, 2022
This personal reflective essay explores a group Dissertation in Practice (DiP) model and process used in a localized Doctor of Education program. It describes and recommends this team-based DiP approach as an innovation that prepares practitioners to tackle complex problems of practice by focusing on a process centered around group dynamics that…
Descriptors: Cooperative Learning, Doctoral Dissertations, Teaching Methods, Doctoral Students
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Johnson, Ane Turner; Kerrigan, Monica Reid – Studies in Graduate and Postdoctoral Education, 2022
Purpose: In this study, the authors explored the situation of the doctoral candidate in the social sciences as they were confronted by crisis and forced to make changes to their dissertation research plans. The authors conceptualized this as a methodological pivot, or an unexpected shift in trajectory, in which candidates engaged and that…
Descriptors: Doctoral Students, Social Sciences, Doctoral Dissertations, Student Research
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Kramer, Angela M. – Impacting Education: Journal on Transforming Professional Practice, 2022
By crafting a dramatic script about struggling high school readers that I then shared with real students in my Reading classes, I applied Arts-based education research (ABER) methods. Through the writing, presentation, collection, and reflection on student feedback, as well as during the script rewriting process, I was allowed to engage in a…
Descriptors: Student Motivation, Doctoral Dissertations, Art Activities, Educational Research
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Pape, Stephen J.; Bryant, Camille L.; JohnBull, Ranjini Mahinda; Karp, Karen S. – Impacting Education: Journal on Transforming Professional Practice, 2022
The Johns Hopkins University Doctor of Education program was developed with the expressed program outcome of developing leaders who possess the knowledge, skills, and dispositions to rigorously examine educational problems of practice with stakeholders within their context of professional practice using a social justice lens. The purpose of this…
Descriptors: Graduate Students, Doctoral Dissertations, Doctoral Programs, Schools of Education
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