Education dissertation action research
Language English. Item Type Thesis or Dissertation. Collections This dissertation is part of the following collection of related materials. UNT Theses and Dissertations Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process.
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Repositioning map may be required for optimal printing. Mapped Locations. Interact With This Dissertation Here are some suggestions for what to do next. However, Shulman et al. Bi-annual, three-day CPED convenings include graduate students, college deans, clinical faculty, teachers, college professors, and school administrators from member institutions.
The first convening in Palo Alto, CA June , attended by 25 invited institutions, set the tone for future convenings by orchestrating an exchange of information with colleagues, grounded in a spirit of scholarly generosity, ethical responsibility, and integrity. A second group of institutions responded to a call for CPED membership in Identified as Phase II institutions, 26 new universities joined the consortium, beginning their work of EdD re-design at the fall convening held at Burlington, Vermont in An ongoing discussion has centered on the nature of the final capstone of CPED influenced programs which Hamilton et al.
Many Phase 1 institutional members are farther into their programmatic implementation, with cohorts who have graduated and completed a DiP. An informal survey of current CPED institutions CPED, identified culminating projects including white papers, articles for publication, monographs, electronic portfolios, and the traditional five chapter dissertation document.
Not surprisingly, the consortium has struggled to reach consensus on a DiP definition. What is agreed upon by the consortium is that the DiP is focused on practice, and that local context matters.
Action research: an approach to student work based learning
Faculty in EdD programs must have a clear sense of the nature of problems in practice among their constituent base, appropriate types of inquiry used to address those issues, and the manner in which results can be conveyed in authentic, productive ways Sands et al. During the Fall convening, consortium members tackled the development of a set of standards and criteria to assess the DiP. Questions regarding the requirements of DiP remained, however. Is this doable in a dissertation capstone?
Scholarly practitioners blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice.
They disseminate work in multiple ways, with an obligation to resolve problems of practice by collaborating with key stakeholders, including the partners from schools, community, and the university. The second CPED principle, inquiry as practice, poses significant questions focused on complex problems of practice. By using various research, theories, and professional wisdom, scholarly practitioners design innovative solutions to improve problems of practice.
Inquiry of Practice requires the ability to gather, organize, judge, aggregate, and analyze situations, literature, and data with a critical lens Sands et al. In arguing for a problem solving study, Archbald advised that unlike a research dissertation, findings are not the goal.
Review of this feedback led to item criteria refinement along with performance indicators:. In this section, we turn to the international community for guidance in answering two major issues concerning the CPED Award Committee as they wrestled with the assessment criteria.
Teacher Education Theses and Dissertations | Teacher Education | Brigham Young University
First, what should a DiP look like? Second, how should DiP potential impact be measured? Numerous national and international bodies govern qualifications and specifications for what doctoral level work should look like, e. Common to all is the emphasis on critical assessment of the originality of findings presented in the dissertation in the context of the literature and the research.
In their view, the difference between a PhD and a Professional Practice Doctorate is the demonstration of knowledge production that makes a significant contribution to the profession. But the question remains, what should a DiP look like? Fulton et al.
http://unifi8.smarthotspots.com/18602-tinder-locate.php An active contribution generates new significant knowledge, which results in significant improvement in practice. An inactive contribution generates significant knowledge that has not yet been disseminated. For this action research study Lewin, ; Stringer, , we gathered data from an online survey from the eight member DiP Award Committee. Members came from a variety of institutions; four had previous Dissertation Award Committee experience with American Education Research Association special interest groups.
The authors of this paper were among those who provided data. Each member of the committee responded to an email invitation to complete a blind review of four DiP synopses submitted by the nominated candidate. Two committee members assessed each synopsis against the assessment item criteria, with a third assessment by the committee chair, as needed.
Based on the quantitative scores and qualitative comments of the synopses, the pool was narrowed from 25 to 6 DiPs. A second blind review of the full text of the six DiPs was conducted with each committee member reading the full DiP and submitting criteria assessment data in Qualtrics. The authors of this paper are DiP Award Committee members, which could cause bias in interpretation. The sample was neither random nor sufficiently large to draw generalizable conclusions.
While not surprising that most submissions came from Phase 1 institutions, multiple submissions from any institution was unexpected. Item means ranged from 2. Across the range of individual responses 2 reviewers x 25 dissertations x 6 survey items , a 1 Unacceptable was selected only four times, while 4 Exceptional was selected 50 times. The remaining responses were either a 2 Developing or 3 Target , indicating considerable restriction of range at both ends of the scale.
As for measures of central tendency, the median of 3 Target , and a grand mean of 2.
Figure 1 shows a frequency distribution of total scores for the 25 DiPs submitted for review. The numbers on the X-axis represent a unique identifier for the 25 reviewed DiPs. The scale ranged from possible points 6 items of the survey x 4 maximum points allowed x 2 reviewers. The observed scores ranged from 25 to 45 with no obvious natural breaks in the distribution. Figure 1. Frequency distribution of scores across 25 DiPs synopses. Prior to scoring, the DiP Award Committee predicted that an analysis of the score distribution might reveal a natural break that could be useful to narrow the pool for further review.
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Because there were no obvious natural breaks, the committee, after careful review of both the quantitative and the qualitative data, agreed that the top six scoring DiPs would move forward for a full text review. The format of 24 DiPs was the traditional five chapter dissertation, with one non-traditional chapter. All had single authors. Two submissions implemented results of their study and showed immediate impact. The average page length of the 25 DiPs was , with a range of pages.
Four studies used quantitative methods, 17 used qualitative methods, and four used mixed methods. The methodology used in 10 studies was action research, case studies, grounded theory, and phenomenology. In additional to numerical rating, the DiP Committee members commented on quality and overall alignment with the DiP assessment criteria. For DiPs that received similar, or identical marks, committee members reviewed the reflective comments, re-read the synopses, and continued meetings via Skype, Adobe Connect, or by phone.
The inclusion of quality data provided a point of reference to triangulate perspectives regarding the eventual five finalists. Critical reflections and subsequent comments can often appear somewhat tenuous. Elements of ambiguity may exist in such reviews, and reviewers may be guilty of overgeneralizing. As the process continued, a clear inter-rater agreement Creswell, was evident among committee members.
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The qualitative data confirmed the quantitative findings. A characteristic of all submitted DiPs was addressing immediate needs in practice. Some were assessments of existing programs; others delved into theoretical constructs and inquired about their applicability to educational issues within the local, regional, or national context. Among these studies, a few took their inquiry directly into the classroom.
While the DiPs that rose to the top during the review process were regarded by their submitting institutions as exemplary, not all addressed all of the assessment criteria in their synopsis. Discrepancy in alignment to the Working Principles may be indicative of an analogous disconnect between the central principles that were developed by the consortium to guide all programs in and what is, in reality, being practiced currently among Phase I and II CPED institutions.
The assumption that these principles would be tested during Phase II seems to be flawed, borne out by the analysis of the data. Alternately, the discrepancy in alignment to the Working Principles may also reflect the need for additional refinement and discussion around the rubric used for review by the DiP Award Committee. Again, because the rubric evolved from a community-based process, further refinements may require similar processes of discussion and recommendation from the broader constituency.
Many of the DiP submissions lacked clear evidence of impact on practice, a characteristic that is foundational to the Working Principles. The analysis of DiPs and the narrative presented is indicative of both the challenges institutions face and their pervasiveness, as faculty wrestle with the design of a professional practice doctorate program. While challenging, the identification of common issues provides an opportunity for institutions to engage in conversation with others that appear to have found solutions to some of the challenges. What Descriptive information to help identify this dissertation.
Art -- Study and teaching Elementary -- Texas -- Denton. Folk art -- Study and teaching Elementary -- Texas -- Denton. Language English. Item Type Thesis or Dissertation. Collections This dissertation is part of the following collection of related materials. UNT Theses and Dissertations Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. About Browse this Collection. Digital Files image files available in multiple sizes 1 file.
When Dates and time periods associated with this dissertation. Creation Date May Description Last Updated Nov. Usage Statistics When was this dissertation last used? Yesterday: Past 30 days: Total Uses: 7, More Statistics. Where Geographical information about where this dissertation originated or about its content. Map Information Automatically generated Place Name coordinates. Automatically generated Publication Place coordinates.