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Contemporary Approaches to Dissertation Development and Research Methods

Book Description

Uncovering the best methods for conducting and writing about research is vital to members of the academic community, especially to those just beginning their careers. In this regard, graduate and post-graduate degree programs are crucial in ensuring that future academic and professional progress will continue. Contemporary Approaches to Dissertation Development and Research Methods is a pivotal reference source that focuses on current models used for doctoral dissertations and how these techniques impact future research and knowledge in various scholarly fields. Featuring innovative perspectives on the design and function of doctoral programs, this book is ideally designed for practitioners, researchers, and academicians.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  6. Foreword
  7. Preface
  8. Acknowledgment
  9. Section 1: The Nature of the Dissertation in Practice
    1. Chapter 1: The Consequential Relationship between Doctoral Course Design and Capstone Design
      1. ABSTRACT
      2. INTRODUCTION
      3. HISTORY
      4. SIMILARITIES AND DIFFERENCES
      5. MODE 1 AND MODE 2 KNOWLEDGE
      6. CAPSTONE DESIGN
      7. RESEARCH METHODS
      8. METHODOLOGY
      9. LIMITATION
      10. DISCUSSION
      11. CONCLUSION
      12. REFERENCES
    2. Chapter 2: The Role of Theory in EdD Programs and Dissertations in Practice
      1. ABSTRACT
      2. INTRODUCTION
      3. THE USE OF THEORY
      4. THREE DEFINITIONS OF THEORY
      5. ANNOTATED SAMPLE OF THEORY IN A DISSERTATION
      6. WHAT THEORY BRINGS TO PRACTICE
      7. CONCLUSION
      8. REFERENCES
      9. ENDNOTES
      10. APPENDIX
    3. Chapter 3: Identity, Commitment, and Change Agency
      1. ABSTRACT
      2. INTRODUCTION
      3. CRITIQUE OF TRADITIONAL LEADERSHIP PROGRAMS
      4. IDENTITY, COMMITMENT, AND CIVIC AGENCY
      5. AN EXEMPLAR FOR BUILDING CIVIC AGENCY
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
      9. ENDNOTE
    4. Chapter 4: Alternative Dissertation Formats
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCEPTUAL FRAMEWORK AND ALTERNATIVE DISSERTATION FORMATS
      4. BENEFITS OF ALTERNATIVE FORMATS
      5. CHALLENGES OF ALTERNATIVE FORMATS
      6. CONCLUSION
      7. REFERENCES
    5. Chapter 5: Dissertation Redesign for Scholarly Practitioners in Educational Leadership
      1. ABSTRACT
      2. INTRODUCTION
      3. HISTORY OF THE MU EdD
      4. DESCRIPTION OF MU EdD PROGRAM
      5. DEVELOPMENT OF THE DISSERTATION-IN-PRACTICE
      6. DISSEMINATION FOCUSED DISSERTATION-IN-PRACTICE
      7. EMERGING SUPPORTS FOR SCHOLARLY PRACTITIONER GRADUATES
      8. CONCLUDING REMARKS
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    6. Chapter 6: Creating an EdD Structure, Program, and Process Fulfilling the Needs of Doctoral Candidates and the Communities They Will Serve
      1. ABSTRACT
      2. INTRODUCTION
      3. TRANSFORMATIVE LEADERSHIP: CONCEPTUAL LENS INFORMING THE REDESIGN PROCESS
      4. REDESIGN
      5. THE DISSERTATION IN PRACTICE: WEAVING BOTH EDD TRACKS TOGETHER
      6. AGGRESSIVE HANDHOLDING: THE ROLE OF THE DISSERTATION CHAIR/MENTOR
      7. NEXT STEPS
      8. REFERENCES
      9. APPENDIX
    7. Chapter 7: Adapting and Advocating for an Online EdD Program in Changing Times and “Sacred” Cultures
      1. ABSTRACT
      2. INTRODUCTION
      3. PART I: WESTERN’S CURRENT EDD PROGRAM DESIGN AND DISSERTATION MODEL
      4. PART II: CHANGING TIMES, “SACRED” NORMS, AND PROGRAM (RE)DESIGNS
      5. PART III: ADAPTABILITY IN AND ADVOCACY FOR ONLINE EDD PROGRAMS
      6. CONCLUSION
      7. ACKNOWLEDGMENT
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
      10. ENDNOTES
  10. Section 2: Innovative Approaches to the Professional Practice Doctorate
    1. Chapter 8: Practice as Research
      1. ABSTRACT
      2. INTRODUCTION
      3. CONCLUSION
      4. REFERENCES
    2. Chapter 9: Guiding Principles for Quality Professional Practice Dissertations
      1. ABSTRACT
      2. INTRODUCTION
      3. GUIDING PRINCIPLES FOR PROFESSIONAL PRACTICE DISSERTATIONS
      4. GUIDING PRINCIPLES AND PERTINENT THEMES
      5. GUIDING PRINCIPLES AND IMPLICATIONS FOR OTHERS
      6. CONCLUSION
      7. REFERENCES
    3. Chapter 10: Becoming Practitioner-Scholars
      1. ABSTRACT
      2. INTRODUCTION
      3. WHAT ARE WE LEARNING? CONCLUDING THOUGHTS
      4. REFERENCES
      5. ENDNOTE
    4. Chapter 11: Enacting a Cycle of Inquiry Capstone Research Project in Doctoral-Level Leadership Preparation
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. UIC’s PROGRAM GOALS AND OVERALL STRUCTURE
      5. PURPOSE, RATIONALE FOR CYCLE OF INQUIRY CAPSTONE AS CRE
      6. UIC’s CYCLE OF INQUIRY CRE
      7. DATA COLLECTION/ANALYSIS AND INITIAL USE OF LITERATURE
      8. MULTIPLE AND ALIGNED SUPPORTS FOR LEADING CYCLES OF INQUIRY
      9. WRITING CAPSTONE CASE/PROPOSAL, CAPSTONE ADVISING, AND FINAL CAPSTONE DEFENSE
      10. THE REALITIES OF MAKING IT WORK
      11. CONCLUSION AND IMPLICATIONS
      12. REFERENCES
      13. ENDNOTES
    5. Chapter 12: Conducting a Design-Based Research EdD Dissertation
      1. ABSTRACT
      2. INTRODUCTION
      3. THE EMERGENCE OF DESIGN-BASED RESEARCH (DBR) AS AN ALTERNATIVE TO THE TRADITIONAL MODEL OF RESEARCH AND SCIENTIFIC DISCOVERY
      4. WHAT IS DBR?
      5. THE DESIGN OF SEVERAL VERY SUCCESSFUL NETWORKED IMPROVEMENT COMMUNITIES (NICS)
      6. DEVELOPING AN NIC-LIKE DBR DISSERTATION
      7. SUMMARY AND CONCLUSION
      8. REFERENCES
      9. ENDNOTES
    6. Chapter 13: An Adaptive Model for a Rigorous Professional Practice Doctorate
      1. ABSTRACT
      2. INTRODUCTION
      3. A HISTORY OF THE EDUCATION DOCTORATE
      4. “WHAT DOES BETTER LOOK LIKE?”: THE DISQUISITION
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
    7. Chapter 14: Educational Leaders and the Program Evaluation Dissertation with Logic Model
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DETAILS OF THE PROGRAM EVALUATION DISSERTATION
      5. CONSIDERATIONS FOR PROFESSIONAL PRACTICE DOCTORAL PROGRAMS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
      9. ENDNOTE
      10. APPENDIX 1
      11. APPENDIX 2
    8. Chapter 15: Addressing Critical Problems through Leadership Portfolios
      1. ABSTRACT
      2. INTRODUCTION
      3. UNIVERSITY OF DELAWARE EDUCATION LEADERSHIP PORTFOLIO
      4. METHODS
      5. LIMITATIONS
      6. RESULTS
      7. DISCUSSION
      8. CONCLUSION AND IMPLICATIONS
      9. REFERENCES
      10. ENDNOTE
  11. Section 3: Impact of the Professional Practice Doctorate on the Scholarly Practitioner
    1. Chapter 16: Assessing the Performance of a Cohort-Based Model Using Domestic and International Practices
      1. ABSTRACT
      2. INTRODUCTION
      3. BRIEF OVERVIEW OF BELIZEAN EDUCATION
      4. PLANNING AND PREPARATION FOR AN INTERNATIONAL PARTNERSHIP
      5. DELIBERATION OF A COHORT-BASED MODEL AND AN ED.D. VS. PH.D. DEGREE
      6. IMPLEMENTATION OF THE ED.D. PROGRAM IN BELIZE
      7. STUDENT PROFILES
      8. STRENGTHS AND UNIQUENESS OF THE PROGRAM
      9. PROGRAM CHALLENGES: LOGISTICS AND INSTRUCTIONAL DELIVERY
      10. PROGRAM COMPLETION RESULTS AND STATISTICS
      11. SOLUTIONS AND RECOMMENDATIONS
      12. CONCLUSION
      13. REFERENCES
      14. KEY TERMS AND DEFINITIONS
      15. ENDNOTE
    2. Chapter 17: Principles of Discussion in Qualitative Educational Research
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SECTION 1: FIVE COMPOMENTS OF DISCUSSION
      5. SECTION 2: DEVELOPMENT OF KNOWLEDGE AND ABILITIES
      6. CONCLUSION OF THE CHAPTER
      7. REFERENCES
    3. Chapter 18: Supporting Scholar-Practitioners toward Doctoral Degree Attainment
      1. ABSTRACT
      2. SUPPORTING SCHOLAR-PRACTITIONERS TOWARD DOCTORAL DEGREE ATTAINMENT: INTENTIONAL STRATEGIES FOR DISSERTATION COMPLETION
      3. STUDENTS AS SCHOLAR-PRACTITIONERS
      4. DOCTORAL COMPLETION AND TIME TO DEGREE
      5. STUDENT-FACULTY RELATIONSHIPS
      6. STUDENT-STUDENT RELATIONSHIPS
      7. DISSERTATION SUPPORT FOR SCHOLAR-PRACTITIONERS
      8. CONCLUSION
      9. REFERENCES
    4. Chapter 19: The Scholarly Practitioner as Steward of the Practice
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. PRACTITIONER AS STEWARD AND SCHOLAR
      5. THE STUDY
      6. FINDINGS
      7. SIGNIFICANCE AND RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. ENDNOTE
  12. Compilation of References
  13. About the Contributors