The Conceptual Dissertation: Commentaries by Practitioners as Inquirers.

Autor/inn/en	Garman, Noreen B.; und weitere
Titel	The Conceptual Dissertation: Commentaries by Practitioners as Inquirers.
Quelle	(1986), (68 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Concept Formation; Doctoral Dissertations; Educational Practices; Educational Research; Females; Gifted; Higher Education; Inservice Teacher Education; Interpretive Skills; Models; Nontraditional Education; Promotion (Occupational); Research Methodology; Schemata (Cognition); Scholarship; Secondary School Curriculum; Sex Stereotypes; Teacher Supervision; Teaching Hospitals; Theories + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Weibliches Geschlecht; Begabter, Hoch Begabter; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Interpretationsmethode; Analogiemodell; Non-traditional education; Alternative Erziehung; Aufstiegsberuf; Berufsförderung; Research method; Forschungsmethode; Cognition; Schema; Kognition; Scholarships; Stipendium; Theory; Theorie
Abstract	Opinions about the conceptual dissertation are offered in seven colloquium papers by educational practitioners/scholars who have finished their dissertations over the past 5 years. Conceptual/interpretive dissertation research issues include finding a consistent language and research rationale for studies. In addition to an introduction by Noreen B. Garman, paper titles and authors are as follows: "Grounded Theory as It Relates to Educational Practice in Hospitals" (Maria E. Piartanida); "Grounded Theory as It Relates to Human Resources Supervision in an Alternative High School" (Susan P. Goodwin); "Using Continuous Comparative Analysis to Formulate Curriculum Construals for Gifted Education" (Joan C. Leukhardt); "Hermeneutic Interpretation as It Relates to Supervisory Practice" (Patricia E. Holland); "Dysfunctional Stereotypes Regarding Women and Promotion: Implications for Educational Remedy" (Bonnie Knapp Minick); and "The Story of a Teachers' Team Sabbatical: A Clinical Approach to Professional Development" (Monica F. Ondrusko). Appended are definitions of the following criteria for judging quality research: verity, integrity, rigor, utility, vitality, and aesthetics. The work of the Conceptual Research Study Group to which all the authors belong is also described. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC