Engaging in the Battle of the Snails by Challenging the Traditional Dissertation Model

Autor/inn/en	Kennedy, Brianna L.; Altman, Miriam; Pizano, Ana
Titel	Engaging in the Battle of the Snails by Challenging the Traditional Dissertation Model
Quelle	In: Impacting Education: Journal on Transforming Professional Practice, 3 (2018), S.4-12 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Doctoral Programs; Doctoral Dissertations; Doctoral Students; Research Training; Research Universities; Barriers; Epistemology; College Faculty; Educational Policy; Educational Practices; Socialization; Teacher Student Relationship; Critical Incidents Method; Authors; Time to Degree; Peer Relationship; Schools of Education + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Forschungseinrichtung; Erkenntnistheorie; Fakultät; Politics of education; Bildungspolitik; Bildungspraxis; Socialisation; Sozialisation; Teacher student relationships; Lehrer-Schüler-Beziehung; Author; Autor; Autorin; Peer-Beziehungen; Erziehungswissenschaftliche Fakultät
Abstract	Tensions arise with regard to appropriate research preparation and dissertation experiences for students who have as a career goal the conducting of context-based research to solve problems of practice (Hochbein & Perry, 2013; Shulman, Golde, Conklin Bueschel, & Garabedian, 2006). Schön (1995) describes "technical rationality[,] the prevailing epistemology built into the research university" (p. 27), as a primary impediment to programs that attempt to develop practitioner scholars. In this paper, we define technical rationality and explore the epistemological challenges it presents to faculty. Next, we describe a critical incident illustrating how conflicting epistemologies between programs and graduate schools impact students and faculty. Finally, we make recommendations for policies and practices that could better support doctoral work conducted from a range of epistemological approaches. (As Provided).
Anmerkungen	University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01