Utility of a Conceptual Framework within Doctoral Study: A Researcher's Reflections

Autor/in	Berman, Jeanette
Titel	Utility of a Conceptual Framework within Doctoral Study: A Researcher's Reflections
Quelle	In: Issues in Educational Research, 23 (2013) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Higher Education; Doctoral Programs; Concept Mapping; Research Methodology; Educational Psychology; Organization; Mathematics Curriculum; Alternative Assessment; Educational Assessment; Decision Making; Context Effect; Synthesis; Learning Theories; Educational Theories; Theory Practice Relationship; Supervisor Supervisee Relationship + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Doktorandenprogramm; Concept Map; Research method; Forschungsmethode; Erziehungspsychologie; Pädagogische Psychologie; Organisation; Organisationsstruktur; Education; assessment; Bewertungssystem; Decision-making; Entscheidungsfindung; Learning theory; Lerntheorie; Educational theory; Theory of education; Bildungstheorie; Theorie-Praxis-Beziehung
Abstract	The author of this paper provides an example of a conceptual framework that supported her doctoral study and written dissertation in the field of educational psychology. The study was carried out prior to the more recent explicit emphasis on conceptual frameworks in postgraduate research texts and academic literature. The instigation for the development of an explicit conceptual framework was a change in supervisors and their need to be meaningfully included in the journey of the student. The conceptual framework supported the explanation of the multiple theoretical frameworks and literature base, as well as the professional educational context of the study. It also explicitly responded to the literature search in each area, clearly articulating theory and practice in school curriculum and assessment. This in turn supported the definition of research themes and research questions, and the research methodology (data gathering and analysis), from which the meaningful consideration of results could emerge and be shown to be conceptually coherent. The conceptual framework served as a reference for the supervisory relationship, and an organising structure for the written thesis. It also provided a tool of metacognition for the author as she actively constructed and used her conceptual framework to support her doctoral study. (Contains 2 tables and 7 figures.) (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10