Analyzing Theories, Conceptual Frameworks, and Research Methods in EdD Dissertations

Autor/inn/en	Kumar, Swapna; Dawson, Kara; Pollard, Rhiannon; Jeter, Gage
Titel	Analyzing Theories, Conceptual Frameworks, and Research Methods in EdD Dissertations
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 66 (2022) 4, S.721-728 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kumar, Swapna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00739-4
Schlagwörter	Doctoral Dissertations; Content Analysis; Educational Technology; Theories; Research Design; Educational Research; Research Methodology; Mixed Methods Research; Qualitative Research; Program Design; Curriculum Development + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Inhaltsanalyse; Unterrichtsmedien; Theory; Theorie; Forschungsdesign; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Qualitative Forschung; Programme design; Programmaufbau; Programmplanung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Dissertation guiding principles and purposefully designed research curriculum guide the conceptualization and structure of dissertations in the EdD in Educational Technology at a large university in the US. An analysis of 69 dissertations completed by the first five cohorts over ten years was conducted to determine the theories, frameworks, and research designs used by professional students to conduct Educational Technology research in diverse contexts. The results indicated that students carefully assembled literature from various areas that reflect the diversity of disciplines and professional contexts in which dissertations were conducted, created and used conceptual frameworks that successfully provide a roadmap for research, adopted a variety of research approaches with mixed methods and qualitative approaches used more than quantitative approaches, and explicitly articulated processes for rigor and trustworthiness. Implications for program design and curriculum improvement are discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01