Preparing Scholarly Practitioners to Use Improvement Science: A Systematic, Iterative, and Reflective Approach to Teaching Applied Quantitative Research Methods

Autor/in	Paufler, Noelle A.
Titel	Preparing Scholarly Practitioners to Use Improvement Science: A Systematic, Iterative, and Reflective Approach to Teaching Applied Quantitative Research Methods
Quelle	In: Impacting Education: Journal on Transforming Professional Practice, 8 (2023) 2, S.10-15 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Paufler, Noelle A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Doctoral Programs; College Faculty; Program Development; Statistical Analysis; Research Methodology; Research Skills; Course Content; Leadership Training; Instructional Leadership; Educational Technology; Graduate Students; Adult Learning; Mastery Learning; Improvement + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Fakultät; Programmplanung; Statistische Analyse; Research method; Forschungsmethode; Forschungsleistung; Kursprogramm; Führungslehre; Instruction; Leadership; Bildung; Erziehung; Führung; Unterrichtsmedien; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Adulte education; Adult training; Erwachsenenbildung; Qualitätssteigerung
Abstract	While doctoral leadership programs have widely adopted Improvement Science (IS) as a signature pedagogy, few studies have examined how to best equip doctoral students with the knowledge and research skills they need to utilize IS in practice. More specifically, research is needed to determine the most effective and meaningful pedagogy for preparing doctoral students to understand, analyze, and apply statistical theory and quantitative research designs in coursework and as part of the IS Dissertation in Practice. This essay focuses on the systematic, iterative, and reflective approach of one faculty member to develop and refine a Doctor of Education program's primary applied quantitative methods course to help students across three cohorts develop the theoretical and practical knowledge and skills they need to lead change. (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