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Detalles bibliogr�ficos

T�tulo: The Importance of the Dissertation in Practice (DiP): A Resource Guide for EdD Students, Their Committee Members and Advisors, and Departmental and . Coming of Age of the Education Doctorate)
Editor: Myers Education Press (edition 1)
Fecha de publicaci�n: 2024
Idioma: Ingl�s
ISBN 10: 1975505573
ISBN 13: 9781975505578
Encuadernaci�n: Paperback
Edici�n: 1.
Estado: Very Good

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Sinopsis

The Importance of the Dissertation in Practice (DiP): A Resource Guide for EdD Students, Their Committee Members and Advisors, and Departmental and University Leaders Involved with EdD Programs is the first book-length study that looks at the elements of high-quality Dissertations in Practice (DiPs). It serves as a resource for EdD students, their committee members, their advisors, and departmental or university leaders involved with EdD programs. The book can be used to improve support from key stakeholders within EdD programs for the implementation of the DiP in the development of practitioner-scholars.

The first section of the book discusses the difference between the DiP and traditional dissertations, the history of the DiP, and how the practitioner-scholar is developed through the DiP process. Next, the book describes the elements that are reflective of a high-quality DiP. Finally, it addresses a few of the unique formats that are sometimes used with the DiP, some of the practical issues with implementing the DiP, and issues of the future including the use of artificial intelligence.

The ultimate goal of The Importance of the Dissertation in Practice is to serve as a practical guide for all those involved with the DiP, reflecting the editors' and authors' experiences working with students within a variety of higher education institutions.

Perfect for courses such as: Introduction to Research Methods (doctoral level); Improvement Science; Applied Research Methods; Advanced Research Methods; Introduction to the Dissertation; Educational Evaluation; Theory of Change in Education; Educational Policy

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Dr. Kimberlee K. C. Everson is an associate professor of research methods at Western Kentucky University where she teaches graduate-level research and statistics courses. Her methodological specialties are in improvement science, Q sorting methodology, scale development, propensity score matching, and latent variable models. She conducts research in the areas of teacher evaluation and accountability, faculty professional development, dissertation design, artificial intelligence in education, and religious belief change processes. Her work has been featured in journals such as Review of Educational Research, Harvard Educational Review, and Pastoral Psychology. Dr. Everson is the mother of 3 biological children, 5 adopted children, 7 stepchildren, and she has eleven grandchildren and counting. When she is not teaching, advising, or doing research she enjoys hiking and creating art. Lynn Hemmer, educator, researcher, and practitioner of educational administration and leadership is a Professor in the department of Educational Leadership at Texas A&M University-Corpus Christi. She has an B.S. in Geology from California Lutheran University, and a M.A. and Ph.D. in Educational Administration from Texas A&M University. Her professional background includes over fifteen years of experience in the K12 public school setting as a teacher, school administrator and district coordinator. Her work entails supporting aspiring and current administrators and leaders in the Pk-20 setting as they generate and disseminate new knowledge in the field of critical/social justice perspective in problem/solution formation and research refinement. Her research explores the intersections of alternative education, policy implementation, and educational equity for special populations.

Kelly Torres, PhD is Department Chair of the Educational Psychology and Technology Program at The Chicago School. Her research interests are focused on international education, preservice teachers, innovative technologies, and online learning.

Suha R. Tamim EdD, MPH is a Clinical Associate Professor in the University of South Carolina Curriculum Studies Program. Her publications are focused on systems thinking and the design of learning environments. She is an active member of the Association for Educational Communications and Technology and the Carnegie Project on the Education Doctorate. She currently serves as co-editor in chief for Impacting Education: Journal of Transforming Professional Practice.

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