CSU, FULLERTON Proposal for Review of Published Ed.D. Dissertations October 2011

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1 CSU, FULLERTON Proposal for Review of Published Ed.D. Dissertations October 2011 CSUF began enrolling students in the Ed.D. program in the fall of At this time twenty-five dissertations have been published in ProQuest. We seek doctoral faculty in P-12 Leadership and Community College Leadership specializations from institutions (exclusive of the California State University System) participating in the Carnegie Project on the Education Doctorate (CPED) who will conduct an external review of the dissertations. The work will be conducted between November 15, 2011 and January 15, Each reviewer will be sent three dissertations to review and complete an on-line assessment instrument. The assessment will address each dissertation and patterns or trends evident across the various dissertations. Each reviewer will be paid $1,000. upon receipt of the report. Reports must be sent via In order to complete the payment process for CSUF, reviewers will be required to provide an electronic copy of their vita and an invoice form and CSU1 Form which are attached. Attached are copies of our plan for dissertations from the Degree Proposal and rubrics that are used to guide students work.

2 PROPOSAL TO OFFER A DOCTORAL DEGREE IN EDUCATION Revision Spring 2008 DISSERTATIONS The focus of the third academic year of study will be the student s dissertation research and preparation of the dissertation. The conduct and presentation of the dissertation research will conform with the proposal as approved by the Advancement to Candidacy Committee. This culminating work may cover any of a wide range of topics and utilize various research methods. A national study of institutions that started Ed.D. programs as their first doctoral degree addressed the issue of key features of dissertations for this degree: The most common characteristic distinguishing the Ed.D. from the Ph.D. is a locally determined balance of theory and practice, which foregrounds the K-12 practitioner s education for effective educational leadership. 1 A report published in March of 2002 by the National Research Council made a similar point about the nature of educational research: Although education research has its roots in the social and behavior sciences, it is also an applied field. It is an enterprise fundamentally aimed at bringing theoretical understanding to practical problem solving. Like other applied fields, education research serves two related purposes: to add to fundamental understanding of education-related phenomena and events, and to inform practical decision making. 2 Mauch and Park point out that the Ed.D. is designed for training professionals. They state: The person trained in a professional discipline is master of diversified information and concepts that focus on the efficient and effective conduct of some operation, such as teaching. So, it is reasonable to expect that the [theses/dissertations] done in the academic disciplines and the professional disciplines would differ. 3 We agree with Mauch and Park that the primary outcome of an Ed.D. dissertation should be to increase knowledge about a matter relevant to the practice of the profession and to reinforce the attitude of using objective and systematic approaches to problem solving. 4 Further, the value of the dissertation in a professional discipline should be judged based on the potential applications of the results and conclusions in professional practice and 1 Bruckerhoff, C. (2000). National Survey Concerning Implementing the Ed.D. Program for Southern Conn. State University. Chaplin, CT: Curriculum Research and Evaluation. p Shavelson, R. and Towne, L. (Eds.). (2002) Scientific Research in Education. Wash. D.C.: National Academy Press. 3 Mauch, J.E. & Park, N. (2003). Guide to the successful thesis and dissertation: A handbook for students and faculty. New York: Marcell Dekker, Inc. p Mauch & Park. p. 15.

3 knowledge. 5 This perspective is consistent with Shulman s 6 view that the Ed.D. should be preparation for practice rather than for a profession in scholarship. All students in the Ed.D. program will complete a rigorous research-based dissertation that integrates theory and research in the study of educational practice. The dissertation will include the results of the candidate s independent research and will typically focus on examination of (a) an educational problem, (b) a practice or program, or (c) an educational policy or reform. Most dissertations will be studies undertaken in the local context, having the potential to contribute to solutions of educational problems. Dissertations will utilize a range of qualitative and quantitative research and evaluation methods. The dissertation will present the results of the candidate s independent investigation in a manner that contributes both to professional knowledge in education and to the improvement of educational practice. Examples might include studies examining and/or evaluating reforms in curriculum and instruction, professional development, assessment, and applications of technology. The primary goal of the Ed.D. dissertation is to generate knowledge that contributes to the understanding of educational practices, policies, or reforms. The Ed.D. dissertation is a significant scholarly work that uses rigorous research methods in the study of educational problems and practices. The dissertation is expected to be based on one or more theoretical frameworks and to include a comprehensive review of relevant literature in which the research question or questions are situated. The dissertation typically involves collection of empirical data, qualitative and/or quantitative analysis of these data, interpretation of the findings, a discussion of their significance and implications, and an indication of important areas for further research. 5 Mauch & Park. p Shulman, L. (2004, April). A new vision of the doctorate in education: Creating stewards of the discipline through the Carnegie Initiative on the doctorate. Annual Meeting of the American Educational Research Association, San Diego.

4 ASSESSMENT RUBRIC Chapters 1-3 The Proposal CATEGORY Above Standards Approaching Standards Below Standards PROBLEM STATEMENT All elements of the research proposal, Some elements of the research proposal, The proposal is not clear, especially with including the problem statement, provide a including the problem statement, provide a respect to the problem statement and does not clear, strong statement about the need to statement about the need to conduct research discuss why the proposed topic and research conduct research into the educational into the educational leadership problem. The question merits investigation. leadership problem. problem statement frames an issue or problem, The problem statement does not frame a The problem statement frames the issue or but the problem is defined too narrowly or too compelling educational leadership research problem to be studied in all of its complexity. broadly or does not delineate the complexity of problem situated in a specific context. The problem statement situates the issue or the problem. The problem statement problem in specific context and discusses situates the problem in a context, but the the background of the problem. context is not fully explained. The background of the problem is discussed minimally. LITERATURE REVIEW METHODOLOGY The literature review clearly delineates how the review of the research literature is directly linked to the research questions. The review identifies the most important theories that will be examined and provides a rationale for the theoretical and/or conceptual frameworks to be used in the study. The review is an integrated, critical analysis of most relevant and current published knowledge on the topic. The review is organized around major ideas or themes. The researcher s interpretation of the literature reviewed is clearly presented. The proposed research design is presented clearly and logically. Literature pertaining to the research epistemology and methodology is thoroughly reviewed and cited with few errors. In text citations are used correctly. Relationships between the research hypotheses or research questions and the selected methodology are discussed without ambiguity. The justification for why the selected methodology is most effective for exploring the research questions and how other methodologies would be less effective is well supported. The self-aware role of the researcher and his or her relationship to the context of the study and the identification of personal biases are reflexively detailed. The literature review somewhat delineates how the review of related research is linked to the research questions. The review identifies a few theories that will be examined and somewhat substantiates the rationale for the theoretical and/or conceptual frameworks to be used in the study. The review is a summary of articles published on the topic, but is not a critical analysis of the most relevant and current published knowledge on the topic. The review requires expansion and re-organization around major ideas or themes. The researcher s interpretation of the literature is minimally evident. The proposed research design is presented. Literature pertaining to the research epistemology and methodology is thoroughly reviewed and cited but contains errors. Some in text citations are used. Relationships between the research hypotheses or research questions and the selected methodology are discussed minimally. The justification for why the selected methodology is most effective is somewhat supported. The self-aware role of the researcher and his or her relationship to the context of the study and the identification of personal biases are relatively detailed. The literature review does not link the research question to the scholarly literature; there is a disconnect between the research questions and the literature reviewed. The review does not identify the most important aspects of the theory that will be examined or substantiate the rationale for the theoretical and/or conceptual frameworks for the study. The review presents a few peer reviewed articles published on the topic or unrelated to the topic. The articles are not critically analyzed or integrated into themes. The review requires substantial expansion and re-organization around major ideas or themes. The researcher s interpretation of the literature is minimally evident or missing. Sections of the proposed research design are presented. A few articles pertaining the research epistemology and methodology are reviewed and cited with several errors or in text citations are used incorrectly. Relationships between the research hypotheses or research questions and the selected methodology are not discussed. A justification for why the selected is most important was not well supported or discussed. The self-aware role of the researcher and his or her relationship to the context of the study and the identification of personal biases are not detailed

5 POTENTIAL FOR CONTRIBUTION Above Standards Approaching Standards Below Standards There is substantive evidence that the educational leadership research problem is significant and worthy of sustained, systematic study. Inquiry into this problem has definite potential for contributing to the literature and for solving problems of practice. There is a reasonable argument that the educational leadership research problem is significant and worthy of sustained, systematic study. Inquiry into this problem has definite potential for contributing to the literature and for solving problems of practice. Little justification has been made to indicate that the problem will contribute to the literature or to solving problems of educational leadership practice. SUPPORT FOR THE PROPOSITION EVIDENCE AND EXAMPLES SEQUENCING The proposal reflects a well informed perspective about the educational leadership research problem grounded in the research literature and/or in empirical data analyses. Some evidence such a research studies, demographic data, empirical data, facts, statistics, examples, and real-life examples are incorporated to support the author s argument for conducting the study. The reader s reactions are anticipated and addressed effectively. All of the citations from the literature, from empirical studies, and from other empirical sources lend support to the author s proposed study. The appendix is complete and includes research instruments, documents related to the study, consent forms, IRB documents. The proposal is written logically and coherently using the appropriate sequencing and organization. The proposal reflects and informed perspective about the educational leadership research problem grounded in the research literature and/or in empirical data analyses. Some evidence such a research studies, demographic data, empirical data, facts, statistics, examples, and real-life examples are incorporated to support the author s argument for conducting the study. Some attempt to anticipate the reader s reaction to this discussion is included. Most of the citations from the literature, from empirical studies, and from other empirical sources lend support to the author s proposed study. The appendix is somewhat complete and includes research instruments, documents related to the study, consent forms, IRB documents. The proposal is written somewhat logically and coherently using sequencing that would benefit from some restructuring. The proposal does not reflect an informed perspective about the educational leadership research problem grounded in the research literature and/or in empirical data analyses.). Evidence and examples used to support the author s argument for conducting the study are irrelevant, vague, or mismatched. The appendix is incomplete and does not include research instruments, documents related to the study, consent forms, IRB documents. The proposal is confusing in its organization; the content sequencing is illogical. WRITING STANDARDS Meets or exceeds standards for scholarly doctoral level writing Meets writing standards for doctoral level writing. Does not meet doctoral level writing standards.

6 Sections Assessment Rubric for Last Chapters of Dissertations Ratings Above Standard At Standard Below Standard Writing standards Meets or exceeds standards for scholarly writing. Meets writing standards of doctoral-level writing. Effective use of subheadings. Use of APA Follows all APA guidelines effectively. Follows most APA guidelines, minor problems do not detract from the scholarship. Chapter 4 Concisely written to capture the interest of Provides all of the necessary information so Introduction/summary the reader and guide the reader to that the reader can understand the plan for Responds to research questions Presents data Analysis of data/findings Organization of chapter Chapter 5 Overview Conclusions Implications Recommendations Appendix understand the key points. The dissertation is very effective in showing the relationships between the research questions or themes and data. There is a very rich range of data presented in a manner that is both creative and effective using narrative, tables, &/or figures. The analysis uses inferences that connect the data to the research questions and previous research. The chapter is written logically and coherently using the appropriate sequencing and organization. The overview reviews the key aspects of the dissertation as a platform for the subsequent section of conclusions. The conclusions are presented in a sophisticated manner that makes crystal clear the relationship between data, analysis and conclusions. Implications present a very well stated argument for how previous research and this dissertation are related to the work of practitioners and scholars. The recommendations show that the author is an informed and reflective educational leader who uses skills of evaluation, analysis, synthesis, and action to ensure excellence and equity in educational practice as they serve as stewards to the education community. The quality of the presentation of the items is exceptional. the chapter. The research questions or themes are used to frame the presentation of the data. Data is presented in a clear, crisp manner that is understandable making effective use of narrative, tables, &/or figures. There is a consistent connection between data and analysis that is both appropriate and clearly discussed. There is an obvious organizational pattern for the chapter that is consistently followed. The overview provides a concise review of the key aspects of the dissertation. There is a close connection between the data, the analysis and the conclusions. Implications take into account the previous research, data from this study, and how it impacts on the work of practitioner and scholars. Recommendations show critical analysis of the data and focus on how to improve educational practice. The items are clearly identified and necessary for the dissertation. Does not meet doctoral-level writing standards. Does not follow APA guidelines consistently, scholarship is impacted by the problems. Unclear how they are related to the rest of the chapter. Not helpful in guiding the reader. Relationship between data and research questions or themes is sometimes/or always unclear. Some data are presented, but it is disorganized and difficult to understand. There is not a clear connection between findings and the data presented. The narrative fails to consistently follow a pattern of organization that is apparent to the reader. The overview does not completely summarize the necessary aspects of the dissertation. Conclusions are not consistent with all or some of the data or are based on faulty analysis. Implications are sparse and not well stated. Recommendations not/or weakly supported by findings/data. Either essential items are missing or the appendix has been overloaded with trivial material.

7 Writing Standards TRAIT A B C D F develops ideas cogently, organizes them logically develops unified and coherent ideas within develops and organizes ideas in paragraphs that are does not develop ideas cogently, organize them Logic & Organization within s, connects them with effective transitions; clear and logically consistent organization paragraphs with generally adequate transitions; clear overall organization relating most ideas not necessarily connected with transitions; some overall organization, but some ideas may seem logically within paragraphs or connect them with clear transitions; uneven or ineffective overall relating all ideas together together illogical and/or unrelated organization organization Evidence Citations Control of Language Presentation Quality ample, relevant, concrete evidence and persuasive support for every debatable assertion; uses multiple, reliable sources which are assessed critically; maintains own voice research support quoted, paraphrased, and cited, and well-integrated into prose exact control of language, including effective word choice and sentence variety; superior facility with the conventions of standard written English looks sharp! very professional! relevant, concrete evidence and persuasive support for most debatable assertions; uses multiple or reliable sources which are not always assessed critically researched support correctly quoted, cited, and paraphrased clear and effective control of language, including word choice and sentence variety; competence with the conventions of standard written English attractive, quality presentation Analysis sophisticated and complex shows understanding of interrelationships, thoughtful merely adequate evidence and support for most assertions; uses single or multiple sources, which may be unreliable and used uncritically researched support adequately quoted, cited, and paraphrased intermittent control of language, including word choice and sentence variety; minor errors in standard written English neat, no problems show a grasp of course content weak evidence and persuasive support; uses limited source(s), and/or relies predominantly on sweeping generalizations, narration, description, or summary researched support incorrectly quoted, cited, and paraphrased intermittent control of language, including word choice and sentence variety; major errors in standard written English impeding understanding some problems with appearance presents only facts, parrots textbook, logical fallacies does not develop ideas cogently, organize them logically within paragraphs and connect them with clear transitions; uneven and ineffective overall little or no evidence or support connected to essay s topic or claim, relies solely on author s experiences, questionable sources; outside the genre of academic prose researched support incorrectly quoted, cited, and paraphrased poor control of language, includes problems with word choice and sentence structure; frequent errors in standard written English very poor quality, shows little pride in the presentation of the work no analysis

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