Complexities of Practitioner Research: Seeking Hallmarks of Quality

Finch, Maida A.

doi:10.5195/ie.2022.256

Cited by 3 publications

(1 citation statement)

References 54 publications

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“…The ability for students to critically reflect and transform their mindset is especially important in research methods courses where the validity of results depends on the researcher's ability to identify biases and assumptions. While reflexivity is an essential component in quality research practice, it is frequently overlooked in EdD programs (Finch, 2022). Reflexivity and critical self-reflection provide the foundation for Mezirow's (2000) three ways of learning, which describe changes to individual meaning perspectives based on content, process, and premise.…”

Section: Transformative Learning: Mezirow's Ways Of Learning Through ...mentioning

confidence: 99%

Reinventing EdD Research Methods Courses

Acton

2023

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The education doctorate program fills an essential niche that allows practitioners to earn a doctorate and make a difference in educational practice and policy. However, critics claim EdD programs are failing to effectively prepare students. There has been a push for the reinvention of the EdD which includes improving EdD student confidence in their ability to undertake research. This calls for a redesign of research methods courses and purposefully grounding them in adult learning theory. The framework of transformative learning can foster higher-order learning by including key components such as critical reflection, collaborative dialogue, and awareness of context. This article shares a transformative learning model used to redevelop an EdD research methods course that emphasised self-reflective tasks such as identity memos, research design maps, and cognitive interviews. This learner-centred, constructivist approach resulted in positive learning outcomes including increased student confidence and enhanced practical knowledge and research skills.

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Section: Transformative Learning: Mezirow's Ways Of Learning Through ...mentioning

confidence: 99%

Reinventing EdD Research Methods Courses

Acton

2023

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How Rigorous is Active Learning Research in STEM Education? An Examination of Key Internal Validity Controls in Intervention Studies

Martella,

Yatcilla

et al. 2023

Educ Psychol Rev

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Active learning is a popular approach to teaching and learning that has gained traction through research on STEM educational improvement. There have been numerous university- and national/international-level efforts focused on transitioning courses from the lecture method to active learning. However, despite these large-scale changes, the active learning literature has not been assessed on its methodological rigor to ensure instructional recommendations are rooted in rigorous research studies. The purpose of the present review was to determine areas of strengths and areas in need of improvement and to provide specific recommendations on how to continue or improve active learning research to strengthen the respective literature base and increase confidence in results. We assessed the articles included in the Freeman et al. (PNAS, 111:8410–8415, 2014) meta-analysis as well as a random sample of more recent active learning articles (2015–2022) on 12 internal validity controls (i.e., control procedure used to prevent a threat to the internal validity of a study). Results indicated that there were high percentages of articles that did not meet each internal validity control. In fact, no articles from the Freeman et al. meta-analysis and no sampled 2015–2022 articles met each of the 12 internal validity controls. Therefore, the active learning literature contains numerous internal validity control issues that need to be addressed if we are to determine the extent to which active learning interventions are effective and if there are any boundary conditions for when particular active learning interventions are or are not effective.

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Creating a shared vision of preparing scholarly practitioners: an EdD faculty collaborative autoethnography

Lambrev,

Cruz,

Kiefer

et al. 2024

SGPE

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Purpose In this collaborative autoethnographic study, four faculty members in a US-based Doctor of Education (EdD) program reflected individually and collectively in the authors’ community of practice through reflective journaling, self-reflection and discussion sessions to analyze the individual stories critically. This study aims to examine the influence of the authors’ involvement with an EdD program on the academic approaches to teaching, research and mentoring EdD students. Design/methodology/approach Professional practice doctorates have emerged in response to the growing need for practitioners to use evidence for continuous improvement. Although the literature has highlighted faculty members as change agents redefining the EdD as a professional practice doctorate, minimal research has explored how their involvement in such design work may affect their academic practices. Findings The authors perceived the involvement with the EdD program as transforming the faculty practices in five ways (i.e. shifting the epistemologies, embracing practice-based pedagogies, engaging in practice-based research, mentoring scholarly practitioners and intentional community building) and creating a shared vision of preparing scholarly practitioners. Originality/value The authors draw implications for redesigning EdD programs through participation in a faculty community of practice, prompting faculty to shift their practices to better support scholarly practitioners and affecting their identity as teachers, mentors and program developers.

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Complexities of Practitioner Research: Seeking Hallmarks of Quality

Cited by 3 publications

References 54 publications

Reinventing EdD Research Methods Courses

Reinventing EdD Research Methods Courses

How Rigorous is Active Learning Research in STEM Education? An Examination of Key Internal Validity Controls in Intervention Studies

Creating a shared vision of preparing scholarly practitioners: an EdD faculty collaborative autoethnography

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