From Students to Scholars

Kriner, Bridget A.; Coffman, Karie A.; Adkisson, Anthony C.; Putman, Paul G.; Monaghan, Catherine

doi:10.1177/1045159515573021

Cited by 26 publications

(15 citation statements)

References 11 publications

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“…The current need for effective educational leadership preparation is key in ensuring graduates of the program are adequately trained to deal with the increasing complexity of varied administrative roles. Participation in a doctoral program can be a transformative experience that shapes a learner's identity (Kriner, Coffman, Adkisson, Putman, & Monaghan, 2015). When doctoral students do not complete their dissertations, which comes as a great expense to the student, institution, and society, their potential contributions are substantially diminished, which impacts career goals and life plans (Kelley & Salsibury-Glennon, 2015).…”

Section: Educational Leadership Preparation Program Effectivenessmentioning

confidence: 99%

The Correlation between Self-Efficacy and Time to Degree Completion of Educational Leadership Doctoral Students

McBrayer

Melton

Calhoun

et al. 2018

IJDS

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Aim/Purpose: This study examined an Ed.D. program redesign to address time to degree completion. The aim was to emphasize the need to improve students’ academic writing and embody a scholarly practitioner approach to research. Background: Doctoral programs have the highest attrition of graduate programs, with almost half of the students taking six to seven years to complete. Methodology: An ex-post-facto correlational research design examined self-efficacy and educational leadership doctoral students perceived versus actual program progression. This was statistically determined through Pearson’s correlation coefficients and a t-test analysis. Contribution: This study provides other doctoral programs who are struggling with time to degree completion a model to consider as they contemplate a program redesign. Findings: Ed.D. students in the 2014 and 2015 cohorts reported high self-efficacy (3.62 and 3.57 respectively, out of 4.00). There was a statistically significant difference in the number of defenses completed per semester based on the program redesign. Recommendations for Practitioners: Ed.D. programs should consider using a scholarly practitioner approach. This focus may lead to faster rates of degree completion and better prepare students to solve problems of practice in their practitioner setting. Recommendation for Researchers: While the results are promising as to expediting time to degree completion, like most doctoral programs it does not seem to impact overall completion rates of the program as a whole, thus, warranting further research. Impact on Society: Expediting time-to-completion enables students to graduate sooner. This will yield cost savings to the student, free up faculty resources, and most importantly prepare students to sooner serve as scholarly practitioners. Future Research: Future research should continue to examine time to degree completion, as well as students’ lived experiences and examine how those shape doctoral students’ efforts and abilities in their Ed.D. work from start to program completion.

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Section: Educational Leadership Preparation Program Effectivenessmentioning

confidence: 99%

The Correlation between Self-Efficacy and Time to Degree Completion of Educational Leadership Doctoral Students

McBrayer

Melton

Calhoun

et al. 2018

IJDS

View full text Add to dashboard Cite

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“…An abundance of research has investigated the benefits of self-directed learning on student achievement and self-efficacy (Dron & Ostashewski, 2015;Newmann, F. M., Marks, H. M., & Gamoran, A., 1996) Self-directed learning has been shown to enhance learning, problem-solving, and collaborative skills (Kriner, Coffman, Adkisson, Putman, & Monaghan, 2015). Although much of this research has focused on adult learning, some of it has investigated self-directed learning in K-12 settings (Blumenfeld, Marx, Soloway, & Krajcik, 1996;Giannakos, Krogstie, & Aalberg, 2016).…”

Section: Gerald P Ardito Pace Universitymentioning

confidence: 99%

Emerging Student Learning Networks: Self-Directed Learning in an Eighth-Grade Life Science Classroom

Ardito

2018

Issues and Trends in Educational Technology

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Although self-directed learning environments are common in higher education and online learning environments, they are uncommon in secondary educational settings. This mixed-method action research study, in which the author/researcher was also the teacher, reports on the design and implementation of a self-directed learning environment for eighth-grade life science students. This study investigated the impact of this type of learning environment on the behavior and achievement of students. The findings demonstrated an increase in self-regulatory behaviors, higher performance on a state-mandated final exam, and the development of complex and robust student learning networks. Implications for teaching and learning practices and suggestions for further research are discussed.

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“…Prior research identified potential benefits of video conferencing. Specifically, these studies demonstrated that using video conferencing leads to reduced isolation (Bennett & Folley, 2014), improved engagement (Borup et al, 2012;Kriner, Coffman, Adkisson, Putman, & Monaghan, 2015), and increased persistence (Maor, Ensor, & Fraser, 2015) in graduate students.…”

Section: Selection Of Zoom For Dissertation Coaching and Th Is Studymentioning

confidence: 99%

Exploring the Psychological Benefits of Using an Emerging Video Technology to Coach and Retain Doctoral Learners

Maul

Berman

Ames

2018

IJDS

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Aim/Purpose: Retention of doctoral students, particularly during the dissertation stage, has been a decades-old concern. The study examined the value of dissertation chairs’ use of a cloud-based video technology for coaching doctoral students, and its influence on psychological factors previously linked to retention. The psychological aspects included social presence, research self-efficacy, social isolation, and motivation Background: Prior research identified the importance of addressing psychological factors that lead to student retention and the development of future researchers capable of producing quality research. Methodology: An exploratory case study included a survey of dissertation chairs, interviews of dissertation chairs and doctoral students, and review of documents and artifacts in a university in the southwestern United States. Contribution: The findings revealed several aspects of the video technology that dissertation chairs and their doctoral students identified as valuable from a psychological perspective, and there were several unexpected findings. Findings: Coaching using an emerging video technology positively influenced psychological factors leading to improved research self-efficacy, scholarly writing, efficiency and effectiveness of the academic coaching process, which resulted in student retention. Students identified the relationship established with their dissertation chair while using video technology led to their decision to remain in the doctoral program. Recommendations for Practitioners: Use coaching opportunities to develop research self-efficacy as well as to increase social presence, which will help reduce social isolation and increase student retention. Recommendation for Researchers: Integrate emerging cloud-based video technologies for conducting research to engage multiple researchers at different locations. Impact on Society: This virtual coaching approach can improve the research capabilities and reten-tion of doctoral students in today’s online world during the dissertation phase. Future Research: To validate the relationships found in this study, future research should focus on the quantitative aspects of the psychological factors identified in this study.

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From Students to Scholars

Cited by 26 publications

References 11 publications

The Correlation between Self-Efficacy and Time to Degree Completion of Educational Leadership Doctoral Students

The Correlation between Self-Efficacy and Time to Degree Completion of Educational Leadership Doctoral Students

Emerging Student Learning Networks: Self-Directed Learning in an Eighth-Grade Life Science Classroom

Exploring the Psychological Benefits of Using an Emerging Video Technology to Coach and Retain Doctoral Learners

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