Uncovering the best methods for conducting and writing about research is vital to members of the academic community, especially to those just beginning their careers. In this regard, graduate and post-graduate degree programs are crucial in ensuring that future academic and professional progress will continue.

Contemporary Approaches to Dissertation Development and Research Methods is a pivotal reference source that focuses on current models used for doctoral dissertations and how these techniques impact future research and knowledge in various scholarly fields. Featuring innovative perspectives on the design and function of doctoral programs, this book is ideally designed for practitioners, researchers, and academicians.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Alternative Dissertation Formats
Course Design
Design-based Research
Education Doctorates
Educational Evaluation
Online Doctorate Programs
Portfolios

Reviews & Statements

The best volume we have in the profession on EdD programs. Wonderfully robust and deeply insightful analyses of the rationale, substance, and structure of the EdD " dissertation ". Excellent sets of designs to shape the future of school leadership preparation.

– Professor Joseph Murphy, Frank W. Mayborn Chair of Education and Associate Dean at Peabody College of Education, Vanderbilt University, USA

Any higher education institution, particularly those with colleges or schools of education, should consider this useful volume. Both students and faculty will benefit from the information presented here.

– Mark Schumacher, American Reference Books Annual (ARBA)

Education researchers from the US and UK provide 19 chapters describing dissertation models and research methods implemented by professional doctorate programs in educational leadership in Australia, Canada, the UK, and the US. They outline the design of doctoral programs, the different types of courses, the relationship between program design and capstone projects, and theoretical frameworks from actual dissertations; innovative approaches to the professional practice doctorate and the relationships between coursework, dissertation research, inquiry-based leadership practices, portfolios, and the cultivation of scholarly practitioners; and the impact of the professional practice doctorate on the scholarly practitioner, including the role as scholar, doctoral completion statistics and time to degree, barriers and aids in dissertation completion, and departmental strategies for improving doctoral completion rates and time to degree.

– ProtoView Reviews

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Editor/Author Biographies

Valerie A. Storey is associate professor and faculty program leader of Lifelong Learning tracks in education in the School of Teaching, Learning & Leadership in the College of Education, at the University of Central Florida. She received her undergraduate degree from Leeds University (UK); her master’s from Manchester University (UK) and earned her Ph.D. in Educational Leadership, Policy and Organizations from Peabody College, Vanderbilt University. In the public schools she has served as an administrator at the school and district level. Dr. Storey’s research focuses on leadership preparation, innovative andragogy, EdD program design, and dissertation models. She is Chair of the Outstanding Dissertation in Practice Award for the American Education Research Association (AERA), Special Interest Group 168: Graduate and Postdoctoral Education acrossthe Disciplines, CoChair of AERA Division A: Educational Leadership Outstanding Dissertation Award, past Chair of the Dissertation in Practice Award Committee for the Carnegie Project on the Education Doctorate (CPED), and President of the Florida Association of Professors of Educational Leadership. Dr. Storey is the editor of International Perspective on Designing Professional Practice Doctorates: Applying the Critical Friends Approach to the EdD and Beyond (2016) and Redesigning Professional Education Doctorates: Applications of Critical Friendship Theory to the EdD (2013).

Kristina A. Hesbol is Assistant Professor in the Department of Educational Leadership and Policy Studies at the Morgridge College of Education, University of Denver. She has taught preK-graduate school, has served as a principal of three multilingual, multi-cultural schools, coordinated school improvement for a diverse school district, and served as the Assistant Superintendent for Human Resources of DeKalb (IL) School District 428. Hesbol earned her Ph.D. at Loyola University (Chicago), and serves as a Senior Research Fellow for the Carnegie Project on the Education Doctorate.

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