Grounding the Dissertation in Practice (DiP) in Dialectic Pluralism: Improvement Science as a Metaparadigm for the EdD
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| Title: | Grounding the Dissertation in Practice (DiP) in Dialectic Pluralism: Improvement Science as a Metaparadigm for the EdD |
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| Language: | English |
| Authors: | Lester A. C. Archer (ORCID |
| Source: | Impacting Education: Journal on Transforming Professional Practice. 2024 9(4):1-8. |
| Availability: | University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Improvement, Organizational Theories, Theory Practice Relationship, Research and Development, Doctoral Dissertations, Capstone Experiences, Experiential Learning, Philosophy |
| ISSN: | 2472-5889 |
| Abstract: | The use of Improvement Science (IS) for the dissertation in practice (DiP) must be encouraged because the questions and concerns addressed in these projects go beyond answering basic research. Authors of dissertations in practice will bring philosophical assumptions, select research designs, and situate themselves somewhere along the practitioner continuum. DiP authors should be aware of the larger philosophical questions relating to the ontological, epistemological, methodological, axiological, and rhetorical grounding of Improvement Science. Grounded in these large philosophical questions, the Improvement Science project should be identified as a metaparadigm and counted among other research methodological paradigms. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448924 |
| Database: | ERIC |
| Abstract: | The use of Improvement Science (IS) for the dissertation in practice (DiP) must be encouraged because the questions and concerns addressed in these projects go beyond answering basic research. Authors of dissertations in practice will bring philosophical assumptions, select research designs, and situate themselves somewhere along the practitioner continuum. DiP authors should be aware of the larger philosophical questions relating to the ontological, epistemological, methodological, axiological, and rhetorical grounding of Improvement Science. Grounded in these large philosophical questions, the Improvement Science project should be identified as a metaparadigm and counted among other research methodological paradigms. |
|---|---|
| ISSN: | 2472-5889 |
