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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
Language: English
Authors: Lester A. C. Archer (ORCID 0000-0001-5061-0200)
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1448924
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  Data: Grounding the Dissertation in Practice (DiP) in Dialectic Pluralism: Improvement Science as a Metaparadigm for the EdD
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  Data: <searchLink fieldCode="SO" term="%22Impacting+Education%3A+Journal+on+Transforming+Professional+Practice%22"><i>Impacting Education: Journal on Transforming Professional Practice</i></searchLink>. 2024 9(4):1-8.
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  Data: 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
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  Data: 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.
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