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Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation

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Title: Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation
Language: English
Authors: Boote, David N., Beile, Penny
Source: Educational Researcher. Aug-Sep 2005 34(6):3-15.
Availability: American Educational Research Association, 1230 17th St. NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net.
Peer Reviewed: Y
Page Count: 13
Publication Date: 2005
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Literature Reviews, Doctoral Dissertations, Doctoral Programs, Educational Research, Graduate Study
ISSN: 0013-189X
Abstract: A thorough, sophisticated literature review is the foundation and inspiration for substantial, useful research. The complex nature of education research demands such thorough, sophisticated reviews. Although doctoral education is a key means for improving education research, the literature has given short shrift to the dissertation literature review. This article suggests criteria to evaluate the quality of dissertation literature reviews and reports a study that examined dissertations at three universities. Acquiring the skills and knowledge required to be education scholars, able to analyze and synthesize the research in a field of specialization, should be the focal, integrative activity of predissertation doctoral education. Such scholarship is a prerequisite for increased methodological sophistication and for improving the usefulness of education research. (Contains 6 notes.)
Abstractor: Author
Number of References: 70
Entry Date: 2006
Access URL: https://www.aera.net/publications/?id=813
Accession Number: EJ727645
Database: ERIC
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  Data: American Educational Research Association, 1230 17th St. NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net.
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  Data: A thorough, sophisticated literature review is the foundation and inspiration for substantial, useful research. The complex nature of education research demands such thorough, sophisticated reviews. Although doctoral education is a key means for improving education research, the literature has given short shrift to the dissertation literature review. This article suggests criteria to evaluate the quality of dissertation literature reviews and reports a study that examined dissertations at three universities. Acquiring the skills and knowledge required to be education scholars, able to analyze and synthesize the research in a field of specialization, should be the focal, integrative activity of predissertation doctoral education. Such scholarship is a prerequisite for increased methodological sophistication and for improving the usefulness of education research. (Contains 6 notes.)
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