東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Graduates' Perceived and Measurable Changes in Writing through One Ed.D. Program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Graduates' Perceived and Measurable Changes in Writing through One Ed.D. Program./
Author:	Gibbs, Yvonne Duncan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
Description:	173 p.
Notes:	Source: Dissertations Abstracts International, Volume: 74-12, Section: A.
Contained By:	Dissertations Abstracts International74-12A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3560924
ISBN:	9781303076886

Graduates' Perceived and Measurable Changes in Writing through One Ed.D. Program.
Gibbs, Yvonne Duncan.

Graduates' Perceived and Measurable Changes in Writing through One Ed.D. Program. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 173 p.

Source: Dissertations Abstracts International, Volume: 74-12, Section: A.

Thesis (Ed.D.)--Lindenwood University, 2012.

This item must not be sold to any third party vendors.

Research on writing proficiency from elementary students through undergraduates is prevalent; however, few focused on students in graduate school. Few teacher education programs require specific coursework in writing for teacher certification. Yet, teacher educators express concern about teacher candidates' writing proficiencies. Writing may not be explicitly taught, such as in graduate school or doctoral coursework, because professors assume students already have these skills. Writing is something writers are always learning to do, yet scholarly writing is not included as a learning objective throughout the doctoral coursework at Sibley University, at the time of this study. Sibley University is the pseudonym used for the university referenced throughout the dissertation. The purpose of the exploratory research was to gain a deeper understanding of measurable and perceived changes throughout the dissertation writing process, and possibly uncover information that faculty could use to improve the doctoral students' writings. Data from the study will provide Sibley University's EdD program's structure comparative completion data for benchmarking purposes. The study consisted of participants from Sibley University's May 2011 EdD graduates, five EdD students who defended their dissertation between May of 2011 and December of 2011, and four students who defended in spring of 2012, a convenient sample. Seventeen participants agreed to a 19-question, taped interview; one of the 17 failed to submit drafts of writings. An additional four participants submitted the required writings but, due to time constraints, were not interviewed. Seventeen participants were interviewed and 20 submitted writings for data analysis, with a gender breakdown of 85% female, and 15% male. An ANOVA for the difference in the means was run on average characters per word, average words per paragraph, average sentences per paragraph, and percentage of passive sentences for each draft of the dissertation from the identified four data points. The steps used in analyzing the qualitative data gathered from the participants' retrospective interview transcripts included: highlighted chunks of significant information on each transcript, highlighted segment a two to three word description (code), and sorted all segments by meaning. The ANOVA analysis does not support a significant difference in average of variables analyzed when comparing documents, at the 95% confidence level. Yet, doctoral students perceived their writing had improved throughout the dissertation process.

ISBN: 9781303076886Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

Doctoral coursework

Graduates' Perceived and Measurable Changes in Writing through One Ed.D. Program.
LDR:03807nmm a2200385 4500 001 2344520
005 20220523132517.5
008 241004s2012 ||||||||||||||||| ||eng d
020 $a 9781303076886
035 $a (MiAaPQ)AAI3560924
035 $a (MiAaPQ)lindenwood:10254
035 $a AAI3560924
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gibbs, Yvonne Duncan. $3 3683306
245 1 0 $a Graduates' Perceived and Measurable Changes in Writing through One Ed.D. Program.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2012
300 $a 173 p.
500 $a Source: Dissertations Abstracts International, Volume: 74-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Kania-Gosche, Beth.
502 $a Thesis (Ed.D.)--Lindenwood University, 2012.
506 $a This item must not be sold to any third party vendors.
520 $a Research on writing proficiency from elementary students through undergraduates is prevalent; however, few focused on students in graduate school. Few teacher education programs require specific coursework in writing for teacher certification. Yet, teacher educators express concern about teacher candidates' writing proficiencies. Writing may not be explicitly taught, such as in graduate school or doctoral coursework, because professors assume students already have these skills. Writing is something writers are always learning to do, yet scholarly writing is not included as a learning objective throughout the doctoral coursework at Sibley University, at the time of this study. Sibley University is the pseudonym used for the university referenced throughout the dissertation. The purpose of the exploratory research was to gain a deeper understanding of measurable and perceived changes throughout the dissertation writing process, and possibly uncover information that faculty could use to improve the doctoral students' writings. Data from the study will provide Sibley University's EdD program's structure comparative completion data for benchmarking purposes. The study consisted of participants from Sibley University's May 2011 EdD graduates, five EdD students who defended their dissertation between May of 2011 and December of 2011, and four students who defended in spring of 2012, a convenient sample. Seventeen participants agreed to a 19-question, taped interview; one of the 17 failed to submit drafts of writings. An additional four participants submitted the required writings but, due to time constraints, were not interviewed. Seventeen participants were interviewed and 20 submitted writings for data analysis, with a gender breakdown of 85% female, and 15% male. An ANOVA for the difference in the means was run on average characters per word, average words per paragraph, average sentences per paragraph, and percentage of passive sentences for each draft of the dissertation from the identified four data points. The steps used in analyzing the qualitative data gathered from the participants' retrospective interview transcripts included: highlighted chunks of significant information on each transcript, highlighted segment a two to three word description (code), and sorted all segments by meaning. The ANOVA analysis does not support a significant difference in average of variables analyzed when comparing documents, at the 95% confidence level. Yet, doctoral students perceived their writing had improved throughout the dissertation process.
590 $a School code: 0573.
650 4 $a Language arts. $3 532624
650 4 $a Educational evaluation. $3 526425
650 4 $a Higher education. $3 641065
653 $a Doctoral coursework
653 $a Ed.D.
653 $a Scholarly writing
653 $a Writing proficiency
690 $a 0279
690 $a 0443
690 $a 0745
710 2 $a Lindenwood University. $b Education. $3 1032459
773 0 $t Dissertations Abstracts International $g 74-12A.
790 $a 0573
791 $a Ed.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3560924