Northeastern University
College of Professional Studies
EDU 7209 Introduction to Doctoral Studies
Instructor: Joseph W. McNabb, PhD
Email:
Overview
Introduction to Doctoral Studies is the first of four foundation courses that providestudents with an opportunity to gain a shared, broad platform of knowledge upon which to build their future studies in the Doctor of Education program.
This course examines doctoral studies,resources, philosophical issues,and basics of research. Students willhavethe opportunitytointegrate theoretical and scholarly knowledgein thedevelopment of a researchable issue.
The foundation courses which also include Transforming Human Systems, Changing Conceptions of Learning and Human Development, and Leadership: Theoretical Perspectives and Practical Frameworks collectively provide an overview of scholarly thinking, research, and writing on learning, leadership, and change.
The foundation courses provide the framework for what we mean by scholar practitioner. Each of the foundation courses is grounded in the assumption that research in service of improved practice will facilitate deliberate change. These courses address such issues as: how bias and our histories inform how we understand the world; how we can interrogate the biases at play in order to transform our context toward a more just expression of the human condition; how we can ethically identify and describe practice-based research topics; how conducting a literature review and applying theory allows us to be transparent and critical about the ways we pursue and generate knowledge; how we can align research questions and approaches; and what it looks like to gather and work with research data in the context of practice.
Introduction to Doctoral Studies is the point of entrance to the Doctor of Education program. The concepts and skill sets introduced in this course are re-visited, refined, and studied in more depth in the remaining three foundation courses and throughout the program.
Objectives
Students will have an opportunityto:
1. Articulateproblems of practicethat aretimelyandsignificant.
2. Integrate theoretical andscholarlyknowledgewith professional practice.
3. Find, analyze, and synthesizepeer-reviewedresearch.
4. Demonstrate skill in academicwriting, including mechanics, appropriateuse and citation ofliterature,and fluencyin APA format and style.
Texts:
Required texts:
Anfara, V.A.,Mertz, N.T.(2015).Theoretical frameworks in qualitativeresearch.Thousand
Oaks, CA: SagePublications, Inc.ISBN 978-1452282435
Butin, D. (2010). The education dissertation: A guideto practitioner scholars.Thousand Oaks, CA: Corwin Press.ISBN 978-1-4129-6044-1
Freire, P. (2014). Pedagogy of the Oppressed. Bloomsbury Academic. ISBN: PB: 978-0-8264-1276-8
Johnson, A.P. (2006). Ashortguide to academicwriting. Lanham, MD:UniversityPress of
America. ISBN 0-7618-2503-7
Machi,L.A.,McEvoy, B. T. (2012).Theliterature review: Sixsteps to success.Thousand
Oaks, CA: Corwin Press.ISBN 978-1-4522-4088-6
Rocco, T.S., &Hatcher,T. (Eds.). (2011).Thehandbookof scholarlywriting and publishing. San Francisco, CA: Jossey-Bass. ISBN 978-0-470-39335 -2
American Psychological Assocation (2010). Publication Manualofthe American Psychological Association(6th ed.).Washington, DC: American Psychological Association. ISBN 1-4338-0561-8
Recommended text:
Willis,J.,Inman, D.,& Valenti, R. (Eds.). (2010).Completing a professional practice dissertation: A guide fordoctoralstudents and faculty. Charlotte, NC:Information Age Publishing, Inc. ISBN 978-1-60752-439-7(pbk.) ISBN 978-1-60752-441-0 (e-book)
Methodology
The emphasis of thecoursewillbedeveloping arangeof competenciesacrossthe spectrumof doctoral work. There willbeseveral and frequentassignments requiring both research and writing. Students will beencouraged to critique theworks of other scholarsandof each other.
This courseis constructed to givestudentsthe opportunitytoexplorethetopictheymaywish to use fortheirdoctoral thesis. Oneoutcome from this coursewillbea literaturereview, the aimof which is to discern how scholars approachand explain avarietyof issuesassociated with the student’s selected research topic.
A thorough and sophisticated literaturereview is the foundation for substantial and useful doctoral research.In developing theirliteraturereview, studentswillhavethe opportunityto learn the fundamentals ofacademicwriting,to select a research paradigm,to identifya theoretical framework reflectiveof theselected research paradigm, to focuson a researchable construct, and to find, analyze, and synthesizequalitative and quantitative research publishedin refereed journals.
Participation
As oneof themajorgoals of graduateeducation is to instillin each student an understanding of and acapacityfor scholarship, independent judgment, academic rigor, and intellectual honesty, facultyand graduate students haveashared obligation to work together to fosterthis goal. Your instructor has carefullyconstructed this coursesothat each student has theopportunityto achieveeach of thestated objectives. Students areexpected to become familiar with course
materials and to makenote ofquestions, inconsistencies, areas of interest,and connections found to readings in peer-reviewed journals.
Additionally, students are expected to participatein class discussionthrough the forums each week. Assignments aredueno later than 11:59 p.m. on Thursday.Responses that reflect and accuratelycite research studies that supportarguments oropinions expressed in thepostsare expected. Each student isexpected to respond to at least three colleagues’ postseach weekunless he/she is assigned as summarizer forthat week.
Summarizer: Each discussionboardwillhave assignedstudent summarizers. Thetask of the student summarizers is to draft oneparagraphthat synthesizesthe responses ofthe assigned question or readingsusingthe fourquestions:
1.What arethe oneor twomostimportant ideasorthemes that emerged fromthe discussion?
2.What remains unresolvedor contentious about thetopic?
3.What do class membersunderstand betteras a resultof thediscussion?
4.What do weneed to talkabout in futurediscussions to understand better the issue(s)this discussion addressed?
Ifyou are assigned to summarize adiscussion boardforum,you havethe responsibilityof completingyourassignmentand summarizingyour assignednumberofstudents’ responses.
You do not haveto respondto threeofyourcolleagues'posts. You willbeassigned the students in the class, byalpha, and willberesponsible forcompletingand postingthe summarybased on the abovefour questions by7:00 p.m. on Sundayevening. Yourname willappearin the assignments section ofCourseMaterialon the weekyouareassigned.
Personal illness, urgent familybusiness, work-related issues, and transportation-related issuesare the onlybasisfor not submitting an assignment when itis due.
Disabilities Resource Center
If you have a disability and wish to receive accommodations, please contact Disabilities Resource Center at (617) 373-7800.
Academic Integrity
Essential to the mission of Northeastern Universityis the commitment to theprinciples of intellectual honestyand integrity. Assignments must demonstrate thestudent’s own work efforts. Formoreinformation, pleaserefer to the integritypolicy.
Corepeer-reviewedjournals
Thejournals listed belowareasampleof themostwidelycited peer-reviewed journals in each of the concentrations with the Doctor ofEducation program at NortheasternUniversity. There are manyother scholarlyorpeer-reviewed journals and periodicals in each ofthe concentrations. When developing abasicliteraturereview, as is required in this course,your facultyrequires use of articles onlyfrom peer-reviewed or refereed journals. The list below is onlyabeginning list
of acceptable,refereed journals. Periodicals arenot peer-reviewed journalsand thereforearenot acceptable as sources foraliteraturereviewin thiscourse.
Corepeer-reviewed journals inTeaching,Learning,Curriculum, andLeadership: AmericanEducational Research Journal, Educational Evaluation and PolicyAnalysis, EducationalResearcher,Review ofEducational Research, Theoryinto Practice, Teachers CollegeRecord, Equityand Excellencein Education, EducationalLeadership, Urban Education, Perspectives inUrban Education, Educational Administration Quarterly, Journal ofLatinos and Education, ChildDevelopment, Journal of Adolescent andAdultLiteracy.
Corepeer-reviewed journals in OrganizationalLeadership Studies: Academyof ManagementJournal, AdministrativeScienceQuarterly, Communication Review, Group Dynamics: Theory,Practice, and Research, Human ResourceDevelopment Quarterly, International Journal ofKnowledge, Culture, andChangeManagement, Journal of Applied Behavioral Science, JournalofApplied Communication Research, Journal ofLeadership and Organizational Studies, JournalofOrganizational Communication, TheLeadership Quarterly, Learning Organization, Organizational Studies, Systems Researchand Behavioral Science.
Corepeer-reviewed journal in Jewish EducationalLeadership: AJSReview, American JewishHistory, International Journal of Jewish Education Research, Journal of Jewish CommunalService, Journal of Jewish Education, Journal of Religious Education, PeabodyJournal of
Education, Religious Education, Shofar: AnInterdisciplinaryJournal of Jewish Studies,The
Journal of Jewish Thoughtand Philosophy, TheJournal of Religion.
Corepeer-reviewed journals in higher education: Review of Higher Education, ResearchinHigher Education, the Journal of Higher Education, the Journal of CollegeStudentDevelopment, Higher Education, CommunityCollege Journal of Applied Researchand Practice, CommunityCollege Journal of Researchand Practice, CommunityCollegeReview,and NewDirections for CommunityColleges.
You can access articles from all of the abovejournalsthrough SnellLibrary either directlyor through Illiad.Log in to Snellthrough NUOnline (Blackboard) orthroughyourmyneuaccount. On thelibraryhomepage,click on theNUCat tab on the left side ofthe page, usethe drop down arrowand click Title/Journal. Click on the journaltitle and select the record that saysInternet resource. This approach is good whenyou want toseethe types ofresearch/scholarship that the journal reports. Additionally, a research guidehasbeen set up specificallyforstudents in our Doctor ofEducation program. This approach is good whenyou haveasubject in mind. You will also be able to access dissertations, among other valuable resourcesat this site.
CourseAssignments andEvaluation
Write apositionalitystatement10%
Stateaproblem ofpractice. Write apositionalitystatement identifying and describing yourperspectives andbiases in relation to this problem of practice. Thepositionality statement must haveatitlepageand areferences page and beno fewer thanthree pages in length(exclusiveof thetitle and referencepages).APA styleand formatting is required. Ensurethatyour paper has oneinch margins (top, bottom, left right), arunning head, and Times New Roman 12 font, double spacingamong other APA conventions.
Explain theuse of paradigms of inquiry10%
Based onyour reading ofPonterotto’s schema, discuss howyour problem of practice might exist within the following paradigms of inquiry, (post)-positivism,constructivism- interpretivism, and critical-ideological.Ensurethatyou provide abrief description of each paradigmsufficientto demonstrate thatyou know what theparadigmis about.
Then, describewhatyourproblem ofpracticemight look likein that paradigm. Write no fewer than 500 wordsforeach paradigm.This assignment willbeno fewerthan6 pages, excluding the title pageand references pages. Aswith all assignments, APA style and formatting is required.
Analyze two researcharticles 20%
Find two research articles that supportyour problem of practiceandanalyze each article. Follow thetemplate in theCourseMaterial sectionfrom theFraenkel, Wallen, andHyun text and includeaPDF copyof the articleinyourposting.
Each analysismusthaveatitlepage and areferences pageand benofewerthan five pages in length, exclusiveof the title page and references page(maximum length with
titlepage and references pageis seven pages for each analysis). This is anopportunityto practiceacademicwritingskills. Begin with an introductoryparagraph inwhichyou give full information about the articleyouare analyzing.Finish with asummarizingparagraph which includesyour perspectiveon the strengths and weaknesses of thestudies that make the results particularlyapplicable orlimited with regard toyour problem ofpractice.
CritiqueOneDissertation Related to YourProblem of Practice10%
Find a dissertation related toyour problem of practice. Critique the dissertation and provide an analysisthat is no longer than ten pages, exclusiveof title pageand references pages.
Write abasic literaturereview 40%
This project entails writing a literaturereviewonatopicthat is germanetoyour professional or research interest. A thorough andsophisticated literaturereviewis the foundation for substantial and useful research. A characteristicof agood literature review is its abilityto provideanew perspectiveon the literaturewith more explanatoryand predictive power than what is offered byexisting perspectives. The aimof theliterature reviewin this courseis to discern how scholars approach andexplain avarietyof issues related toyour identifiedproblem ofpractice.Thefinal paper should haveno fewer than twentyfive referencesfrom peer-reviewed journals, with text totaling no greater than
5,000 words. In otherwords,your text should befifteen to twentypages in length, exclusiveof title pageand references pages.
Discussion Board 10%Participationin each of thediscussion board forumsis required. The discussion board forumsincludesummaries and analyses ofassigned readingsand responses to at least threeofyour colleagues’ posts.
Summaryreport: Required. Provideamaximumthree-pagereport on (a) what arethe most important learning experiences that resulted from this course, (b)what specificassignment(s)
was of most interest toyou and why?and (c)compareyour understandingofthe doctoralinquiry and the research processbeforethe class andafterweek eleven of theclass.
Points/Letter Grade95-100=A, 90-94=A-, 87-89B+, 83-86B, 80-82=B-, 77-79=C+, 73-76=C,
70-72 C-, 60-69=D,60=F
Schedule
Class1:Scholar PractitionerandEducationalResearch
Readings:
Fink, D. (2006). The professional doctorate: Its relativity to the PhD and relevance for the knowledge economy, 1, 35-44
Jenlink, P.M. (2005). Editorial: On bricolage andthe intellectual work of thescholar- practitioner. Scholar-Practitioner Quarterly, 3(1), 3-12.
Labaree, D.F. (2003).Thepeculiar problems of preparing educational researchers.Educational
Researcher, 32(4), 13-22.
Nganga, C.W. (2011). Emerging as ascholar practitioner: A reflectiveessayreview.Mentoring and Tutoring: Partnership in Learning, 19(2), 239-251.
Freire, P. (2014). Pedagogy of the oppressed, 43-69
Short, D.C.,Shindell, T.J. (2009). Defining HRD scholar-practitioners.Advances in
Developing HumanResources, 11(7), 472-485. Assignments:
Read the assigned articles.
1. Selectyour topic and probable direction ofresearchforyour literaturereview. You will need to include thecitationsfor at least five peer-reviewed sources thatyou willbeusing. Postthis informationin the appropriate forum. Besureto comment on at least threeof yourcolleagues’ posts byasking clarifying questions and making suggestions on
potential readings or direction of research.
2. As a beginning doctoral student and apracticingeducator oreducationaladministrator, identifycommon themesin the articles andtext readings assigned andpostyour own understanding and definition ofa scholar-practitioner in the appropriate forum. No fewerthan
300 words. (Use Tools-Word Count onWord). Besureto respond to atleast three
colleagues’ posts. Summarizers:
Class 2:Positionality andEducationalResearch
Readings:
Briscoe, F. M. (2005). Aquestion of representation in educational discourse: Multiplicities and intersections of identities andpositionalities.Educational Studies, 38(1), 23-41.
Carlton Parsons, E.R. (2008). Positionalityandatheoreticalaccommodationofit: Rethinking scienceeducation research. Publishedonline19 March 2008 in WileyInterScience ( doi:10.1002/sce.20273.
Fennel, S.,Arnot, M. (2008). Decentring hegemonic gender theory: Theimplications for educational research.Compare, 38(5), 525-538.
Jupp,J.C.,Slattery, P. (2006). Whitemaleteachers on difference: Narratives of contact and tensions. InternationalJournal of QualitativeResearchin Education, 23(5), 199-215.
In MachiMcEvoy,Theliterature review, pp.13-33. Assignments:
Write and post apositionalitystatement. Stateaproblem of practice. Write astatement identifying and describingyour perspectives andbiases in relation to this problem of practice. Incorporateconcepts from at least threeofthe assigned readings. The
positionalitystatement must haveatitlepageanda references page and beno fewer than threepages in length (exclusiveof thetitle and referencepages). Useof 12font, Times New Roman, double spacing is required. Post in the appropriatediscussion forum and be sureto comment on at least threeofyour colleagues’ posts byasking clarifying questions. and highlighting whatyou believeis themostrelevant aspect ofyour colleagues’ response toyour own positionalitystatement.
Post a briefsummaryof thekeypoints andyour own analysisof thesignificance and relevanceof thesepoints of oneof thearticles: Briscoe (byalpha); CarltonParsons (by alpha); Fennel (byalpha); Jupp (byalpha). Summarizers:(identified in CourseMaterial)
Class 3: Academic Writing Part 1
Readings:
In RoccoHatcher (Eds.),Thehandbookof scholarly writing and publishing:
Rocco, T. Reasons to write, writing opportunities, andother considerations3-12. Skolits et al. Publishing in peer-reviewed journalsand nonrefereedjournals:
Processes, strategies, andtips.13-25.
Nackoneyet al.Learningto write: Wisdomfrom emerging scholars.26-43. WallaceWray.Scholarlyreading asamodel for scholarlywriting. 44-61. LeeAitchinson. Working with tensions: Writingforpublication duringyour
doctorate. 62-73.
In MachiMcEvoy,Theliterature review, 35-57. Assignments:
Updateyour colleagues on the status ofyour literature review byidentifying and posting fivesourcesfrom peer-reviewed journals.
Complete allthe readings. Post a brief (no fewerthan 300 words) summaryofthe key points andyour ownanalysis of the significance and relevanceof thesepoints from one of the articles: Rocco(byalpha), Skolits et al (byalpha), Nackoneyetal (byalpha) ,
Wallace and Wray(byalpha), andLee andAtchinson (byalpha) Besureto comment on
at least threeofyour colleagues’ posts. Summarizers: (identified in CourseMaterial)
Class 4:Theoretical Frameworks
Readings:
AnfaraMertz,Theoretical Frameworks in QualitativeResearch, Chapters 1-10
Assignment:
Read each study. Selectonestudyto focus on. Post a briefsummaryof thekeypoints andyour own analysisand relevanceof thesepoints toyourdeveloping understanding of theory and/or theoretical frameworks.
Class 5:Paradigms of Inquiry
Readings:
Alexander,H. (2006).Aview from somewhere: Explaining the paradigmsof educational research. Journal ofPhilosophyof Education, 40(2), 205-221.
Ponterotto, J. G. (2005).Qualitative research incounseling psychology: Aprimer in research paradigms andphilosophyofscience.Journal of Counseling Psychology,52(2),126-136.
Butin, D. (2010). Structuringyourresearch.In The education dissertation: Aguide to practitioner scholars(pp. 57-69).Thousand Oaks, CA: Corwin Press.
Merriam, S. (1991).How research produces knowledge.InP. Peters & P. Jarvis (Eds.),Adult Education: Evolution and Achievements in a Developing Field of Study(42-65). San Francisco: Jossey-Bass.
Assignment:Explain the useof paradigms of inquiry.
Discuss howyour problem of practicemight existwithin the following paradigms of inquiry: (post)-positivism, interpretivism, and critical theory. Write no fewer than 500 words foreachconceptual framework. Ensurethatyou provideabriefdescription of each conceptual framework sufficient to demonstrate thatyou knowwhat theframework is
about. Then, describewhatyourproblem ofpracticemightlook like in that conceptual framework. This assignmentwillbeno fewer than 6pages, excluding thetitlepage and references page. Besuretocomment on at least threeofyour colleagues’ posts.
Class 6: Academic Writing Part 2
Readings:
In RoccoHatcher (Eds.),Thehandbookof scholarly writing and publishing: Epstein, Writing with authority: Pitfalls andpitstops, 91-101.
Lee, Finding voice: Appreciating audience, 102-114.
Ellinger &Yang, Creating awhole from the parts:Qualities of good writing, 115-
124.
Imel, Writing aliteraturereview, 145-160. In MachiMcEvoy,Theliterature review, 81-103. Assignment:
Post a brief (no fewer than 300 words) summaryof thekeypointsandyourown analysisof the significanceand relevanceof thesepointsofoneof the articles: Epstein (byalpha),Lee(by alpha), Ellinger (byalpha) Imel (byalpha), Be sureto comment on at leastthreeofyour colleagues’ posts. Summarizers:(identifiedin CourseMaterial)
Updateyour colleagues on the status ofyour literature review.
Class 7:Qualitative andQuantitative Research
Readings:
In RoccoHatcher (Eds.). Thehandbookof scholarlywriting and publishing:
Rocco &Plakhotnik,Increasing theodds of publishing aqualitative manuscript,
161-178.
NewmanNewman,Increasing thelikelihood ofpublishing quantitative manuscripts. 179-190.
Newman, Newman,Newman, Writing researcharticles using mixed methods: Methodologicalconsiderations to helpyou get published,191-208.
In MachiMcEvoy,Theliterature review, 105-126.
Assignment:
Analyzetwo researcharticles
Find two research articles that supportyour problem of practice andanalyze each article, onequalitative, and onequantitative. Follow the templatein theCourseMaterial section text and includeaPDF copyof each of thearticles inyourposting.
Besureto comment on at least threeofyour colleagues’ posts.
Class 8: Near-Final Draft
Reading:
Davis, M. (2009). Formative feedback within plagiarismeducation:Is therea rolefortext- matching software?InternationalJournal for Educational Integrity,5(2),58-70.
Gilmore, J. et al. (2010). Weeds in the flower garden: An exploration ofplagiarismin graduate students'research proposals and its connection toenculturation, ESL,and contextual
factors. InternationalJournal for EducationalIntegrity,6(1), 13-28. In MachiMcEvoy
Theliterature review, 127-154. Besureto complete PerliminaryDraft: TheAudit on p. 145 beforesubmittingyour near final draft.
Assignment: Post your near-final draft and be sure to follow through on review of one colleague’s near-final draft.
Class 9: Dissertations/doctoral theses
Reading:
Herther,N. (2010). Dissertations and research inan eraofchange.Searcher, 18(2), 22-35. Assignment:
CritiqueOneDissertation Related to YourProblem of Practice
Find one dissertation related toyour problem ofpractice. Critique the doctoral thesisand provide an analysisthat is no longer than ten pages, exclusiveof title pageand references pages. Besuretocomment on at leastthreeofyour colleagues’ posts.
Class 10:LiteratureReview
Readings:
Boote, D.N.,Beile, P. (2005). Scholars beforeresearchers: On thecentralityof thedissertation literaturereviewin research preparation.Educational Researcher,34(6), 3-15.