Amanda J. Rockinson -Szapkiw, EdDamandaszapkiw.com/wp-content/uploads/Szapkiw... · 2016-05-30 ·...

Amanda J. Rockinson-Szapkiw, EdD

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Identity Development of the EdD Candidate: The

Scholar-Practitioner-Steward Model

The Unique Dissertation Research of the EdD

The Role of the EdDFaculty Member

Examples

Overview

Identity Development of the EdD Candidate: The Scholar-Practitioner-Steward Model

Any doctoral program = “high risk” strategy

Identity Development of the EdDCandidate: The Persistence Problem

(Brailsford, 2010, p. 15)

40% to 60% of doctoral students drop out

Attrition rates for EdD programs are as high as 70%


(Bowen & Rudenstine 1992; National Center for Educational Statistics 2000; National Science Foundation [NSF] 2009; Nettles & Millett 2006; Sowell 2008; Terrell 2005; Terrell, Snyder, & Dringus2009; Wao & Onwuegbuzie 2011)

Online and limited resident doctoral

programs report attrition rates 10% to 20% higher than traditional programs.

(Rovai, 2002; Terrell 2005; Terrell, Snyder, & Dringus 2009)



Doctoral Persistence

Institutional Variables

Integration Variables

Individual Factors

Therefore, we need to have

continual discussions about factors related to

doctoral persistence.

(Girves & Wemmerus, 1998; Lovittis, 2001; Rockinson-Szapkiw, Spaulding, Swezey, & Wicks, 2014; Rovai, 2002; Strayhorn, 2005; Terrell, Synder, & Dringus, 2009; Tinto, 1997; Tinto, 1975; Wao & Onwuegbuzie, 2011)

There is a close connection between

agency and candidates’ academic identity development during their academic career (Nasir & Saxe, 2003).

Doctoral education research identifies the trajectory by which a doctoral candidate develops from a student to scholar during the program as central to their persistence (Baker, Pifer, & Flemion, 2013; Gardner, 2009; Rockinson-Szapkiw, Spaulding, & Lunde, 2016, in press).

Identity Development of the EdDCandidate: Personal & Program Identity

The lack of successful academic identity

development can obstruct the goal of obtaining a doctoral degree (Rockinson-Szapkiw, Spaulding, & Lunde, 2016, in press).

Goal of obtaining a doctorate is

obtained Goal of obtaining the

doctorate is abandoned


If doctoral candidates are going to

successfully develop from students to scholars and persist, the faculty, administrators, and program personnel need to be able to clearly articulate the expected academic identity

trajectory that candidates should experience during the program.

the identity of the doctoral program


Research-Scientist

Scholar-Practitioner-Steward

Firs

t gen

erat

ion

doct

oral

pro

gram

sSecond generation doctoral

Identity Development of the EdDCandidate: Two Generations of Programs

Perry, 2012

• A scholar who is a research and content expert who produces knowledge aimed at making original empirical and theoretical contributions to the discipline

Research-Scientist

Agyris & Schon 1996; Galassi & Brooks, 1992

Identity Development of the EdDCandidate: First Generation Programs

(PhD)

Characteristics of first generation programs

Emphasis on research for theory development and the advancement of knowledgeMentors are faculty who are primarily academics

Few candidates are accepted into these programs on an annual basis.

Admissions criteria are based on candidates’ aptitude in qualitative and quantitative logic and writing (e.g., GRE)Courses focus on research methodology, analysis, and theory

Dissertation research should be aimed at creation of new knowledge and theoryScholarship is disseminated primarily in academic forums

Graduates become faculty committed to conducting empirical and theoretical research, namely for peer reviewed journals

Agyris & Schon 1996; Galassi & Brooks, 1992

Identity Development of the EdDCandidate: First Generation Programs

(PhD)

The EdD (Second Generation Programs) or

professional doctorate in education prepares educators for: the application of appropriate and specific practices, the generation of knowledge for practice, the stewardship of the profession.

Council of Graduate Schools’ (2005); Carnegie Project on the Education Doctorate (2009)

Identity Development of the EdDCandidate: Second Generation Programs

(EdD)

• As a scholar, the individual develops in-

depth knowledge about her discipline and become competent in discipline-specific methods of scholarly inquiry.

• As a practitioner, the individual develops as a competent, reflective practitioner who applies her in-depth discipline knowledge to practice. She also conceptualizes, designs, and implements research to solve problems of practice and generate new understanding for practice.

• As a steward, the individual seeks to generate knowledge and engage in scholarship with humility to make a difference in the lives of others—to enrich and to empower.

Scholar-Practitioner-

Steward

(Bentz & Shapiro,1998; Habermas, 1972 ; Nelson, London, & Strobei, 2015; Perry, 2012; Rockinson-Szapkiw, Spaulding & Lunde, 2016)


(EdD)

Characteristics of second generation programs

Emphasis on research in practice

Mentors are faculty who practice and value all four areas of Boyer’s scholarship. Larger cohorts of candidates are accepted into these programs on an annual basis. Admissions criteria consider practical experience and non-cognitive measures in addition to traditional measures. Courses wed research and practice.

Dissertation research is rigorous, theoretically grounded. Research methodologies are used to innovate and solve problems in a practice setting (See example)

Scholarship is disseminated in nontraditional forums

Graduates become advanced practitioners

(Agyris & Schon 1996; Galassi & Brooks, 1992; Pery, 2012)


(EdD)

Practice oriented: The goal of research is “. . . to

facilitate theoretically grounded research that generates actionable findings” (Nelson, London, & Strobel, 2015, p. 17)

Advocacy focused: They are stewards of knowledge, concerned with rigorous knowledge creation and its relevance; thus, engage in constant reflection on how it can be made user-friendly to make a difference in the real world.

Usable & Understandable Outside of the Ivory Tower: They recognize the limits of the academic context and how the philosophical and social conditioning of research can limit its value (Bentz & Shapiro,1998; Habermas, 1972), especially when results of research fail to be expressed in language that is understandable to those who can use it.

The Unique Dissertation Research of the EdD: What Makes the Research of a

Scholar-Practitioner-Steward Different?

As Bernard of Clairvaux (as cited in Lichtmann, 2005, p. 10) suggested, For there are some who desire to know only for the sake of knowing; and this is disgraceful curiosity. And there are some who desire to know, that they may become known themselves; and this is disgraceful vanity….And there are also some who desire to know in order to sell their knowledge, as for money, or for degrees; and this is disgraceful commercialism. But there are also some who desire to know in order to edify; and this is love.

All research methodologies

are needed:

Quantitative

QualitativeMixed

Methods


Factors that guide research methodology choice: the problem, conceptual framework, and the derived

research questions feasibility individual factors paradigms


(Rockisnon-Szapkiw, Spaulding, & Swezey, 2014)

Doctoral candidates must clarify for themselves how they believe knowledge is created and how this epistemology is consistent with the underlying

paradigm of the chosen methodology.

Researchers “make different epistemological

assumptions about the nature of scientific knowledge and how to acquire it” (Gall, Gall, & Borg, 2007, p. 31).

These underlying epistemologies define how the researcher approaches the world and can influence methodological decisions.

The distinction between qualitative and quantitative methodologies is more than the difference between words and numbers. They have different underlying epistemological assumptions. (Creswell, 2000, pp. 3-4).


A "researcher's theoretical

orientation has implications for every decision

made in the research process,

including the choice of method"

(Mertens, 2005, pp. 3-4).


Unfortunately, experts in the field continue to argue and debate about most paradigm aspects leaving the

novice researcher to struggle through a morass of information.

Guba and Lincoln (1994) posited

four approaches: Positivism (Quantitative) Postpositivism Critical theory Constructivism


• there is no objective reality, but rather reality is a social construct based on individual interpretations (Lincoln & Guba, 1985).

• each individual will construct a different understanding of events because they will each experience them differently (Charmaz; Mills, Boner, & Francis, 2006).

Constructivism


Qualitative research, concerned with understanding a

phenomenon from the perspective of those who live it,

clearly aligns.

Constructivism

Quantitative research, aimed at

discovering an objective reality does

not necessarily at first glance appear

consistent; however, it as a useful to

support or expandqualitative data and

deepens understanding.


Many researchers including Creswell (2003),

Thomas (2003) and Krathwohl, (1993) view qualitative and quantitative methods as complementary.

While some paradigms may appear to lead a researcher to favor qualitative or quantitative approaches, in effect no one paradigm actually prescribes or prohibits the use of either methodological approach.

Inevitably in each paradigm, if the research is to be fully effective, both approaches need to be applied. It is unduly impoverished research, which eschews the use of both qualitative and quantitative research approaches (Creswell, 2003).


Using both qualitative and quantitative methodologies is a "key element in the improvement of social science, including education research,” and mixed methods research "can lead to less waste of potentially useful information" (Gorard, 2004, p. 7)

Factors that guide

research methodology choice: the problem, conceptual

framework, and the derived research questions

feasibility individual factors paradigms


(Rockisnon-Szapkiw, Spaulding, & Swezey, 2014)

All research methodologi

es are needed:

Quantitative

QualitativeMixed

Methods

The Role of the EdD Faculty Member

Part 1: The Entry Stage

Part 2: The Knowledge and Skill Development Stage

Part 3: The Consolidation Stage

Part 4: The Research/Scholarship Stage

Part 5: The Completion Stage

The largest degree of attrition in a doctoral program occurs during candidacy.

(Grover, 2007; National Science Foundation, 1998; Rockinson-Szapkiw, Spaulding, 2014; Tinto, 1993)


In The Research and Scholarship Stage Transition from student to researcher. Transition “from being a consumer of knowledge…to

creator…” (Gardner, 2008, p. 328)

Required to demonstrate the ability to independently design, conduct, analyze, and present research,

which is difficult and unlike any academic task that they have done previously.

(Rockinson-Szapkiw & Spaulding, 2014, Introduction)


Seminal research on candidate retention highlights the

importance of interaction and establishing a positive relationship with faculty.

Candidates are more likely to persist when they have positive relationships with their chair and expectations are clear (Hoskins & Goldberg, 2005; Lovitts & Nelson, 2000; Earl-Novell, 2006).

Rovai (2002) suggests that when advisors facilitate interaction and collaboration, they promote the development of strong community which involves engagement, trust, dedication, and, thus persistence.


In summary, faculty mentorship plays a

significant role in doctoral candidate persistence. Some say it is the most important

factor in persistence!

Help candidates learn what’s entailed in the research and writing process, which includes timely, constructive feedback.

Socialize candidates into the culture of the program and discipline (Model & Collaborate).

Encourage good time management and goal setting.

The Role of the EdD Faculty Member: What is the Role of a Faculty Member in Supervising Dissertation Research and

Promoting Persistence?

(Earl-Novell, 2006; Gardner, 2009; Rockinson-Szapkiw, Spaulding, & Spaulding, 2016; Rockinson-Szapkiw, Spaulding, & Lunde, 2016)

Video

The Role of the EdD Faculty Member: What is the Role of a Faculty Member in Supervising

Dissertation Research and Promoting Persistence?

Examples

DISSERTATION CHAIR Bade, B. (2016). The development of a social integration predictive model for a large suburban community college.

Unpublished doctoral dissertation, Liberty University, Lynchburg, VA. Glessner, K. (2016).Yes, I can: The effect of a college visit and online career intervention on eighth grade candidates’ college

and career self-efficacy and college intent. Liberty University, Lynchburg, VA. Rachels, J (2016). The effect of gamification on elementary candidates’ Spanish language achievement and academic self-

efficacy. Liberty University, Lynchburg, VA. Crook, C. (2016). The predictive relationship between teacher characteristics and the perceived sense of teacher self-

efficacy of non-native English speaking teachers of English as a foreign language in rural Thailand. Liberty University, Lynchburg, VA.

Durso-Finley, J. (2016). Predicting high school candidate success using academic achievement and non-cognitive personality measures.

Smith, S. (2015). The predictive relationship between cultural identity, value orientation, acculturation and the cross-cultural candidate’s academic motivation in the international school setting. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

VanAken, A. (2014). Effect of ebook reading on reading levels, reading behaviors, and reading attitudes of second grade candidates. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Smith, A. (2014). Child maltreatment: What attitudinal factors of commitment, confidence, and concern predict reporting practices of preservice speech-language pathologists? Unpublished doctoral dissertation, Liberty University, Lynchburg, VA. * Awarded Liberty University’s 2015 Outstanding Dissertation Award

Attis, J. (2014). Variables that predict teachers’ e-learning acceptance. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Damon, M. (2014). Instruction type: Effects on pitch accuracy in female voice majors. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA. * Awarded Liberty University’s 2014 Outstanding Dissertation Award

Hollingsworth, L. (2013). Developing English and Spanish literacy in a one-way Spanish immersion program. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Cadle, C. (2013). The effects of using neuro-educational intervention to enhance online EdD and EdS candidate perseverance. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Stokes, D. (2013). Exploring the relationship between cultural intelligence, transformational leadership, and burnout in Doctorate of Education candidates. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Examples

DISSERTATION CHAIR Wendt, J. (2013). The effect of online collaborative learning on middle school candidate science literacy and sense of community.

Unpublished doctoral dissertation, Liberty University, Lynchburg, VA. *Awarded Liberty University’s First Annual 2013 Outstanding Dissertation Award

Brubaker, E. (2013). The relationship between Facebook™ activity and academic performance among African American candidates. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Dunn, M. (2012). The effect of Voice Thread® integration on high school candidates’ anxiety and oral proficiency in the foreign language classroom. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Wells, C. (2012). Do candidates using electronic books display different reading comprehension and motivation level than candidates using traditional print books? Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

McComb-Beverage, S. (2012). A true experimental design: Examining the effectiveness of the Virginia view program on creating 7th

grade candidate career self-efficacy. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA. Heuvelman-Hutchinson, L. (2012). The effect of computer mediums for doctoral peer mentoring on candidates’ sense of

community and loneliness. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA. Smith, T. A. (2012). The impact of cultural intelligence on the cross cultural adjustment of ethnic minority candidates attending

predominately white universities and historically black universities. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Bullock, T. (2012). Variables that predict school psychologists’ perceptions in response to intervention. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Potter, S. (2012). The relationship between the gender of the building administrator and teachers’ job satisfaction and organizational commitment. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Adams, C. (2011). The effects of a remedial math intervention on standardized test scores in Georgia middle schools. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Keung, E. (2011). What factors of cultural intelligence predict transformational leadership: A study of international school leaders.Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Examples

DISSERTATION COMMITTEE MEMBER Rogers, J. (2016). Development and validation study f a classroom observation instrument for the

implementation of co-teaching practices and teacher behavior. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Faretta, R. (2016). A causal comparative inquiry into the significance of implementing a flipped classroom in nursing education. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Clift, L. (2015). The effects of self-assessment with goal setting on fourth grade mathematics candidates: Creating self-regulating agents of learning. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Jacobs, J. (2015). Possible relationships between literacy-based instructional coaching and effects on high school teachers' self-efficacy and attitudes toward teaching reading in the content areas. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Wicks, C. J. (2015). A grounded theory study exploring the technology decisions mothers make for their preschool age children in the home environment. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Wheeler, K. (2014). Comprehension and motivation levels in conjunction with the use of ebooks with audio: A quasi-experimental study of post-secondary remedial reading candidates. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Morales, K. (2013). An instrument validation for a three-dimensional worldview survey among university candidates using a principal component analysis. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Wyman, B. (2012). A hermeneutic phenomenological study of non-completers in online Doctor of Education programs. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA.

Examples

Amanda Rockinson-Szapkiw [email protected] http://AmandaSzapkiw.com

Navigating the Doctoral Journey: A Handbook of Strategies for Success Available at: http://amzn.to/1lTrrFv

Contact Information

mailto:[email protected]

http://amandaszapkiw.com/

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References available upon request.

References

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