KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 9100 Dissertation
Department/ Bagwell College of Education
Degree Title (if applicable) Ed.D. in Education
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new
course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course
proposed as part of a new program. Current catalog information (Section I) is required for
each existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
“The Collaborative Development of Expertise in Teaching and Learning”
Date
Page 1 of 12
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EDUC 9100
Course Title Dissertation
Credit Hours 9 credit hours (May be repeated)
Prerequisites 12 hours of graduate level research courses
Description (or Proposed Degree Requirements)
Course work supports and guides doctoral candidates in the implementation of their research and
the development and defense of the dissertation. This format and structure will provide individual
time with the Doctoral Committee and collegial and academic support from their peers. Course
may be repeated as necessary. Prerequisite: Twelve hours of graduate research study, EDUC
9100 Doctoral Seminar and Admission to Candidacy.
III.
Justification:
The broad purpose of this course work is to support and guide candidates as they conduct
doctoral level research through individual instruction from members of the Doctoral Committee
and collegial support from peers. This course provides opportunities for candidates to apply the
knowledge and skills gleaned from previous course work to solve complex problems through
research that entails developing a research proposal, collecting and analyzing data, interpreting
results and orally defending the completed dissertation.
IV.
Additional Information (for New Courses only)
Instructor:
Drs. Chan, Wan, Ukeje, Strieker
Text:
American Psychological Association, (2001). Publication Manual of the American
Psychological Association (5th ed.). Washington, D. C., Author.
Prerequisites:
12 hours of graduate level research courses
“The Collaborative Development of Expertise in Teaching and Learning”
Page 2 of 12
V.
Course Objectives:
Objectives
Doctoral
KSD’s
Distributed School Leadership
Roles
- Curriculum, Instruction &
1. Formulate a research question(s)
1a, 2a, 3b, Assessment Leader
on topic in education which has the
4a, 5a, 6a - Learning & Development
potential to positively influence practice
Leader
or policy.
- Change Leader
2. Examine various research design
- Data Analysis Leader
options and select the one most
1a, 3c, 4b-c, - Process Improvement Leader
appropriate for this research questions.
4f, 5a-b
- Performance Leader
- Curriculum, Instruction &
3. Analyze and synthesize the
1a-c, 2a,
Assessment Leader
literature on specific educational
4a, 5f, 6a
- Learning & Development
issues related to the research
Leader
questions.
- Change Leader
- Curriculum, Instruction &
4. Develop and articulate the
1a, 2a, 3b- Assessment Leader
prospectus for the dissertation that
c, 4a-b, 5a- - Learning & Development
provides a narrative of the problem,
b
Leader
critical review of the pertinent literature
- Change Leader
and description of the methodology.
- Data Analysis Leader
- Process Improvement Leader
- Performance Leader
5. Collect, organize and analyze data
- Data Analysis Leader
accurately and effectively employ
1a, 3c, 4b-c, - Process Improvement Leader
empirical, qualitative or a combination
4f, 5a-b
- Performance Leader
of procedures.
- Data Analysis Leader
6. Determine findings and implications 1a, 3c, 4b-c, - Process Improvement Leader
of the research in concert with the
4f, 5a-b
- Performance Leader
current literature on teaching, learning,
- Curriculum, Instruction &
leadership, culture, etc.
Assessment Leader
- Learning & Development
Leader
- Change Leader
- Change leader
7. Act in concert with and/or on behalf
2b, 5a-f, 6a - Process Improvement Leader
of colleagues to improve the research,
- Relationship Development
dissertation and/or defense.
Leader
- Learning & Development
Leader
- Change leader
8. Review, revise and defend
2b, 5a-f, 6a - Process Improvement Leader
dissertation based upon feedback from
- Relationship Development
peers and committee.
Leader
- Learning & Development
Leader
“The Collaborative Development of Expertise in Teaching and Learning”
PSC/NCATE
Standards
1.1-1.5
1.6-1.8
1.1-1.5
1.1-1.8
1.6-1.8
1.1-1.6-1.8
1.1-1.8
1.1-1.8
Page 3 of 12
VI.
Instructional Methods
Doctoral faculty will meet primarily with individuals as the dissertation progresses.
However, at several times during the semester, doctoral students will meet in pairs or small
groups to conduct critical reviews of one another’s work. Peer reviews will meet at the
discretion of the faculty and doctoral candidates.
VII.
Methods of Evaluation.
Members of the Dissertation Committee reserve the right to determine the methods of
evaluation for each candidate based upon the type of research being conducted.
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0 – Existing Faculty
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth 0
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
Education
COURSE NUMBER
EDUC 9100
COURSE TITLE FOR LABEL
Dissertation (Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
12 Credit Hours (May be repeated)
Approval, Effective Term
Fall 2006
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas? NA
Learning Support Programs courses which are
required as prerequisites
NA
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
“The Collaborative Development of Expertise in Teaching and Learning”
Page 4 of 12
Bagwell College of Education
M.Ed. Program
EDUC XXXX Dissertation
Template
Kennesaw State University
Bagwell College of Education
Department
Department phone number:
Department
Semester XXXX
I.
INSTRUCTOR:
e-mail:
web page:
office phone:
CLASS MEETING:
IV:
TEXTS
Required:
American Psychological Association, (2001). Publication Manual of the American
Psychological Association (5th ed.). Washington, D. C., Author.
V.
CATALOG COURSE DESCRIPTION:
Course work supports and guides doctoral candidates in the implementation of their research and
the development and defense of the dissertation. This format and structure will provide individual
time with the Doctoral Committee and collegial and academic support from their peers. Course
may be repeated as necessary. Prerequisite: Doctoral Seminar and Admission to Candidacy
VI.
PURPOSE/RATIONALE:
The broad purpose of this course work is to support and guide candidates as they conduct
doctoral level research through individual instruction for members of the Doctoral Committee and
collegial support from peers. This course provides opportunities for candidates to apply the
knowledge and skills gleaned from previous course word to solve complex problems through
research that entails developing a research proposal, collecting and analyzing data, interpreting
results and orally defending the completed dissertation.
“The Collaborative Development of Expertise in Teaching and Learning”
Page 5 of 12
VII.
COURSE OBJECTIVES
Objectives
Distributed School Leadership
Roles
- Curriculum, Instruction &
1. Formulate a research question(s)
1a, 2a, 3b, Assessment Leader
on topic in education which has the
4a, 5a, 6a - Learning & Development
potential to positively influence practice
Leader
or policy.
- Change Leader
2. Examine various research design
- Data Analysis Leader
options and select the one most
1a, 3c, 4b-c, - Process Improvement Leader
appropriate for this research questions.
4f, 5a-b
- Performance Leader
- Curriculum, Instruction &
3. Analyze and synthesize the
1a-c, 2a,
Assessment Leader
literature on specific educational
4a, 5f, 6a
- Learning & Development
issues related to the research
Leader
questions.
- Change Leader
- Curriculum, Instruction &
4. Develop and articulate the
1a, 2a, 3b- Assessment Leader
prospectus for the dissertation that
c, 4a-b, 5a- - Learning & Development
provides a narrative of the problem,
b
Leader
critical review of the pertinent literature
- Change Leader
and description of the methodology.
- Data Analysis Leader
- Process Improvement Leader
- Performance Leader
5. Collect, organize and analyze data
- Data Analysis Leader
accurately and effectively employ
1a, 3c, 4b-c, - Process Improvement Leader
empirical, qualitative or a combination
4f, 5a-b
- Performance Leader
of procedures.
- Data Analysis Leader
6. Determine findings and implications 1a, 3c, 4b-c, - Process Improvement Leader
of the research in concert with the
4f, 5a-b
- Performance Leader
current literature on teaching, learning,
- Curriculum, Instruction &
leadership, culture, etc.
Assessment Leader
- Learning & Development
Leader
- Change Leader
- Change leader
7. Act in concert with and/or on behalf
2b, 5a-f, 6a - Process Improvement Leader
of colleagues to improve the research,
- Relationship Development
dissertation and/or defense.
Leader
- Learning & Development
Leader
- Change leader
8. Review, revise and defend
2b, 5a-f, 6a - Process Improvement Leader
dissertation based upon feedback from
- Relationship Development
peers and committee.
Leader
- Learning & Development
Leader
VII.
Doctoral
KSD’s
PSC/NCATE
Standards
1.1-1.5
1.6-1.8
1.1-1.5
1.1-1.8
1.6-1.8
1.1-1.6-1.8
1.1-1.8
1.1-1.8
CONCEPTUAL FRAMEWORK SUMMARY
“The Collaborative Development of Expertise in Teaching and Learning”
Page 6 of 12
Collaborative Development of Expertise in Teaching and Learning and Leadership
“The Collaborative Development of Expertise in Teaching and Learning” is the basis for all
of Kennesaw State University’s teacher education programs. Working from a solid content
background, the teacher as facilitator demonstrates proficient and flexible use of different ways of
teaching to actively engage students in learning. Teachers as facilitators are well versed in the
characteristics of students of different ages, abilities and cultural backgrounds. They are skilled in
integrating technology into instruction and create an environment in which students can be
successful and want to learn. Teachers as facilitators know when and how to assess learning by
means of various forms of traditional and authentic assessments. They are well prepared for
successful careers in teaching and are expected to act in a professional manner in all
circumstances with colleagues, parents, community members and their own students. As a
professional educator, the teacher facilitator values collaboration and seeks opportunities to work
with other professionals and community members to improve the educational experiences for
children and youth. This course contributes to the candidates’ understanding of their developing
role as a professional facilitator by supporting their educational growth as they learn to effectively
teach students.
Use of Technology: Candidates in the doctoral program are expected to utilize technology to
support the research process, collect data, manage information, analyze data and / or write and
revise the dissertation as appropriate.
Diversity
A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as
an understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore
how multiple attributes of multicultural populations influence decisions in employing specific
methods and materials for every student. Among these attributes are ethnicity, race,
socioeconomic status, gender, giftedness, disability, language, religion, family structure,
sexual orientation, and geographic region. An emphasis on cognitive style differences
provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (770-423- 6443) and develop an
individual assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above. For more information
contact the Student Life Center at 770-423-6280.
VIII.
COURSE REQUIREMENTS AND ASSIGNMENTS:
Preparation of dissertation according to course outline.
IX.
EVALUATION AND GRADING:
“The Collaborative Development of Expertise in Teaching and Learning”
Page 7 of 12
Only Pass/Fail and In Progress grades will be given. While each of these is offered in three-hour
block, each may be repeated as deemed necessary by the Doctoral Committee
X.
ACADEMIC HONESTY STATEMENT:
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Any work that students present in
fulfillment of program or course requirements should reflect their own efforts, achieved without
giving or receiving any unauthorized assistance. Any student who is found to have violated these
expectations will be subject to disciplinary action.”
XI.
CLASS ATTENDANCE POLICY:
Attendance is required for this class session, and candidates are expected to be on time.. Class
discussions, group work, and activities require that everyone be present. There is no way to
“make up” this class.
XII.
COURSE OUTLINE
XIII.
I.
Develop the Dissertation Proposal:
1.
Identify problem statement and formulate research questions;
2.
Examine various research methodologies
3.
Select research methodologies and develop research design appropriate to
research questions and context.
4.
Critical analysis and synthesis of literature, related policy and law.
5.
Participate in peer review of initial draft.
6.
Prepare prospectus or dissertation proposal.
II.
Collect and Analyze the Data:
1.
Conduct data analysis
2.
Develop written explanation of methodology
3.
Critically analyze results
4.
Participate in peer review, revise as necessary.
III.
Finalize Dissertation:
1.
Develop discussion of implications of results
2.
Present completed paper to peers & revise as necessary
3.
Prepare oral defense.
4.
Practice defense with peers.
5.
Defend with Committee
6.
Make final revisions of dissertation and submit.
REFERENCES AND BIBLIOGRAPHY (To be adapted)
Bazeley, P., Richards, L. (2000). Preface. The NVivo qualitative project book. Thousand Oaks, CA,
SAGE Publications.
Boyatzis, R. E. (1998). Transforming qualitative information: thematic analysis and code development.
Thousand Oaks, CA, Sage Publications
Creswell, J. W. (1994). Research design qualitative & quantitative approaches. Thousand Oaks, CA,
Sage Publications.
“The Collaborative Development of Expertise in Teaching and Learning”
Page 8 of 12
Creswell, J. W. (1998). Qualitative inquiry and research design choosing among five traditions. Thousand
Oaks, CA, Sage Publications.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches.
Thousand Oaks, CA, Sage Publications.
Creswell, J. (2004). Educational research: Planning, conducting, and evaluating quantitative and
qualitative research. (2nd ed.) Upper Saddle River, NJ: Prentice Hall
Dooley, D. (2001). Social research methods. (4th ed.). Upper Saddle River, NJ: Prentice Hall
Galvan, J. L. (2004). Writing literature reviews: A guide for students of the social and behavioral
sciences. (2nd ed.). Los Angeles: Pyrczak Publishing.
Gay, L. R., Mills, G. E. & Airasian, P. (2006). Educational research: Competencies for analysis and
applications. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Glasser, W. (1997). A new look at school failure and school success. Phi Delta Kappan, April 1997, 597602.
Good, T. L. & Brophy, J. E. (1987). Looking in classrooms (4th Ed.). New York: Harper & Row.
Hessle, K. & Holloway, J. (2002) A framework for school leaders: Linking the ISLLC standards to
practice. Educational Testing Service.
Holly, M. L., Arhar, J., & Kasten, W. (2005). Action research for teachers: Traveling the yellow brick
road. (2nd ed.). Upper Saddle River NJ: Pearson Merrill Prentice Hall.
Hubbard, R. S. & Power, B. M. (1999). Living the questions: A guide for teacher-researchers. York,
Maine: Stenhouse Publishers.
Huck, S. H, Cromier, W. H. & Bounds, W. G. (1974). Reading statistics and research. New York, NY:
Harper Collins Publisher.
Katzenmeyer, M. & Moller, G. (1996). Awakening the sleeping giant: Leadership development for
teachers. Thousand Oaks, CA: Corwin Press.
Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings. New
York, NY: Oxford University Press.
Kellogg Foundation (1996). Celebrations & challenges: A report on science education improvement.
W.K. Kellogg Foundation, One Michigan Avenue East, Battle Creek, MI 49017-4058.
LaBoskey, V. K. (1994). Development of reflective practice. New York: Teachers College Press.
Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design. Upper Saddle River, NJ,
Merrill Prentice Hall.
Litwin, M. S. (1995). How to measure survey reliability and validity. Thousand Oaks, CA, Sage
Publications.
Lyne, L. S. (2003). A cross section of educational research: Journal articles for discussion and
evaluation. (2nd ed.). Los Angeles: Pyrczak Publishing.
“The Collaborative Development of Expertise in Teaching and Learning”
Page 9 of 12
Mann, C., & Stewart, F. (2000). Internet communication and qualitative research: A handbook for
researching online. Thousand Oaks, CA, SAGE Publications.
Maxwell, J. A. (2002). Understanding and validity in qualitative research. The Qualitative Researcher's
Companion. M. A. Huberman & M. B. Miles. Thousand Oaks, CA, SAGE Publications: 37-64.
McIntyre, D. & Byrd, D. (Eds.) (2000). Research on effective models for teacher education. Thousand
Oaks, CA: Corwin Press.
McMillan, J. H. (2000). Educational research: fundamentals for the consumer. (3rd ed.). New York, NY:
Addison Wesley Longman.
McMillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction. New York,
Longman.
Merriam, S. B., & Simpson, E. L. (2000). A guide to research for educators and trainers of adults.
Malabar, FL, Krieger Publishing Company.
Mertler, C. A. & Charles, C. M. (2005). Introduction to educational research. Boston: Pearson AB
Longman.
Miles, M. B., & Huberman, A. B. (1994). Qualitative data analysis. Thousand Oaks, Sage Publications.
Mills, G.E. (2003). Action research: A guide for the teacher researcher. (2nd ed.). Upper Saddle River
NJ: Merrill Prentice Hall.
Odell, S.J., Huling, L., & Sweeny, B.W. (2000). Conceptualizing quality mentoring, background
information. In S.J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp.3-14).
Indianapolis, IA: Kappa Delta Pi.
Orlich, D., Harder, R., Callahan, R. & Gibbson, H. (1998). Teaching strategies. Boston: Houghton Mifflin.
Patten, M. L. (2000). Understanding research methods: An overview of the essentials. Los Angeles, CA,
Pyrczak Publishing.
Patton, M. Q. (1987). How to use qualitative methods in evaluation. Los Angeles, SAGE Publishing.
Sagor, R. (1992). How to conduct collaborative action research. Alexandria, VA: ASCD.
Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: ASCD.
Schonlau, M., Fricker, R. D. & Elliott, M. N. (2001). Conducting research surveys via e-mail and the web.
Santa Monica, CA, RAND Publications.
Selwyn, N., & Robson, K., (1998). Using e-mail as a research tool. [Electronic Version] Social Research
Update, 21. Retrieved October 14, 2003, from http://www.soc.surrey.ac.uk/sru/SRU21.html
Shavelson, R. J. (1996). Statistical reasoning for the behavioral sciences. (3rd ed.). Boston: Allyn and
Bacon.
Simon, M. K., & Francis, J. B. (1988). The proposal cookbook: A step by step guide to proposal design
and writing. Bloomington, MN, MicroFutures, Inc.
“The Collaborative Development of Expertise in Teaching and Learning”
12
Page 10 of
Spencer, L., Ritchie, J., Lewis, J., & Dillon, L. (2003). Quality in qualitative evaluation: A framework for
assessing research evidence. London: National Center for Social Research.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational psychology
review, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert
student? Instructional Science, 26, 127-140.
Weitzman, E. A., & Miles, M. B. (1995). Computer programs for qualitative data analysis. Thousand
Oaks, CA, SAGE Publications.
Wiersma, W. (2000). Research methods in education: An introduction. Boston: Allyn and Bacon.
Wolcott, H. F. (2001). Writing up qualitative research. Thousand Oaks, CA, Sage Publications.
“The Collaborative Development of Expertise in Teaching and Learning”
12
Page 11 of
DOCTORAL PROGRAM CHECKLIST
There are many points to follow from admission to graduation. Use this checklist as a basic guide to
help you through the process by indicating the date that each activity was completed.
Date
1. _____ Submit application materials Application form (hard copy or on-line); documentation of GRE
score; transcripts; 3 letters of recommendation; documentation of 2 years of experience; writing
sample
2. _____ Interview with admissions committee
3. _____ Admission to the program
4. _____ Advising Information about program requirements may be obtained from the Graduate
School Catalog
5. _____ Select Doctoral Prospectus Committee This committee must consist of at least 4 members
including the committee chairperson and one other faculty member from your department and
at least one member from outside of the department.
6. _____ Prospectus Plan Approval After the prospectus committee has been formed, doctoral
students must work with their committee to design a program of study that satisfies the
Department.
7. _____ Maintain active student status Students who do not enroll in classes for a period of two
semesters must apply for readmission to the program.
8. _____ Qualifying Examination or Paper and Admission to Candidacy (FORM) Students are only
admitted to candidacy after satisfactory completion of all course work, prospectus and
qualifying examinations.
9. _____ Dissertation Proposal Approval A complete dissertation proposal (usually equivalent to the
first three chapters of the dissertation: Purpose/rationale; literature review; and method) must
be
submitted to the committee, and approved in a committee meeting.
10. _____ Review College Guidelines for Dissertation Documents A Guide to the Preparation of
Dissertations is available from the Office of Graduate Studies.
11. _____ Maintain active student status Students must enroll in three hour seminars each fall and
spring semester or two hours each summer semester during candidacy. One semester without
courses may be permitted.
12. _____ Institutional Review Board Approval (FORM) For research using human subjects, an IRB
form, available in the Office of Graduate Studies must be submitted.
13. _____ Carry out dissertation research/complete dissertation manuscript For information about
the format of the dissertation manuscript, see……
14.______ Intent to Graduate Degree Application (FORM) Early in the semester of graduation, a degree
application must be processed. Ed.D. students should obtain a copy of this form, complete it
and submit to department chair.
15. _____ College of Education/University Graduate School Announcement of
Dissertation Defense An announcement of the final defense examination must be submitted
one month prior to the oral defense.
16. _____ First submission of dissertation Doctoral candidates must submit copies of their completed
dissertation with all appendices and a letter of transmittal.
“The Collaborative Development of Expertise in Teaching and Learning”
12
Page 12 of