Self-Assessment Exercise
Topic 1: Types of Dissertations

  1. The goal of the EdD program is to graduate educational leaders who:

    Conduct basic research to generate new generalizable and transferable knowledge.

    Blend practical wisdom with professional skills and knowledge to frame and solve problems of practice.

    Resolve problems of practice by collaborating with key stakeholders.

    Both b and c

  2. Two key components related to the goal and purpose of the Ed. D. are:

    Diagnosing underlying causes of problems; Evaluating research and evidence

    Understanding what is not known in a specific area of research; Designing studies to fill knowledge voids

    Produce a refereed article; Become an expert in a discipline

  3. The knowledge and skills needed for problem-solving include

    Using research

    Analyze situations and data

    Critical thinking

    All of the above

  4. Which of the following is NOT considered a type of dissertation of practice:

    Three article design

    Policy brief/analysis

    Random experimental

  5. It is an oversimplification to say that the PhD is a research degree and the EdD is a practice degree

    True

    False

  6. Which of the following are NOT one of the current models for dissertations in the EdD program?

    Single Chair, individual study, not connected to a thematic group

    Thematic group, single chair, common theme, different research questions

    Thematic group, single chair, problem solving consulting team

    Single chair, single topic, common questions and methodologies, individual studies

    None of the above

  7. An EdD student proposes to his chair that he observe everything that happens in his school on a daily basis for 6 months and write down his reflections in a notebook. He wants to submit the notebook as his dissertation. Using the list of non-negotiable elements for any dissertation of practice and capstone in the slide presentation for this topic, should his chair accept this proposal?

    Yes, this proposed work represents a sufficient effort to serve as a capstone.

    No, this work does not meet the criteria for a dissertation of practice.

  8. Not deterred by the chair’s rejection of his idea, the student revises his proposal to include a rationale for the significance of the work as a contribution to educational practice by providing an individual perspective on daily life in a school. Using the list of non-negotiable elements, should the chair accept his revised proposal?

    Yes, this proposed work is not only a significant effort but is supported by a good significant rationale.

    No, this work does not meet the criteria for a dissertation of practice.

  9. Demonstrating his persistence, the student again revises his proposal to re-state his intent to write notes about his daily observations, however, he intends to focus on the school’s lack of student achievement, which he considers significant problem. Using the list of non-negotiable elements, should the chair accept his revised proposal?

    Yes, this proposed work is significant and represents a problem of practice.

    No, this work does not meet the criteria for a dissertation of practice.

  10. The student again revises his proposal by choosing one stakeholder in the school as the focus of his study to identify the causes of the lack of student achievement. He identifies relevant literature to inform his diagnoses, proposes to validate causes, and intends to offer recommendations for solutions based on current research. Using the list of non-negotiable elements, should the chair accept his revised proposal?

    Yes, this proposed work meets the criteria for a dissertation of practice.

    No, this work does not meet the criteria for a dissertation of practice.