hillkm.com


Educ 792: Critique of Research


Course Overview Welcome! As an EdD student in the Rossier School of Education, you have enrolled in this course to begin work on your dissertation. We have elected to teach this course because we wish to help you in this process. This phase of your program will help you improve some key professional skills and strategies, such as analyzing a professional problem, identifying and synthesizing the key literature related to this problem, building a conceptual framework to guide your work, posing questions and conducting an inquiry, writing clearly, and developing useful action implications. We also want to help you position yourself as a credible expert for your future work.
I have discussed potential topics with each of you previously. We will start from those discussions to develop a comprehensive topic and proceed with the work to complete your dissertation in time to graduate in May 2021. Students will review research related to their specific projects. We will all work together to define the problems more clearly, develop a study design and obtain permission to conduct the research as appropriate.
To prepare for the dissertation process, it is important that you understand the purposes of the dissertation within the EdD program and the ways in which it will impact your ability to conduct meaningful inquiry within your organization.
For our work to be successful, each member of the group will need to make a major contribution in these areas:1. reviewing and critiquing literature2. reviewing and analyzing other dissertations and literature reviews3. sharing resources and work products with other group members Interpersonal
Interaction Guidelines:
By participating in this course, you are agreeing to join a team and to abide by the following set of ground rules for discussion and interpersonal interaction:1. Promote an environment conducive to learning. If something does not make sense to you, ask for clarification because it is likely that others feel the same way. 2. Respect differences of opinion and style.3. Welcome disagreement and alternative explanations they provide opportunities to learn.4. Seek to understand first before trying to be understood.5. Encourage participation from your peers everyone has something to contribute. 6. Promote clear communication by being specific, giving examples and asking questions.7. Speak for yourself and let others speak for themselves.8. Help achieve the day’s goals in the time available.9. Do your work – come prepared, execute all assignments on time. Course
Objectives: The purpose of this course is:

1. To orient students to the requirements and best approaches for developing their dissertations.
2. To improve and develop professional skills and strategies such as analyzing a research problem, identifying and synthesizing key literature related to the problem, building a conceptual framework to guide the research, posing questions, and conducting an inquiry.
3. To complete a comprehensive literature review focused on the content area of interest. Students will be responsible for (a) assembling a comprehensive list of references (b) preparing a synthesis of the research in their area and (c) selecting useful publications for dissemination to other members of the thematic group.
4. To write final drafts of Chapters 1 and 2 (introduction and literature review) of the dissertation.






Unit 1:
Get on the Doctoral Support Center website and view the video tutorials related to writing and the dissertation. These are the six bullets under DSC Resources at the following URS: http://rossierstudents.usc.edu/doctoral/doctoral-support-center/



Unit 2:
Read Galvan .
Bring your proposed topic or topics (it’s okay to have 2-3 ideas at this stage) for the dissertation.


Chapter Chart Outline

Unit 3:
Research question drafts by the end of class, submit 2 research questions that you could probably answer (and might want to answer), given what you know about your topic so far.



Unit 4:
Problem statement with 5 references: this is really the first big piece of Chapter 1. Email me an annotated outline consisting of a paragraph or two about the background of the problem a paragraph or two about the purpose of the study your research question and a paragraph or two about the “so what” – if we got answers to your questions, what would your study contribute and to whom? Total length: 3 pages (double spaced or so). Include the required citations (embedded in the text) as you write.


Unit 5:
1. Summary of the Literature Review project: (a) identify 2-3 big bodies of literature you think you need to cover to adequately address what we know and don’t know about your topic (b) locate 7-10 references for each of these “bodies” (c) bring an annotated review for each reference (d) prepare a 10 minute briefing on the literature covering the points below for the group. Use the template for your annotations to be sure you have captured all the necessary information. Connect with the Education Librarian at USC for help as needed. Areas to cover in each annotation: a. full citation (APA format) b. the problem the study addresses c. definitions – how concepts were operationalized and measured (variables) d. any references to pre-post surveys we might use? key findings e. key limitations (critique)



Unit 6:
Annotated outline for Chapter 2: outline the key points that will take you from the opening of Chapter 2 to your conclusion about what remains to be studied (and therefore the rationale for your study). Under each of the key points, include the evidence you would need to reinforce that point. Where you actually have the evidence (i.e., articles, data), insert the reference/annotation (use your materials from Assignment 7, above). Give your draft to your writing partner for feedback.



Unit 7:
1. Return your writing partner’s outline of Chapter 2 with as much helpful feedback as possible. While you are waiting for your own feedback, DRAFT a list of the variables you think you will need to explore in your study and submit that to me.



Unit 8:
Draft of Chapter 1 due to me



Unit 9:
Draft Chapter 2. Exchange drafts of Chapter 2 with your writing partner



Unit 10:
Feedback to writing partner on the full draft of Chapter 2



Unit 11:
1. Draft of Chapter 2 Due to me. While you are waiting for feedback, sketch a draft Chapter 3. Further discussion will take place in class April 11-12



Unit 12:
Revised version of Chapters 1, 2 and 3 due to me.



Unit 13:
Bring draft slides for your mock defense to class. Be prepared to present your study proposal in 10 minutes during class. Be prepared to provide feedback to your colleagues on their presentations in class.



Unit 14:
Defenses of Chapters 1, 2 and 3 will be schedules for students who are ready. For those not ready, there will be individual meetings during this time.



Dissertation Articles:



EdD Program


hillkm@usc.edu