Synopsis
The Importance of the Dissertation in Practice (DiP): A Resource Guide for EdD Students, Their Committee Members and Advisors, and Departmental and University Leaders Involved with EdD Programs is the first book-length study that looks at the elements of high-quality Dissertations in Practice (DiPs). It serves as a resource for EdD students, their committee members, their advisors, and departmental or university leaders involved with EdD programs. The book can be used to improve support from key stakeholders within EdD programs for the implementation of the DiP in the development of practitioner-scholars.
The first section of the book discusses the difference between the DiP and traditional dissertations, the history of the DiP, and how the practitioner-scholar is developed through the DiP process. Next, the book describes the elements that are reflective of a high-quality DiP. Finally, it addresses a few of the unique formats that are sometimes used with the DiP, some of the practical issues with implementing the DiP, and issues of the future including the use of artificial intelligence.
The ultimate goal of The Importance of the Dissertation in Practice is to serve as a practical guide for all those involved with the DiP, reflecting the editors’ and authors’ experiences working with students within a variety of higher education institutions.
Perfect for courses such as: Introduction to Research Methods (doctoral level); Improvement Science; Applied Research Methods; Advanced Research Methods; Introduction to the Dissertation; Educational Evaluation; Theory of Change in Education; Educational Policy
About the Authors
Dr. Kimberlee K. C. Everson is an expert in research methods and statistics with a focus on ethical AI integration in education. As an associate professor at Western Kentucky University, Dr. Everson advocates for responsible AI use in academia, aiming to improve research while upholding integrity. Her expertise bridges traditional methodologies and AI innovations, offering valuable insights for those exploring AI's academic potential.
Lynn Hemmer, educator, researcher, and practitioner of educational administration and leadership is a Professor in the department of Educational Leadership at Texas A&M University-Corpus Christi. She has an B.S. in Geology from California Lutheran University, and a M.A. and Ph.D. in Educational Administration from Texas A&M University. Her professional background includes over fifteen years of experience in the K12 public school setting as a teacher, school administrator and district coordinator. Her work entails supporting aspiring and current administrators and leaders in the Pk-20 setting as they generate and disseminate new knowledge in the field of critical/social justice perspective in problem/solution formation and research refinement. Her research explores the intersections of alternative education, policy implementation, and educational equity for special populations.
Kelly Torres, PhD is Department Chair of the Educational Psychology and Technology Program at The Chicago School. Her research interests are focused on international education, preservice teachers, innovative technologies, and online learning.
Suha R. Tamim is a Clinical Associate Professor in the Curriculum Studies program at the Department of Leadership, Learning Design, and Inquiry at the University of South Carolina. She holds a Doctor of Education from the University of Memphis and a Master of Public Health from the American University of Beirut. In her present role, she advises students on the Dissertation in Practice and collaborates with faculty on the continuous improvement of the program. Her publications are focused on systems thinking and the design of learning environments. She is an active member of the Association for Educational Communications and Technology and the Carnegie Project on the Education Doctorate, currently serving as co-editor in chief for Impacting Education: Journal of Transforming Professional Practice.
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