A Mixed Methods Program Evaluation of Participant Perceptions of the Residency Portfolio Component of the Education Doctorate at Marshall University

Autor/in	Stephens, Ashley White
Titel	A Mixed Methods Program Evaluation of Participant Perceptions of the Residency Portfolio Component of the Education Doctorate at Marshall University
Quelle	(2016), (204 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Marshall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-1353-0
Schlagwörter	Hochschulschrift; Dissertation; Mixed Methods Research; Program Evaluation; Student Attitudes; Teacher Attitudes; Doctoral Programs; Student Surveys; Teacher Surveys; Focus Groups; Interviews; Likert Scales; Portfolios (Background Materials); College Students; College Faculty; College Graduates; Schools of Education; West Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Programme evaluation; Programmevaluation; Schülerverhalten; Lehrerverhalten; Doktorandenprogramm; Schülerbefragung; Interviewing; Interviewtechnik; Likert-Skala; Collegestudent; Fakultät; Hochschulabsolvent; Hochschulabsolventin; Erziehungswissenschaftliche Fakultät
Abstract	This mixed-methods study explored student, graduate, and faculty perceptions of the residency portfolio process in Marshall University's Ed.D. Program and the degree to which the portfolio met the stated goals of the program. Data was collected via online surveys, student/graduate focus groups, and individual faculty interviews. One hundred eighteen students/graduates and 14 faculty members completed the survey. Eleven students/graduates participated in the two focus groups, and eight faculty members participated in individual interviews. The seven stated program goals were further divided into 21 indicators. The survey asked participants to rate the degree to which the residency portfolio developed students' abilities to achieve each of the 21 indicators using a Likert scale. Participants indicated that all seven program goals were met "to a great extent," (5) the highest distinction available. Few statistically significant differences were found based upon demographics such as sex, age, program, role, cohort involvement, stage in the program, completion year, vocation, job change, motivation, or faculty years of experience with the portfolio. Focus group and faculty interviews offered confirmation of survey findings and additional examples and anecdotes to support and explain the survey data. The study offers an example of portfolios functioning as a qualifying assessment in a doctoral program for other universities considering alternatives to comprehensive examinations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01