Educational Research and Doctoral Dissertations: A Review within a Research Community

Autor/inn/en	Alves, Mariana Gaio; Azevedo, Nair Rios; Goncalves, Teresa N. R.
Titel	Educational Research and Doctoral Dissertations: A Review within a Research Community
Quelle	In: Qualitative Inquiry, 18 (2012) 7, S.626-637 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-8004
DOI	10.1177/1077800412450156
Schlagwörter	Foreign Countries; Educational Research; Doctoral Programs; Doctoral Dissertations; Doctoral Degrees; Educational Researchers; Research Methodology; Meta Analysis; Qualitative Research; Evaluation Methods; Portugal + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Doktorandenprogramm; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Doctoral degree; Doktorgrad; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Research method; Forschungsmethode; Meta-analysis; Metaanalyse; Qualitative Forschung
Abstract	This article presents some results arising from the meta-analysis of the educational research that has been developed at Universidade Nova de Lisboa (Portugal). The intention was to understand the status of the educational research produced, the main thematic trends studied, affiliated scientific domains, conceptual frames mobilized, and methodological approaches used. The PhD theses that have been submitted for the doctoral degree in Educational Sciences were analyzed and for each one we searched for the research questions and/or research objectives pursued, the methodology of research developed, the entities examined (e.g., individuals, institutions, or organizations), the main theoretical perspectives assumed and the disciplinary, multidisciplinary, or transdisciplinary approach embraced. This enquiry revealed the predominance of qualitative approaches to research in education. Discovering what was done was a gateway to think about educational researchers training and to highlight some issues related to doctoral programs design, pedagogy, and teaching practices. (Contains 3 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10