Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2023, Cilt: 5, 269 - 287, 20.10.2023

Seda Demir

https://doi.org/10.48166/ejaes.1357499

Öz

Kaynakça

  • Akbulut, H. İ., Şahin, Ç. ve Çepni, S. (2013). Doktora tez sürecinde karşılaşılan problemlerin belirlenmesi: Eğitim fakültesi örneği. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 20, 50-69. https://dergipark.org.tr/en/pub/zgefd/issue/47944/606571
  • Bair, C. R., & Haworth, J. G. (2004). Doctoral student attrition and persistence: A meta-synthesis of research. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 19, pp. 481–534). Kluwer Academic Publishers. https://link.springer.com/chapter/10.1007/1-4020-2456-8_11
  • Barnes, B.J., & Randall, J. (2012). Doctoral student satisfaction: An examination of disciplinary, enrollment, and institutional differences. Research in Higher Education 53(1), 47-75. https://doi.org/10.1007/s11162-011-9225-4
  • Bieber, J. P., & Worley, L. K. (2006). Conceptualizing the academic life: Graduate students' perspectives. The Journal of Higher Education, 77(6), 1009-1035. https://doi.org/10.1080/00221546.2006.11778954
  • Bowen, W. G., & Rudenstine, N. L. (1992). In pursuit of the PhD. Princeton University Press.
  • Cotterall, S. (2013). More than just a brain: Emotions and the doctoral experience. Higher Education Research & Development, 32(2), 174-187. https://doi.org/10.1080/07294360.2012.680017
  • Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
  • De Valero, Y. F. (2001). Departmental factors affecting time-to-degree and completion rates of doctoral students at one land-grant research institution. The Journal of higher education, 72(3), 341-367. https://doi.org/10.1080/00221546.2001.11777098
  • Fries, L.W. (2005). An investigation of optimism and pessimism as cognitive coping strategies of doctoral students in educational leadership programs [Unpublished Doctoral Dissertation]. Arkansas State University.
  • Golde, C., & Doré, T. (2001). At cross purposes: What the experiences of today's doctoral students reveal about doctoral education. Pew Charitable Trusts. https://eric.ed.gov/?id=ED450628
  • Johnson, D. W., & Johnson, R. T. (1998). Cooperative learning and social interdependence practice. American Psychologist, 58(11), 934-945.
  • Karadağ, N., & Özdemir, S. (2017). Türkiye’de doktora eğitimi sürecine ilişkin öğretim üyelerinin ve doktora öğrencilerinin görüşleri. Yükseköğretim ve Bilim Dergisi, 7(2), 267-281. https://doi.org/10.5961/jhes.2017.206
  • Kluever, R. C., & Green, K. E. (1998). The responsibility scale: A research note on dissertation completion. Educational and Psychological Measurement, 58(3), 520-531. https://doi.org/10.1177/0013164498058003011
  • Lovitts, B. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Rowman & Littlefield Inc.
  • Maher, M. A., Ford, M. E., & Thompson, C. M. (2004). Degree progress of women doctoral students: Factors that constrain, facilitate, and differentiate. The Review of Higher Education, 27(3), 385-408. https://doi.org/10.1353/rhe.2004.0003
  • Malmberg, E. D. (2000). Retention and attrition of doctoral candidates in higher education [Unpublished Doctoral Dissertation]. University of North Texas.
  • Morrison, M. (2014). Doctoral study in challenging times: Entrenching banality or revitalising prospects for 'wicked' ıntellectual work. The case of educational administration. Taysum, A., & Rayner, S. (Ed.), In investing in our education: Leading learning researching and the doctorate (pp.31-58). Emerald Press.
  • Melián, E., Reyes, J. I., & Meneses, J. (2023). The online PhD experience: A qualitative systematic review. International Review of Research in Open and Distributed Learning, 24(1), 137-158. https://doi.org/10.19173/irrodl.v24i1.6780
  • Mullen, C. A. (2005). Fire & ice: Igniting and channeling passion in new qualitative researchers. Peter Lang.
  • Nettles, M. T., & Millett, C. M. (2006). Three magic letters: Getting to Ph.D. The Johns Hopkins University Press.
  • Özmen, Z. M., & Güç, F. A. (2013). Doktora eğitimi ile ilgili yaşanan zorluklar ve baş etme stratejileri: Durum çalışması. Yükseköğretim ve Bilim Dergisi, 3(3), 214-219. https://doi.org/10.5961/jhes.2013.079
  • Protivnak, J. J., & Foss, L. L. (2009). An exploration of themes that influence the counselor education doctoral student experience. Counselor Education and Supervision, 48(4), 239-256. https://doi.org/10.1002/j.1556-6978.2009.tb00078.x
  • Rockinson-Szapkiw, A. J., Spaulding, L. S., & Bade, B. (2014). Completion of educational doctorates: How universities can foster persistence. International Journal of Doctoral Studies, 9, 293-308. http://informingscience.com/ijds/Volume9/IJDSv9p293-308Rockinson0607.pdf
  • Spaulding, L. S., & Rockinson-Szapkiw, A. (2012). Hearing their voices: Factors doctoral candidates attribute to their persistence. International Journal of Doctoral Studies, 7, 199-219. http://www.ijds.org/Volume7/IJDSv7p199-219Spaulding334.pdf
  • Stallone, M. N. (2004). Factors associated with student attrition and retention in an educational leadership doctoral program. Journal of College Teaching and Learning, 1(6),17-24. https://doi.org/10.19030/tlc.v1i6.1952
  • Teowkul, K., Seributra, N. J., Sangkaworn, C., Jivasantikarn, C., Denvilai, S., & Mujtaba, B. G. (2009). Motivational factors of graduate Thai students pursuing master and doctoral degrees in business. RU international Journal, 3(1), 25-56. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=f4f4a6cae5fba27d85827b4acbbe7e46ac10d8d9
  • Whitelock, D., Faulkner, D., & Miell, D. (2008). Promoting creativity in PhD supervision: Tensions and dilemmas. Thinking Skills and Creativity, 3(2), 143-153. https://doi.org/10.1016/j.tsc.2008.04.001
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. (11. baskı). Seçkin Yayıncılık.

BEING A DOCTORAL STUDENT IN MEASUREMENT AND EVALUATION IN EDUCATION: A PHENOMENOLOGICAL STUDY FROM THE PERSPECTIVES OF DOCTORAL STUDENTS

Yıl 2023, Cilt: 5, 269 - 287, 20.10.2023

Seda Demir

https://doi.org/10.48166/ejaes.1357499

Öz

The study aims to examine the views of doctorate students and graduate doctoral students who have received or are receiving doctoral education in the field of measurement and evaluation in education. Phenomenological design, one of the qualitative research methods, was used in the study. The participants of the study consisted of 24 participants who had completed their doctoral education in the field of Measurement and Evaluation in Education at three different state universities (n=11) or were continuing their doctoral education (n=13). The data were gathered during the fall semester of 2022-2023 academic year via a semi-structured interview form prepared by the researcher and consisting of five open-ended items. Content analysis was used for analysis of the data gathered. The results showed that students' views about the factors leading them to pursue an academic career were grouped under three themes as “having interest in the field”, “desire for academic achievement”, and “career goals.” Two themes, “guidance and mentorship” and “academic support” were identified for students' views on their learning relationships with their supervisors. It was seen that students' views about their academic experiences were grouped under three themes as “research activities”, “teaching experiences”, and “academic development.” In addition, students' views on the skills provided by their supervisors were grouped under the themes of “research skills”, “higher-order thinking skills”, and “pedagogical and teaching skills”. Lastly, three themes, “technical competencies”, “theoretical knowledge”, and “practical skills” were identified for the participants' views on the requirements they needed during their doctoral education.

Anahtar Kelimeler

doctorate students graduate doctoral students measurement and evaluation in education doctorate program

Kaynakça

  • Akbulut, H. İ., Şahin, Ç. ve Çepni, S. (2013). Doktora tez sürecinde karşılaşılan problemlerin belirlenmesi: Eğitim fakültesi örneği. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 20, 50-69. https://dergipark.org.tr/en/pub/zgefd/issue/47944/606571
  • Bair, C. R., & Haworth, J. G. (2004). Doctoral student attrition and persistence: A meta-synthesis of research. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 19, pp. 481–534). Kluwer Academic Publishers. https://link.springer.com/chapter/10.1007/1-4020-2456-8_11
  • Barnes, B.J., & Randall, J. (2012). Doctoral student satisfaction: An examination of disciplinary, enrollment, and institutional differences. Research in Higher Education 53(1), 47-75. https://doi.org/10.1007/s11162-011-9225-4
  • Bieber, J. P., & Worley, L. K. (2006). Conceptualizing the academic life: Graduate students' perspectives. The Journal of Higher Education, 77(6), 1009-1035. https://doi.org/10.1080/00221546.2006.11778954
  • Bowen, W. G., & Rudenstine, N. L. (1992). In pursuit of the PhD. Princeton University Press.
  • Cotterall, S. (2013). More than just a brain: Emotions and the doctoral experience. Higher Education Research & Development, 32(2), 174-187. https://doi.org/10.1080/07294360.2012.680017
  • Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
  • De Valero, Y. F. (2001). Departmental factors affecting time-to-degree and completion rates of doctoral students at one land-grant research institution. The Journal of higher education, 72(3), 341-367. https://doi.org/10.1080/00221546.2001.11777098
  • Fries, L.W. (2005). An investigation of optimism and pessimism as cognitive coping strategies of doctoral students in educational leadership programs [Unpublished Doctoral Dissertation]. Arkansas State University.
  • Golde, C., & Doré, T. (2001). At cross purposes: What the experiences of today's doctoral students reveal about doctoral education. Pew Charitable Trusts. https://eric.ed.gov/?id=ED450628
  • Johnson, D. W., & Johnson, R. T. (1998). Cooperative learning and social interdependence practice. American Psychologist, 58(11), 934-945.
  • Karadağ, N., & Özdemir, S. (2017). Türkiye’de doktora eğitimi sürecine ilişkin öğretim üyelerinin ve doktora öğrencilerinin görüşleri. Yükseköğretim ve Bilim Dergisi, 7(2), 267-281. https://doi.org/10.5961/jhes.2017.206
  • Kluever, R. C., & Green, K. E. (1998). The responsibility scale: A research note on dissertation completion. Educational and Psychological Measurement, 58(3), 520-531. https://doi.org/10.1177/0013164498058003011
  • Lovitts, B. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Rowman & Littlefield Inc.
  • Maher, M. A., Ford, M. E., & Thompson, C. M. (2004). Degree progress of women doctoral students: Factors that constrain, facilitate, and differentiate. The Review of Higher Education, 27(3), 385-408. https://doi.org/10.1353/rhe.2004.0003
  • Malmberg, E. D. (2000). Retention and attrition of doctoral candidates in higher education [Unpublished Doctoral Dissertation]. University of North Texas.
  • Morrison, M. (2014). Doctoral study in challenging times: Entrenching banality or revitalising prospects for 'wicked' ıntellectual work. The case of educational administration. Taysum, A., & Rayner, S. (Ed.), In investing in our education: Leading learning researching and the doctorate (pp.31-58). Emerald Press.
  • Melián, E., Reyes, J. I., & Meneses, J. (2023). The online PhD experience: A qualitative systematic review. International Review of Research in Open and Distributed Learning, 24(1), 137-158. https://doi.org/10.19173/irrodl.v24i1.6780
  • Mullen, C. A. (2005). Fire & ice: Igniting and channeling passion in new qualitative researchers. Peter Lang.
  • Nettles, M. T., & Millett, C. M. (2006). Three magic letters: Getting to Ph.D. The Johns Hopkins University Press.
  • Özmen, Z. M., & Güç, F. A. (2013). Doktora eğitimi ile ilgili yaşanan zorluklar ve baş etme stratejileri: Durum çalışması. Yükseköğretim ve Bilim Dergisi, 3(3), 214-219. https://doi.org/10.5961/jhes.2013.079
  • Protivnak, J. J., & Foss, L. L. (2009). An exploration of themes that influence the counselor education doctoral student experience. Counselor Education and Supervision, 48(4), 239-256. https://doi.org/10.1002/j.1556-6978.2009.tb00078.x
  • Rockinson-Szapkiw, A. J., Spaulding, L. S., & Bade, B. (2014). Completion of educational doctorates: How universities can foster persistence. International Journal of Doctoral Studies, 9, 293-308. http://informingscience.com/ijds/Volume9/IJDSv9p293-308Rockinson0607.pdf
  • Spaulding, L. S., & Rockinson-Szapkiw, A. (2012). Hearing their voices: Factors doctoral candidates attribute to their persistence. International Journal of Doctoral Studies, 7, 199-219. http://www.ijds.org/Volume7/IJDSv7p199-219Spaulding334.pdf
  • Stallone, M. N. (2004). Factors associated with student attrition and retention in an educational leadership doctoral program. Journal of College Teaching and Learning, 1(6),17-24. https://doi.org/10.19030/tlc.v1i6.1952
  • Teowkul, K., Seributra, N. J., Sangkaworn, C., Jivasantikarn, C., Denvilai, S., & Mujtaba, B. G. (2009). Motivational factors of graduate Thai students pursuing master and doctoral degrees in business. RU international Journal, 3(1), 25-56. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=f4f4a6cae5fba27d85827b4acbbe7e46ac10d8d9
  • Whitelock, D., Faulkner, D., & Miell, D. (2008). Promoting creativity in PhD supervision: Tensions and dilemmas. Thinking Skills and Creativity, 3(2), 143-153. https://doi.org/10.1016/j.tsc.2008.04.001
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. (11. baskı). Seçkin Yayıncılık.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Egzersiz ve Spor Bilimleri (Diğer)
Bölüm Makaleler
Yazarlar

Seda Demir 0000-0003-4230-5593

Yayımlanma Tarihi 20 Ekim 2023
Gönderilme Tarihi 8 Eylül 2023
Kabul Tarihi 10 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5

Kaynak Göster

APA Demir, S. (2023). BEING A DOCTORAL STUDENT IN MEASUREMENT AND EVALUATION IN EDUCATION: A PHENOMENOLOGICAL STUDY FROM THE PERSPECTIVES OF DOCTORAL STUDENTS. Journal of Advanced Education Studies, 5, 269-287. https://doi.org/10.48166/ejaes.1357499
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