A thorough, sophisticated literature review is the foundation and inspintion for substantial, useful research. The complex naure of education research demands such thorough, sophistjcated reviews.Although doctoral education is a key means for improving education rsearch, the literature has given shon shrift to the dissertation literature review. This anicle sugtests criteria to evaluate the quality of dissenation literature reviews and reports a study that e:

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Practitioners and researchers are conducting more focus groups online as a qualitative data collection method, yet rigorous methodological studies investigating the diversity of findings versus traditional in-person focus groups are limited. Previous studies primarily focused on health topics, varied on topic scope (broad to sensitive), format (synchronous vs. asynchronous), and online platform (several no longer exist). This experimental study sought to address that gap by randomly assigning participants into treatment groups to brainstorm sustainable practices for the hospitality industry (i.e., a broad topic) on a popular publicly available platform (i.e., Reddit). Although the in-person focus groups generated a greater word count and number of ideas, they generated an equivalent number of unique ideas. In terms of idea diversity, thematic analysis revealed a relatively high degree of overlap in themes from both groups. Of 13 themes, 10 (77%) occurred in both treatment groups. The overlapping themes represented 91% of all key words generated across both groups. These results highlight the potential for online focus groups to generate idea diversity at a level that is comparable to in-person focus groups. For practitioners seeking to benefit from guest insights, the findings help to substantiate the value of a lower cost, faster-to-market data collection method.

At the heart of many current debates about curriculum and curriculum policy is an inadequately conceptualized and articulated notion of teachers' professional discretion. This paper begins to detail a normative and descriptive theory of the social and individual conditions required for the development of professional discretion. A better understanding of teachers' professional discretion should enable professional curriculum developers and policy writers to help teachers to adapt to the dynamic, complex social conditions of schooling.