Comparison of the discussion sections of PhD dissertations in educational technology: the case of Turkey and the USA

Karsli, Meva Bayrak; Karabey, Sinem; Çağıltay, Nergiz Ercil; Göktaş, Yüksel

doi:10.1007/s11192-018-2955-8

Cited by 8 publications

(3 citation statements)

References 34 publications

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“…Doctoral theses were chosen as samples for this study in acknowledgment that doctoral education is the primary source of research productivity and innovation and is at the core of a university's research capabilities [ 46 ]. Munoz-Najar Galvez, Heiberger and McFarland [ 47 ], Karsli, Karabey, Cagiltay and Goktas [ 48 ] and Disman et al [ 11 ], also used theses to assess scholarly communication patterns in the field of education.…”

Section: Methodsmentioning

confidence: 99%

Improving the quality of reporting findings using computer data analysis applications in educational research in context

Ngulube

2023

Heliyon

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Section: Methodsmentioning

confidence: 99%

Improving the quality of reporting findings using computer data analysis applications in educational research in context

Ngulube

2023

Heliyon

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“…The study of Karsali et al (2018) aims to compare 120 discussion sections taken from American and Turkish PhD dissertations in the field of Educational Technologies. This comparison considered the basic features that should be present in an effective discussion section.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Lexico-grammatical Patterns in Doctoral Dissertations: A Multidimensional Analysis

Abdulhaleem,

Ali

2024

WJEL

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Dictatorial dissertations occupy a prominent place in academic communication and advancement. This genre applies its intricate lexical and grammatical patterns to shape its effectiveness and these patterns need to be studied. The study aims to investigate the discussion section of the doctoral dissertations from ten leading British universities. The objective of the study is to explore the lexico-grammatical similarities and differences between ELT and Linguistics dissertations. It also attempts to analyze how far the lexico-grammatical choices used in the discussion section of ELT dissertations are similar to or different from those of Linguistics. The corpus used in this study consists of 200 discussion sections: 100 from ELT and 100 from Linguistics. A random sampling technique was used to collect data which consisted of publicly available dissertations. Biber’s Tagger was used to annotate grammatical and lexical features. To find out the significant interaction between the selected disciplines, a factorial ANOVA was used. The study is significant in terms of providing insight into the preferred lexico-grammatical patterns used by the students. It further explains how two different disciplines – Linguistics and ELT, make various lexico-grammatical choices. The findings of the study will help the researcher from around the world, particularly the ones from non-English speaking countries, in terms of familiarizing them with the conventions involved in writing a dissertation.

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“…It is known that many researchers have studied the dissertations completed in educational sciences in the Turkish context and some researchers (Çapuk, 2014;Bayrak Karsli, Karabey, Cagiltay, & Göktaş, 2018) compared the dissertations produced in Turkey to those dissertations abroad. However, the literature review showed that any study has not yet been conducted to evaluate the dissertations completed in the field of educational sciences abroad by the Turkish PhD holders.…”

Section: Importance Of the Studymentioning

confidence: 99%

Examination of the curriculum and instructional PhD dissertations in the field of educational sciences concerning theoretical framework, method and contributions of research dimensions

Aslan

Açıkgöz²,

Günay³

et al. 2020

Turkish Journal of Education

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This study focused on the doctoral program in Curriculum and Instruction (CIPP) due to its crucial role in training qualified human capital and in creating solutions for economic and social problems. It investigated to what extent CIPP contributes to training innovative and creative Turkish PhD holders evaluating their dissertations through a rubric. Two expert raters in educational sciences evaluated seventy dissertations completed by the Turkish PhD holders in Turkey and abroad between 2013 and 2019 according to the cutoff scores in the rubric. Twenty-nine dissertations were rated at Below Level 1, forty-one dissertations at Level 1 and no dissertations at Level 2. No significant difference was observed among the dissertations despite significant differences in theoretical framework, method and contributions of research dimensions. The dissertations completed in Turkey and abroad do not contribute an innovative perspective to education. It is understood that the programs are not effective to train innovative and creative the PhD holders. Several implications were discussed to improve the doctoral programs.

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Comparison of the discussion sections of PhD dissertations in educational technology: the case of Turkey and the USA

Cited by 8 publications

References 34 publications

Improving the quality of reporting findings using computer data analysis applications in educational research in context

Improving the quality of reporting findings using computer data analysis applications in educational research in context

Exploring Lexico-grammatical Patterns in Doctoral Dissertations: A Multidimensional Analysis

Examination of the curriculum and instructional PhD dissertations in the field of educational sciences concerning theoretical framework, method and contributions of research dimensions

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