Dissertation research in school psychology, 1978–1980

French, Joseph L.; Raykovitz, Jack

doi:10.1016/0022-4405(84)90053-0

Cited by 13 publications

(7 citation statements)

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“…Our review of the literature showed an absence of this information, in stark contrast to related fields, such as school psychology (French & Raykovitz, 1984;Ysseldyke & Pickholtz, 1975). In this investigation, we asked the following questions about dissertation research in special education: …”

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confidence: 98%

A Quantitative Analysis of Doctoral Dissertation Research in Special Education

Brady

Williams

Bailey

1988

Teacher Education and Special Education: The Journal of the Tea

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confidence: 98%

A Quantitative Analysis of Doctoral Dissertation Research in Special Education

Brady

Williams

Bailey

1988

Teacher Education and Special Education: The Journal of the Tea

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“…Consider, for example, that most of the major surveys of researchers and/or practitioners in the school psychology field have not addressed the issue of what methodological strategies should be used to advance knowl edge in the field. Studies have focused on a review of disser tation topics (French & Roykovitz, 1984;Ysseldyke & Pickholtz, 1975), analysis of the contents of the major school psychology journals (O'Callaghan, 1974; Reynolds & Clark, 1984), and an analysis of future research needs of researchers and practitioners (Strein, 1987). Little is said about what methodology will address specific areas of need.…”

Section: Philosophical Objections To Single-case Research Designmentioning

confidence: 98%

Perspectives on Pitfalls and Hassles in Single-Subject Research

Kratochwill

Williams

1988

Journal of the Association for Persons with Severe Handicaps

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Single-case research designs have emerged as a major methodological strategy in some areas of social science research. Yet, single-subject research is plagued by a number of methodological, conceptual, and philosophi cal problems that have a bearing on the efficacy of these strategies in applied settings. In this article we review briefly some methodological issues in single-case design, including factors such as baseline trends, variability in the data, and duration of phases. In addition, conceptual issues include the range of outcome questions that sin gle-case designs are designed to address as well as establishing the generalizability of findings. Beyond these issues, a number of pitfalls and hassles are likely to emerge, including philosophical objections to singlecase research design, replication problems, measure ment paradigms that seem incompatible with design assumptions, and the integration of single-case designs into practice.

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“…Doctoral theses or dissertations (“thesis” and “dissertation” are used interchangeably in this study) not only reveal the interest and experience of doctoral students (and their advisors) but also provide insights into the level of sophistication of research in a particular field or discipline (Adams & White, 1994; Das & Handfield, 1997; Lekwa & Ysseldyke, 2010). In addition, they help identify areas where research activity is limited and thus outline directions for future research (French & Raykovitz, 1984). This is because doctoral students are generally considered capable of synthesizing a substantial amount of literature and filling in gaps in a body of knowledge (Jack, Stephens, & Evans, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…Ysseldyke and Pickholtz (1975), who sought to supplement Tindall’s (1968) baseline data, found that relatively equal research attention was given to assessment-evaluation, education methodology, and social-educational issues but significant differences were seen in the other categories. French and Raykovitz (1984) then provided an updated view of the trends that had taken place in school psychology dissertations. A survey was sent to directors of American and Canadian doctoral programs.…”

Section: Introductionmentioning

confidence: 99%

“…Like the earlier studies, the identified dissertations were analyzed in terms of topic, subject area, and methodology. In addition, a comparison was made between the content of the examined dissertations and that of the general academic literature in the field (French & Raykovitz, 1984). A similar approach was adopted by Lekwa and Ysseldyke (2010) who analyzed 1,119 school psychology doctoral theses completed between 2000 and 2007 and indicated that social issues, interventions, instruction, and assessment continued to be popular research topics while cognitive and personality research was almost abandoned.…”

Section: Introductionmentioning

confidence: 99%

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Social Marketing as the Subject of Doctoral Dissertations

Truong

Garry

Hall

2014

Social Marketing Quarterly

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This article examines the evolution of social marketing as the subject of doctoral dissertations. Search strategies were used and online databases mined to identify 93 social marketing-focused doctoral theses completed between 1971 and 2013. Dissertation titles and abstracts were analyzed to determine growth trends, institutional output, disciplinary context, topical coverage, theory and model use, and differences between countries. Results indicate that the growth in the number of doctoral theses on social marketing was neither stable nor continuous over the examined period but that a rapid increase has been seen in recent years. More than 80% of the identified doctoral dissertations were undertaken in American and British educational institutions. The largest contributions came from the fields of health sciences and education, followed by business administration, marketing, communications, and psychology. Public health was predominantly the research topic. Theories and models were not always reported, with Theory of Planned Behaviour, Diffusion of Innovations Theory, and Health Belief Model being utilized most often. This study also suggests that many dissertations were focused on program development while paying relatively limited attention to theoretical advancement. This study contributes to the debate on the academic legitimacy of social marketing and helps shape directions for further knowledge creation in the field.

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Dissertation research in school psychology, 1978–1980

Cited by 13 publications

References 5 publications

A Quantitative Analysis of Doctoral Dissertation Research in Special Education

A Quantitative Analysis of Doctoral Dissertation Research in Special Education

Perspectives on Pitfalls and Hassles in Single-Subject Research

Social Marketing as the Subject of Doctoral Dissertations

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