STEM Education Related Dissertation Abstracts: A Bounded Qualitative Meta-study

Banning, James H.; Folkestad, James E.

doi:10.1007/s10956-011-9361-9

Cited by 27 publications

(12 citation statements)

References 8 publications

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“…One is the quality of the abstracts examined in this study. Weaknesses in the structure of the abstracts were similar to the ones Banning and Folkestad (2012) found in STEM doctoral research abstracts and also similar to the weakness addressed by Kelly and Yin's (2007) work. Kelly and Yin found that many research abstracts were lacking in background and content; had unclear purpose, objective, and research questions; provided little description of setting and population/participants; included few details regarding intervention/program; had sparse information regarding methods, research design, data collection, analysis, and findings results; and provided limited conclusions and recommendations.…”

Section: Discussionsupporting

confidence: 75%

“…To address the theory component of the meta-study model (Paterson et al, 2001), each dissertation abstract was examined using a classification system developed by Banning and Folkestad (2012) to see what guiding framework was mentioned, if any. The theoretical guiding framework was defined within this study as any use of paradigmatic statements, grand theories, theories of middle range, substantive theories, or models to guide the research.…”

Section: Guiding Framework Resultsmentioning

confidence: 99%

“…Both sets of authors saw the qualitative meta-synthesis approach as an important tool in establishing evidence based research to support informed practice, and as a tool that can be used in concert with traditional quantitative meta-analysis. This study used a bounded qualitative synthesis framework (Banning & Folkestad, 2012;Banning & Kuk, 2009. Unlike a typical quantitative meta-analysis, this study is "bounded" by both a search of a specific research genre (the doctoral dissertation abstract) and a specific time period.…”

Section: Review Of Literaturementioning

confidence: 99%

See 2 more Smart Citations

Education and Training: Issues for the Field of Interior Design

Banning

Clemons

Gibbs

et al. 2013

JET

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Interior design as a discipline shares much with architecture, art history, and environmental psychology, but the core and issues of a discipline can be found in its graduate education research. It is in graduate research that important topics are rigorously explored by faculty and students. The purpose of this study was to examine the educational and training topics being explored at the doctoral level in interior design. The study utilizes a bounded qualitative meta-study framework to examine 38 dissertation abstracts from 1999 through 2009 found by searching the terms interior design and education or teaching in the ProQuest Dissertation and Theses TM digital database. The overarching research question for this study was: What can we learn from examining doctoral dissertations abstracts found during this 10 year time period that focus on the teaching of interior design? The study provides an overview of qualitative meta-syntheses within a bounded qualitative framework. The content of the study's findings addresses the attributes of the researcher and the research of interior design education. We conclude by calling for a discussion of doctoral research and interior design instruction focusing on the relationship of professional practice and academic research and the utilization of qualitative meta-analysis as a tool for establishing evidence based design.

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Section: Discussionsupporting

confidence: 75%

Section: Guiding Framework Resultsmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

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Education and Training: Issues for the Field of Interior Design

Banning

Clemons

Gibbs

et al. 2013

JET

View full text Add to dashboard Cite

show abstract

“…Science, technology, engineering and mathematics (STEM) are important for the global competitiveness of the USA (Banning and Folkestad 2012;Holden et al 2010). The USA is increasingly reliant on the STEM workforce to maintain leadership in the world economy (Banning and Folkestad 2012).…”

Section: Introductionmentioning

confidence: 99%

Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students

2015

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This study examines positive dispositions reported by middle school and high school students participating in programs that feature STEM-related activities. Middle school students participating in school-to-home hands-on energy monitoring activities are compared to middle school and high school students in a different project taking part in activities such as an after-school robotics program. Both groups are compared and contrasted with a third group of high school students admitted at the eleventh grade to an academy of mathematics and science. All students were assessed using the same science, technology, engineering and mathematics (STEM) dispositions instrument. Findings indicate that the after-school group whose participants self-selected STEM engagement activities, and the self-selected academy of mathematics and science group, each had highly positive STEM dispositions comparable to those of STEM professionals, while a subset of the middle school whole-classroom energy monitoring group that reported high interest in STEM as a career, also possessed highly positive STEM dispositions comparable to the STEM Professionals group. The authors conclude that several different kinds of hands-on STEM engagement activities are likely to foster or maintain positive STEM dispositions at the middle school and high school levels, and that these highly positive levels of dispositions can be viewed as a target toward which projects seeking to interest mainstream secondary students in STEM majors in college and STEM careers, can hope to aspire. Gender findings regarding STEM dispositions are also reported for these groups.

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“…The approach was initially employed by Banning and Kuk (2009) to explore student affairs organizations and has since been utilized by other researchers in a variety of contexts.…”

Section: Methodsmentioning

confidence: 99%

Examining Experiential Learning and Implications for Organizations

Waite¹

2018

IJHRDPP&R

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The scholarly literature on experiential learning has soared since the 1980s, yet evidence-based data on its use and practice in organizations remain limited. The goal of this study was to fill the research void by examining empirical graduate-level research using a bounded qualitative metasynthesis framework. Forty documents were retrieved by an unlimited date search of the ProQuest Dissertations & Theses (PQDT) Global™ digital database using the terms "experiential learning" AND "management" to answer the overarching research question: What can we learn by examining doctoral dissertations and master's theses on experiential learning in the context of organizations between 1991 and 2015? Analysis of the coded data revealed three central themes: (a) learning from experience, (b) experiential learning interventions, and (c) experiential learning outputs. An integrative framework highlights the significance of experiential learning for organizations from a human resource development perspective. Practical implications are offered around individual competencies, learning processes, and learning outputs.

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STEM Education Related Dissertation Abstracts: A Bounded Qualitative Meta-study

Cited by 27 publications

References 8 publications

Education and Training: Issues for the Field of Interior Design

Education and Training: Issues for the Field of Interior Design

Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students

Examining Experiential Learning and Implications for Organizations

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