Index

Citation

(2020), "Index", Burnell, I. and Roffey-Barentsen, J. (Ed.) Completing Your EdD: The Essential Guide to the Doctor of Education, Emerald Publishing Limited, Leeds, pp. 259-263. https://doi.org/10.1108/978-1-78973-563-520201015

Publisher

:

Emerald Publishing Limited

Copyright © 2020 Iona Burnell and Jodi Roffey-Barentsen

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INDEX

Academia

, 100

Academic writing

, 102–103

Action research

, 16

Adaptability

, 167

Analytical generalisation

, 142

Approach, strengths and limitations of

, 153–155

Aretê (excellence, virtue)

, 65

Authentic case study of online research

, 78

background context

, 78–79

ethical considerations

, 79–84

Belmont Report

, 70, 73

Beneficence

, 64, 71, 73

Blind watchmaker

, 125

British Educational Research Association (BERA)

, 73

Burnell, Iona

, 1, 4, 193

Causal layered analysis (CLA)

, 113, 126

litany

, 120

metaphor and myth

, 124–129

systemic causes

, 120–122

worldview

, 122–123

Citizens

, 75

Clarity

, 165–166

Clients, responsibilities to

, 76

Cognitive career

, 241

Cognitive mindset

, 45–47

Cohort-based approaches

, 11, 18

Community career

, 241

Community of educational researchers, responsibilities to

, 76

Community of practice (CoP)

, 80

Computer-assisted qualitative data analysis (CAQDA)

, 170, 173–174

Conceptual threshold crossings

, 106

Confirmability

, 180

Consequentialism

, 62–63

Contradictions

, 48

Core transferable skill

, 92

Covert non-participant observation

, 151

Crawley, Jim

, 4, 165

Creaton, Jane

, 2, 5, 7, 244–247

Credibility

, 180

Critical writing

, 203–205

Criticality

, 101–104

Czerniawski, Gerry

, 4, 193, 243–244

Data analysis and interpretation

, 163–164, 168–170, 176–178

CAQDA

, 173–174s

case example of doctoral student

, 180–185

changing world

, 167–168

evaluating quality of

, 178–180

flexibility, adaptability and fitness for purpose

, 167

grounded theory

, 172–173

key discussions and debates

, 165

mixed-methods analysis

, 175–176

practicality, clarity and validity

, 165–166

thematic analysis

, 170–171

threats to

, 169

Decision chains

, 129–131

Deontology

, 63–65

Dependability

, 180s

Dialectic

, 153

Dissemination, responsibilities for

, 76–77

DNA

, 114, 125

Doctor of Education (EdD)

, 1–2, 9, 14

modules

, 16–17

programme structures

, 12, 33

Doctor of Law

, 8

Doctor of Theology

, 8

Doctoral students

, 92

Doctoralness

, 191–192

Doctorate in Education (EdD)

, 218

students

, 36

Doctorate in Engineering (EngD)

, 8

Doing ethnography

, 153

Early Career Researcher (ECR)

, 239–244

Economic and Social Research Council (ESRC)

, 121

Education doctorates

, 1

Educational leadership

, 16

Educational research, ethical guidelines for

, 73–78

Epistemology

, 155

Ethics in educational research

, 61

authentic case study of online research

, 78–84

deontology

, 63–65

ethical guidelines for educational research

, 73–78

ethical principles

, 70–73

ethical theories

, 62–63

ethics of care

, 67–70

research ethics principles

, 74

virtue ethics

, 65–67

Ethnography

, 153–155

Eudaimonia (human flourishing, happiness)

, 65

Examination process

, 215–216

case studies

, 232–236

result of

, 231

submission of thesis

, 216

Expert–novice continuum

, 43–44

Feedback

, 46–48

Feeling

, 107

Feminism

, 103

Feminist epistemologies

, 156

Fidelity

, 64

First meeting

, 38–39

‘First-generation’ professional doctorates

, 24

Fitness for purpose

, 167

Flexibility

, 167

Focus groups

, 150–151

Forecasting

, 206

Frequency of meetings

, 40–41

General Data Protection Regulation (GDPR)

, 75

Golden thread

, 194–195

Good Supervisory Practice Framework (GSPF)

, 35

Grounded theory

, 172–173

‘Grounded’ theory

, 117

Headspace

, 44–45

Higher education (HE)

, 9, 240

Higher Education Funding Council for England (HEFCE)

, 9

Higher Education Institutions (HEIs)

, 92

Hindsight

, 229

Hoskins, Kate

, 5, 139, 202, 247–248

Hudson, Anthony

, iii

Institute of Education (IOE)

, 35

Intellectual virtues

, 65–66

International Reading Recovery Trainer Organisation (IRRTO)

, 249

Interview-based research

, 147

Interviews

, 146–148

limitations of using

, 148–150

Intimacy

, 124

Iterative processes

, 100

Justice

, 64, 71–73

Kolb’s theory

, 128

Layers

, 119

Learner autonomy

, 123

Learning

, 127

leaps

, 106–107

Learning Styles Inventory (LSI)

, 130

Linguistic phenomena

, 104

LinkedIn

, 241

Litany

, 120

Literature review

contribution to knowledge

, 105–107

criticality

, 101–104

naming of separate parts

, 100–101

and purposes

, 95–98

selection processes

, 99–100

theoretical frameworks

, 104–105

Living voice

, 216

Low science capital

, 121

Malthouse, Richard

, 4, 216

Marxism

, 103

Mediational support

, 53

Metaphor

, 124–129

Method, strengths and limitations of

, 151–153

Methodology

, 138

qualitative

, 140–143

quantitative

, 138–140

Mixed-methods analysis

, 175–176

Mode 2 knowledge

, 10

Moral actions

, 67

Moral virtues

, 65–66

MS Excel

, 173

MS Word

, 173

Myth

, 124–129

Mythology

, 141

Naming of separate parts

, 100–101

National Assessment of Educational Progress (NAEP)

, 122

National Foundation for Educational Research (NFER)

, 121

New-materialism

, 103

Non-maleficence

, 64

Non-theoretical ‘blank slates’

, 118

NVivo

, 21, 173, 183

Observations

, 151–153

Ohm’s Law

, 125

Online intervention model

, 80

Organisation for Economic Co-operation and Development (OECD)

, 122

Organisational career

, 241

Overt non-participant observation

, 152

Overt participant observation

, 152

Participants, responsibilities to

, 75

Partnerships

, 43–44

Personal construct theory (PCT)

, 117

Phronêsis (practical, moral wisdom)

, 65

PISA/TIMMs data

, 122–123

Positionality

, 83

Positivist research

, 138

Post qualification

Early Career Researcher

, 239–244

Gina Wisker

, 254–257

Jane Creaton

, 244–247

Kate Hoskins

, 247–248

Mike Watts

, 252–254

Sue Taylor

, 248–252

Post-colonialism

, 103

Post-humanism

, 103

Post-modernism

, 103

Post-structuralism

, 103

Postgraduate research (PGR)

, 251

Power hierarchy

, 50

Practicality

, 165–166

Practitioner-based enquiry

, 16

Practitioner-based methodologies

, 16

‘Priori’ theory

, 117

Private, Voluntary and Independent group-based practitioners (PVI group-based practitioners)

, 79

Professional doctorate in education

, 7–11

research element

, 19–26

structure of

, 7, 11–14

taught element

, 15–19

Professional Doctorate in Forensic Psychology

, 9

Programme for International Student Assessment (PISA)

, 122–123

Publication, responsibilities for

, 76–77

Qualitative methodology

, 140–143

Quantitative methodology

, 138–140

Question-asking

, 126–127

Questionnaires

, 145–146

Rabbit-Holes

, 104–105

Real-life case study

, 155–158

Regulatory support

, 52

Relevance of School Science project (ROSE project)

, 120

Research

ethics principles

, 74

findings

, 202

training

, 194

Research Ethics Committee (REC)

, 72

Research Excellence Framework (REF)

, 240

Researchers’ well-being and development, responsibilities for

, 77–78

Respect for persons

, 70–71, 73

Responsibilities

to community of educational researchers

, 76

to participants

, 75

for publication and dissemination

, 76–77

for researchers’ well-being and development

, 77–78

to sponsors, clients and stakeholders in research

, 76

Robertson, Leena Helavaara

, 3, 91, 204

Robinson, Carol

, ii

Roffey-Barentsen, Jodi

, 1, 4, 5, 217, 241

Science self-efficacy

, 115

‘Second-generation’ doctorates

, 24

Selection processes

, 99–100

Self-improvement

, 64

Selfish gene

, 125

Semi-structured interview

, 148

Setting expectations

, 39–40

Signalling

, 207

Signposting

, 207–208

Social constructionism

, 155

Social justice

, 103

Social Media Ethical Framework

, 79

Special Educational Needs (SEN)

, 78

Specialism–education

, 1

Sponsors, responsibilities to

, 76

SPSS

, 21, 173

Stakeholders in research, responsibilities to

, 76

STEM pipeline

, 121

Structured interview

, 148

Summarising

, 206–207

Supervision meetings, planning for

, 41–42

Supervisor, relationship with

, 33–35, 49

approaching

, 37–38

background/context

, 34–35

cognitive mindset

, 45–47

communicating effectively with

, 50

effective working relationships

, 38–41

identifying

, 36–37

mediational support

, 53

objectives

, 34

preparing for supervisory meetings

, 42–45

regulatory support

, 52

setting parameters

, 41–42

support mechanisms

, 52

well-being support

, 53

Support mechanisms

, 52

Surveys

, 143–144

Taylor, Sue

, 2, 5, 33, 248–252

Tearoom Trade studies (1970s)

, 70

Thematic analysis

, 170–171

Theoretical approach to student-based questioning

, 126

Theoretical framework

, 113, 118–119

decision chains

, 129–131

layers

, 119–129

setting out

, 114–116

Theory

, 116–118

Theory-driven thinking

, 115

Thesis

abstract

, 198–199

conclusion not just summary

, 208–209

critical writing

, 203–205

EdD Student’s experience

, 210–211

first impressions count

, 195–197

forecasting

, 206

headings and subheadings

, 205

introduction

, 199–200

managing examiners’ first impressions of

, 192–194

methodology

, 200–201

presenting your findings

, 201–203

signalling

, 207

signposting

, 207–208

summarising

, 206–207

Thesis Whisperer

, 104

Threshold crossings

, 106

Traditional PhD

, 9

Transferability

, 180

Trustworthiness

, 180

Twitter

, 241

UK Council for Graduate Education (UKCGE)

, 8

United Nations Convention on the Rights of the Child (UNCRC)

, 75

University of Manchester Institute of Science and Technology (UMIST)

, 8

Unstructured interview

, 147

Utilitarianism

, 62–63

Validity

, 165–166

Value-laden descriptions and ends

, 67

Virtue ethics

, 65–68

Vitae Researcher Developer Framework

, 21

Viva

, 23, 215–217

being defensive

, 228–229

being heard and linking

, 230

dealing with weaknesses

, 229

ending process

, 230

identifying questions

, 221

introductions

, 227–228

label thesis

, 221

managing expectations

, 220

panel

, 218–219

preparing for

, 219

preparing for viva questions

, 223–226

preparing on day

, 222–223

questioning

, 228

reading through thesis

, 220–221

undertaking mock viva

, 222

viva itself

, 226

‘Viva voce’

, 216

Watts, Mike

, 3, 5, 115, 252

Well-being support

, 53

Wisker, Gina

, 254–257

Worldview

, 122–123

Writing

, 100

Zwozdiak-Myers, Paula Nadine

, 3, 61