Preparing Scholarly Practitioners to Use Improvement Science

A Systematic, Iterative, and Reflective Approach to Teaching Applied Quantitative Research Methods

Authors

DOI:

https://doi.org/10.5195/ie.2023.336

Keywords:

doctor of education, improvement science, research methods, quantitative methods

Abstract

While doctoral leadership programs have widely adopted Improvement Science (IS) as a signature pedagogy, few studies have examined how to best equip doctoral students with the knowledge and research skills they need to utilize IS in practice. More specifically, research is needed to determine the most effective and meaningful pedagogy for preparing doctoral students to understand, analyze, and apply statistical theory and quantitative research designs in coursework and as part of the IS Dissertation in Practice (DiP). This essay focuses on the systematic, iterative, and reflective approach of one faculty member to develop and refine a Doctor of Education program’s primary applied quantitative methods course to help students across three cohorts develop the theoretical and practical knowledge and skills they need to lead change.

Author Biography

Noelle A. Paufler, Clemson University

 

References

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Published

2023-04-24

How to Cite

Paufler, N. A. (2023). Preparing Scholarly Practitioners to Use Improvement Science: A Systematic, Iterative, and Reflective Approach to Teaching Applied Quantitative Research Methods. Impacting Education: Journal on Transforming Professional Practice, 8(2), 10–15. https://doi.org/10.5195/ie.2023.336

Issue

Vol. 8 No. 2 (2023): Themed - Reimagining Research Methods Coursework for the Preparation of Scholar-Practitioners

Section

Themed-Reimagining Research Methods Coursework for the Preparation of Scholar-Practitioners

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Copyright (c) 2023 Noelle A. Paufler

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