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

Abstract

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.

Keywords

• Contributions of research dimension
• Field of curriculum and instruction
• Method dimension
• PhD dissertation
• Rubric
• Theoretical framework dimension

Eğitim programı ve öğretim alanındaki doktora tezlerinin kuramsal çerçeve, yöntem ve araştırmanın alana katkı boyutlarına göre değerlendirilmesi

Öz

Bu çalışmada sosyal ve ekonomik problemlerin çözümünde ve nitelikli insan kaynaklarının yetiştirilmesinde çok önemli rolü olan Eğitim Programları ve Öğretim (EPÖ) doktora programına odaklanılmıştır. Çalışmada EPÖ alanında doktora derecesine sahip kişilerin dereceli puanlama anahtarı kullanılarak doktora tezleri değerlendirilmiş olup ilgili alandaki doktora programının ne kadar yenilikçi ve yaratıcı araştırmacı yetiştirdiği araştırılmıştır. Eğitim bilimlerinde uzman iki kodlayıcı, 2013 ve 2019 yılları arasında Türkiye ve yurtdışında ilgili alanda Türklerin yapmış olduğu yetmiş doktora tezini, dereceli puanlama anahtarındaki kesme puanına göre analiz etmiştir. 1. seviye altında yirmi dokuz tez, 1. seviyede kırk bir tez ve 2. Seviyede hiç tez değerlendirilmiştir. Tezlerin alt boyutlarını oluşturan kuramsal çerçeve, yöntem ve araştırmanın alana katkılarında anlamlı farklılık oluşmasına karşın tezlerde anlamlı bir fark meydana gelmemiştir. Türkiye ve yurtdışında tamamlanan doktora tezleri eğitime yenilikçi bir bakış açısı kazandırmamaktadır. Söz konusu doktora programlarının yenilikçi ve yaratıcı doktora derecesine sahip kişileri yetiştirmede etkin olmadıkları anlaşılmaktadır. Doktora programlarını iyileştirmek için çeşitli öneriler tartışılmıştır.

Anahtar Kelimeler

• Araştırmanın katkıları boyutu
• Doktora tezi
• Eğitim programları ve öğretim alanı
• Kuramsal çerçeve boyutu
• Dereceli puanlama anahtarı
• Yöntem boyutu

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56. *Dedebali, N. C. (2014). The effect of multi-media applications on the 6th grade students’ listening skills. (Unpublished doctoral dissertation). Adnan Menderes University, Aydın.
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89. *Özalp, D. (2014). Science teachers’ understanding of science practices before and after the participation in an environmental engineering research experiences for teachers’ program. (Unpublished doctoral dissertation). University of South Florida, Florida, USA.
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100. *Vahide, Y. (2018). Understanding early writing: pre-school and primary teachers’ beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers. (Unpublished doctoral dissertation). University of Exeter, Exeter, UK.
101. *Yalcın, Y. (2017). Online learners’ satisfaction: investigating the structural relationships among self-regulation, self-efficacy, task value, learning design, and perceived learning. (Unpublished doctoral dissertation). Florida State University, Florida, USA.
102. *Yazlık, O. (2014). Women’s identity-related participation and engagement in literacy courses in Turkey. (Unpublished doctoral dissertation). The University of Edinburgh, Edinburgh, UK.
103. *Yeşilkayalı, E. (2014). The relationship between parents’ attitudes towards children’s rights and primary students’ moral maturity and tolerance tendencies. (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir.
104. *Yıldırım, F. (2013). The hidden curriculum in primary schools and the stress perception of primary school students created by the hidden curriculum. (Unpublished doctoral dissertation). Fırat University, Elazığ.
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