Education Commons^™

A Mixed Methods Design Exploring Factors And Experiences Of Ed.D. Graduates And Time To Degree, Brian Willess

Electronic Theses, Projects, and Dissertations

In higher education, the extended time-to-degree of doctoral students creates a gap between those who graduate on time and those who do not. This delay is due to program structures, relationships, and dissertation writing. Academic success requires timely program completion and increases career opportunities for graduates. A long time to degree increases the risk of non-completion, especially during dissertations. Attrition, persistence, and dropping out have been studied, but why students graduate on time needs more examination. Most studies focus on Ph.D. students and programs with different requirements and time-to-degree, so new research must include Ed.D. students and examine doctoral graduates' …

Feel The Burn(Out) And (Mom)Guilt Of Doctorate Programs Amongst Latina Mothers: A Testiomonio Reflection, Judyann Armijo

Theses & Dissertations

Research Focus. This research aims to explore the experiences of Latina mothers residing in San Antonio, Texas, using testimonios as a form of data collection; asynchronous interviews were completed to obtain the participants' experiences as they journeyed through their respective doctoral programs. Through this qualitative study, the research provided an in-depth analysis to understand the relationship between motherhood, academia, and culture in relation to advanced degrees. In this study, LatCrit served as the leading theoretical framework, allowing the researcher to understand the obstacles the participants underwent not only as doctoral students but also as the other critical roles in …

A Qualitative Analysis Of Mentoring Experiences And Perceptions Of Female Students Enrolled In A Doctoral Program In Education At A Midwestern University, Sherrill Rayford

Dissertations

This qualitative study analyzed mentoring experiences and perceptions of females enrolled in a doctorate program of education, including a Principal Investigator-led peer mentoring group. The snowball technique generated 20 participants who were interviewed for a two-part study to share mentoring experiences by responding to Research Question One: What are the mentoring experiences of a sample of female students enrolled in an Educational leadership doctoral program at a Midwestern University? The conceptual framework explored experiences and perceptions of women at the doctoral level, mentoring support systems, and barriers to doctoral completion. Additional interviews were sought from faculty named as providing mentoring …

Educational Leadership Program Newsletter January/February 2012, Educational Leadership Program, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• Letter from the Program Coordinator
• Faculty Profile: James Curry
• Meet Our Staff - Kathie Bickford
• Alumni Spotlight: Kim Brandt
• Frequently Asked Questions
• Tentative Spring 2012 Schedule
• Notes of Interest
• Faculty & Staff Program Directory

Educational Leadership Program Newsletter December 2010, Educational Leadership Program, University Of Southern Maine

Educational Leadership Newsletters

Inside the issue:

• Letter from the Program Coordinator
• Alumni Spotlight: Ray Grogan
• Faculty Profile: Jody Capelluti
• Program Updates
• Spring 2011 Schedule
• Frequently Asked Questions
• Notes of Interest

Leadership By The Book: Case Study Of Creating A Doctoral Program In Education, Cynthia V. L. Ward

Essays in Education

Playing against type, by initiating of a doctoral program in education leadership at a respected career university is the conundrum underlying this case study in higher education leadership. Using a historical approach, the strategies used and the techniques employed to initiate a major change in an unlikely environment are discussed and linked to what the literature has to say about implementing academic change. In this particular case, what was done not only was consistent with recommendations found in the literature, but also worked to implement and sustain the doctoral program during its formative years.