ABD'de Eğitim Yönetimi Alanında Yapılan Doktora Tezlerinin Çözümlemesi/The Analysis of Dissertations in the Field of Educational Administration in the USA
Anahtar Sözcükler: ABD, Eğitim, Eğitim yönetimi, Doktora tezi
Purpose: In this study, it was aimed to analyze the dissertations in the field of educational administration in the USA for ten-year period, 2000-2009. For this purpose, it was determined the topics upon which the dissertations focused and some quantitative data within the thesis (thesis method, title, abstract, keywords, references and thesis itself).
Method: As being a descriptive research model, this study is mixed type having qualitative and quantitative dimensions. Qualitative data were analyzed using content analysis, while quantitative data were analyzed using frequency, percentage and Kruskal-Wallis test. The number of dissertations, in ProQuest database, in educational administration in the USA between 2000-2009 is 299. Excluding one thesis in French and another in Spanish, all other 297 dissertations were included in the study.
Findings: In dissertations in the field of educational administration in the USA, it was determined that mostly focused topics were “Woman Principals” and “Leadership”; next came “Principal Competency”, “Educational Administration Programmes” and “School Improvement”; also there seems to be an increasing trend in main themes such as “Leadership”, “Educational Administration Programmes”, “Woman Supervisors”, “Teacher Competency” and Special Education”
According to the methods of thesis, mixed method rate was 12%, whereas quantitative and qualitative rates were nearly equal, 44%, 43% respectively. However, for the last five years, there has been an increase in using mixed method.
It was determined that the most frequent words in thesis titles were “school” and “education/al”, next came “administration”, “leadership” and “study; yet there was no significant difference ( (2)= 5,736; p>0,05) between number of words in title and the method of the thesis.
It was also determined that the most frequent words in abstracts were “study, research, survey”, “school” and “ education”, next came “leader/ship” and “administration; there was significant difference ( (2)= 8,434; p<0,05) between number of words in abstracts and the method of the thesis. The number of words in abstracts of mixed thesis was higher than that of abstracts of quantitative and qualitative thesis.
It was determined that the most frequent words in keywords were “administrator/administration” and “education/al”, next came “leader/ship” and “school” and “principal/ship”; yet there was no significant difference ( (2)= 1,387; p>0,05) between number of words in keywords and the method of the thesis.
It was also determined that the number of references varied between 26-582, average reference was 124; there was no significant difference ( (2) = 0,70; p>0,05) between number of references and the method of the thesis.
Total page of theses varied between 66-848, and the average thesis had 200 pages. There was significant difference ( (2)= 44,261; p<0,05) between total page and method of the thesis. It was determined that total page of mixed-method theses was 25% higher than the general average of total page.
Suggestions: The focused topics of US Educational Administration dissertations could be a source of inspiration for researchers in determining a research topic; The frequency and the trend of thesis methods, average number of words in title, abstract and keywords, average reference number and total page of the thesis could be a reference for doctoral students preparing to write a doctoral thesis.
Keywords: USA, Education, Educational management, Dissertations
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