The implementation and evaluation of the decision-oriented educational research (DOER) paradigm in a non-traditional university academic program

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Title: The implementation and evaluation of the decision-oriented educational research (DOER) paradigm in a non-traditional university academic program
Author: Wild, Lynn
Abstract: This study implemented the Decision-Oriented Educational Research (DOER)paradigm developed by William Cooley and William Bickel (1985) and evaluated the effectiveness of this paradigm in a non-traditional university academic program. The main features of the DOERparadigmare: a client-centered orientation; a methodologically eclectic approach; monitoring and tailoring; an emphasis upon computer-based information systems; use of program documentation; and use and dissemination of evaluation results. The study recorded, documented and analyzed all interactions between the primary client and the researcher. This analysis identified and assessed recurring themes in the perceptions and observations of the researcher regarding the implementation and effectiveness of the DOERparadigm. It also provided depictions of the primary client and the researcher's specific interactions. Specific changes in or the development of program policies were recorded and analyzed to determine what impact, if any, DOER had upon policy formulation. The primary client's interview responses were summarized and analyzed to assess his opinions and perceptions on the effectiveness of DOERin aiding his policy decisions. The major findings of this study included: (a) Amethodologically eclectic approach was needed to address the primary client's information request: (b) In order to use a methodologically eclectic approach, the researcher should be well-versed in several research methods and have an adequate knowledge of all the research methods with a staff or available consultants able to utilize the required or desired methodology; (c) Computerized information systems are important for ease of data collection and analyses required when taking a methodologically eclectic approach; (d) The primary client's use of the evaluation results was of a conceptual nature--the evaluation findings influenced the primary client's thinking.
Description: Submitted to the Graduate Faculty in the School of Education University of Pittsburgh in partial fulfillment of the requirements for the degree of Doctor of Philosophy
Record URI: http://hdl.handle.net/1850/1007
Date: 2005-09-06

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