International Journal of Dissertation Research in Education

Why the IJDR?


Purpose: to disseminate the results of doctoral research in the field of education. Practical interest is to publish doctoral dissertation research: (a) to provide doctoral students (and their advisors) a specific publishing outlet for the dissemination of their research, (b) to assist doctoral students in successfully publishing their work, and (c) to offer the field at large a significant and specialized database of the most recent studies, findings, and implications. In addition, such a database will continue to serve up and coming doctoral students with a literature review that is most current and dynamic.


The International Journal of Dissertation Research (IJDR) is a Dissertation Perfection Publication of doctoral dissertations. Lead authors are recent doctoral graduates with chair or committee member/s serving as coauthor/s. Each dissertation listed in the following database has been peer-reviewed and approved by the senior editors of Dissertation Perfection

Dr. Theodore (Ted) Creighton
Executive Director and Senior Editor
Dissertation Perfection, LLC


How to properly reference a dissertation following the APA 7th Edition Guidelines  

Dissertation published online (not in a database), p. 334


Example:

McInerney, S. A. (2019). A study of curriculum customization in the era of standardization of education [Doctoral dissertation, Seton Hall University]. International Journal of Dissertation Research.  https://www.dissertationperfection.org/files/mcinerney.pdf

   

Parenthetical Citation: (McInerney, 2019)  

Meet Your Peer Reviewers

Dr. Theodore (Ted) Creighton received his Ed.D. from the University of California at Davis and is Professor Emeritus from Virginia Tech, where he served as Program Director for the Department of Educational Leadership and Policy Studies.  Previously, he taught at the University of Wyoming, Idaho State University, and Sam Houston State University where he served as the Director of the Center for Research and Doctoral Studies in Educational Leadership. Dr. Creighton has served as the Dissertation Chair of over 100 doctoral students, and though mostly quantitative methodologies, many were qualitative and mixed methods designs.  Prior to his experience in higher education, Dr. Creighton served as both a Principal and Superintendent of Schools in Fresno County, California.   Curriculum Vita

Dr. Sandra received her Ph.D. from the University of Texas at Austin and is Professor Emeritus from Lamar University in Beaumont, Texas. Dr. Harris served as Doctoral Dissertation Coordinator and Director of the Center for Research and Doctoral Studies in Educational Leadership at Lamar University. Harris served as the Dissertation Chair of over 100 doctoral students, and though mostly qualitative methodologies, many were quantitative and mixed methods designs.  Prior to her experience in higher education, Dr. Harris served as both a Principal and Superintendent of Schools in San Antonio, Texas.   Curriculum Vita

Dr. John Slate received his Ph.D. from the University of Tennessee, Knoxville. Dr. Slate has faculty experience at Western Carolina University, Valdosta State University, the University of Texas at El Paso, University of Missouri-Kansas City, and Texas A&M University/Kingsville.  Presently, John is a Professor in the Department of Educational Leadership at Sam Houston State University where he teaches research design, quantitative data analysis, and academic and professional writing. He has a wide experience of chairing qualitative, quantitative, and mixed-methods dissertation studies.   Curriculum Vita


Volume 1 (2019)

AuthorTitleAbstractFull Text
Dr. Sylvia  A. Dixon McInerney (2019)

A Study of Curriculum Customization in the Era of Standardization of Education

Abstract

Full Text

Dr. Daniel Opoku-Mensah (2019)

Motivational Determinants of Junior High School Students' Learning of

Ghana's Core Subjects: An Intrinsic Case Study

AbstractFull Text

Dr. Robin Hubnik Hickerson (2019)

The Effects of School  Culture and  Workplace Bullying on  Educator Job Satisfaction 

Abstract

Full Text

Dr. Mary Beth Womack (2019)

The Effects of Teacher Attachment Style on Student Success inHigh School

Abstract

Full Text
Dr. Danielle Gallup Truszkowski (2019)   Proctored Versus Non-Proctored Testing: A Study for Online Classes   
AbstractFull Text

Dr. Daniel  Palombit (2019)

A Quantitative Investigation of the Relationship Between Seventh Grade Reading Scores and High

School  Office Discipline Referrals 

Abstract

Full Text

Dr. Benjamin Weber (2019)

A Qualitative Examination  of Teacher Experience with the Digital Divide

Abstract

Full Text

Dr. Eugenia K. Bullock (2019)

Parental Involvement: A Comparison of Perceptions and Practices Between Lower SES Parents of 

High-Achieving Students and Lower SES Parents of Low Performing Students

Abstract

Full Text

Dr. Peter A. Zitko (2019)

The Passive Majority: A Qualitative Inquiry of Adjunct Community College Faculty

Abstract

Full Text

Volume 2 (2020)

Author        Title        AbstractFull Text
Dr. Rikki Hatfield (2020)

Contributing Factors Influencing Parents to Enroll in North Carolina’s Charter Schools:

Convergent Parallel Mixed-Methods Case Study    

Abstract 
Full Text

Dr. Kasey R. Coggin (2020)

The Relationship Between Mindfulness and School Leader Stress

Abstract

Full Text