Emma Dobson e.s.dobson@durham.ac.uk
PGR Student Doctor of Philosophy
A theory-driven thesis: Utilising theory-driven evaluation to guide the conduct and content of a PhD thesis examining peer-led Sex and Relationships Education
Dobson, Emma
Authors
Contributors
Xin Shao shao.xin@durham.ac.uk
Editor
Emma Dobson e.s.dobson@durham.ac.uk
Editor
Abstract
The following article discusses the content and conduct of a PhD thesis exploring the utilisation of peer education to deliver Sex and Relationships Education (SRE) to adolescents in the United Kingdom. Evaluative literature currently suffers from a lack of theorisation and an absence of mechanistic investigation. In attempting to address this limitation, the PhD evolved from one study into a series of five separate studies. It is hoped that by drawing findings together from separate studies, the work as a whole will form a more complete, cohesive and comprehensive understanding of peer-led SRE. The purpose of this article is to describe how undertaking Theory-Driven Evaluation facilitated the evolution of the PhD from one proposed study to five; present an argument as to why this was the best approach to conduct the PhD study; and to outline the strengths and limitations of employing such an approach to compile the PhD thesis.
Citation
Dobson, E. (2019). A theory-driven thesis: Utilising theory-driven evaluation to guide the conduct and content of a PhD thesis examining peer-led Sex and Relationships Education. In X. Shao, & E. Dobson (Eds.), Imagining Better Education: Conference Proceedings 2018 (53-69)
Conference Name | Imagining Better Education |
---|---|
Conference Location | Durham, England |
Publication Date | Jan 1, 2019 |
Deposit Date | Mar 15, 2019 |
Publicly Available Date | Mar 15, 2019 |
Pages | 53-69 |
Series Title | Imagining Better Education |
Book Title | Imagining Better Education: Conference Proceedings 2018. |
ISBN | 9780907552154 |
Public URL | https://durham-repository.worktribe.com/output/1143173 |
Publisher URL | https://www.dur.ac.uk/education/ |
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