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

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, December). 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. Presented at Imagining Better Education, Durham, England

• Presentation Conference Type: Conference Paper (published)
• Conference Name: Imagining Better Education
• 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/