共查询到20条相似文献，搜索用时 31 毫秒
1.
Jane A. Van Galen 《The Urban Review》2010,42(4):253-270
This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex
social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in
their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance
of deep class differences between themselves and many of their students, I propose that teacher education include coursework
in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their
“complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in
Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest,
has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social
class and educational attainment, on the construction of classed identities in spite of silence about class in public and
academic discourse, and on pedagogies for teaching across class differences. 相似文献
2.
Fitting the Mold of Graduate School: A Qualitative Study of Socialization in Doctoral Education 总被引：3，自引：1，他引：2
Susan K. Gardner 《Innovative Higher Education》2008,33(2):125-138
Doctoral student attrition in the United States has reached alarming proportions, with reported rates of approximately 50%
across disciplines (Nettles and Millett 2006). Attrition rates of underrepresented populations have been reported at higher
rates across disciplines (Council of Graduate Schools 2004), pointing to a disparate experience for these students. Socialization
has been shown to be a determining factor in doctoral student success and retention (Turner and Thompson 1993) while not necessarily
reflecting how the socialization experience differs by disciplinary and institutional contexts. Through this qualitative study
I sought to understand the effects of the socialization process upon doctoral student success and retention in the disciplines
of chemistry and history at two institutions. Results highlighted a disparate experience for women, students of color, students
with families, part-time students, and older students. Suggestions for policy, practice, and further research are included.
Susan K. Gardner received her Ph.D. in Higher Education from Washington State University and is currently Assistant Professor of Higher Education
at the University of Maine in Orono. Her research interests include doctoral education, student development, and issues of
social justice in higher education. She can be reached at susan.k.gardner@maine.edu. 相似文献
3.
Lukas Baschung 《European Journal of Education》2016,51(4):522-534
Traditionally, European doctoral education has principally taken place within the binary relationship of professors and their doctoral students according to the apprenticeship model. However, in the last one to two decades, this model has been questioned. Governments and higher education institutions (HEIs) reform doctoral education by establishing and running structured doctoral programmes or Doctoral Schools. Inspired by American Graduate Schools, various forms of Doctoral Schools have been increasingly emerging in many European HEIs. This article identifies, characterises and critically assesses the principal changes in doctoral education practices introduced through Doctoral Schools on the basis of eight case studies carried out in Swiss and Norwegian HEIs. The empirical analysis results in the identification of six types of changes which concern doctoral students’ recruitment, curricular component, supervision, scientific exchange, tracking and their career. These changes lead to four kind of trends – which vary according to the case study – consisting of a structuring, standardisation and opening of doctoral education, whereas its academic character is maintained. If greater competitiveness, better scientific quality and higher graduating rates may be achieved, problems in terms of ‘brain drain’, workload, supervision, innovation and careers may even be reinforced or at least not completely solved. 相似文献
4.
Taran Thune 《Higher Education》2009,58(5):637-651
Doctoral students are highly important in university—firm relationships, since they are significant producers of knowledge
in collaborative research projects, they are an important channel for knowledge transfer between universities and firms, and
are vital in network configurations between firms and universities. An increasing number of doctoral students interact with
firms, but we know relatively little about the experiences of these students or how collaboration influences their training,
research and subsequent careers. With this in mind, this paper presents a literature review of (1) theoretical assumptions
concerning the roles doctoral students are expected to fulfill in university–industry relationships, and (2) empirical research
of doctoral students’ interaction experience and outcomes of doctoral student-industry interaction. The aim of the paper is
to develop hypotheses for further research on doctoral student—industry interaction. 相似文献
5.
Using data from the 2008 University of California Undergraduate Experience Survey, we show that study time and academic conscientiousness
were lower among students in humanities and social science majors than among students in science and engineering majors. Analytical
and critical thinking experiences were no more evident among humanities and social sciences majors than among science and
engineering majors. All three academically beneficial experiences were, however, strongly related to participation in class
and interaction with instructors, and participation was more common among humanities and social sciences students than among
science and engineering students. Bok’s (Our underachieving colleges: A candid look at how much students learn and why they should be learning more. Princeton and Oxford: Princeton University Press, 2006) influential discussion of “underachievement’ in undergraduate education focused on institutional performance. Our findings
indicate that future discussions should take into account differences among disciplinary categories and majors as well. 相似文献
6.
Considerable attention has focused on the challenges of English language learners without age-appropriate formal education
and first language literacy. They are viewed here as students with high-context learning experiences and expectations (Hall
in Beyond culture, Anchor, New York, 1976), and a collectivistic orientation, with a pragmatic, rather than academic way of looking at the world, who are marginalized
and disoriented in US classrooms. Building on Ibarra’s Beyond affirmative action: Reframing the context of higher education,
The University of Wisconsin Press, Madison (2001) “cultural dissonance” construct, the two learning paradigms are contrasted, and a third, the mutually adaptive learning
paradigm, is posited as a pathway to academic success for this population. 相似文献
7.
博士生是科学研究的生力军,也是高校科研产出的重要贡献者。然而,博士生从“学术学徒”到“独立研究者”的蜕变过程,必定要借助来自外界的经验丰富的同行们的学术指导、交流、共享和帮助。那么,以知识共享为核心的学术互动对博士生培养质量有什么样的影响呢?运用标准负二项回归对“中国博士生毕业调查数据”的全国61所高校8207份博士生数据进行分析。结果显示,“与导师的学术互动频次和质量”和“与其他教师的学术互动频次与质量”均对博士生国际期刊论文产出具有正向影响;“与博士生同学的学术互动频次和质量”对国际期刊论文产出的影响不显著。 相似文献
8.
Dawn Del Carlo Holly Hinkhouse Leah Isbell 《Journal of Science Education and Technology》2010,19(1):58-68
This paper outlines the connection between qualitative research methods in education and teacher reflective practices as they
relate to Valli’s (Reflective teacher education: cases and critiques. State University of New York Press, Albany, 1992; Peabody J Educ 72(1): 67–88, 1997) model of reflection. Using the authors’ own experiences in performing and guiding educational research, and existing research
in the field of teacher education pertaining to reflective practitioners, explicit connections are made between the two paradigms.
These connections illustrate the importance of integrating authentic research experiences into the teacher education curriculum
outside the context of methods courses, much like models established in the sciences. 相似文献
9.
Patrick Alexander Susan Harris-Huemmert Lynn McAlpine 《International Journal for Academic Development》2013,18(3):162-173
In this paper, we explore the usefulness of three different approaches to facilitating reflexivity and a critical awareness of emerging academic identities for doctoral students. This paper stems from a longitudinal research project entitled The Next Generation of Social Scientists, which was conducted across three research-intensive British universities and based at the University of Oxford. The research examined how doctoral students in a range of social science disciplines develop (or do not develop) notions of ‘academic’ identity as they move along the doctoral trajectory and into academic positions. In what follows we describe how three different data collection tools – weekly logs, interviews and a card-sorting activity – were used to encourage doctoral students to consider the process of constructing academic identities more actively and self-reflectively. We then consider how the use of these tools at two workshops further revealed how they can be utilised by academic developers to explore the needs of doctoral students and improve the support in place for this student group. 相似文献
10.
Heng-Yu Ku Maria K. E. Lahman Hsin-Te Yeh Yi-Chia Cheng 《Educational technology research and development : ETR & D》2008,56(3):365-377
This qualitative case study was an examination of a team-based faculty/mentor-led International Doctoral Student Support Group
(IDSSG) designed specifically around issues in preparing and mentoring international doctoral students for careers in academia.
Twelve participants were selected to participate in a support/focus group that met twice a month for an academic year to attend
workshops and discuss their lives as doctoral students. The data set was comprised of two pre- and post-surveys and two in-depth
pre- and post-interviews. Findings in the themes of international doctoral students’ graduate school experiences and the impact
of the faculty-led support group are presented and discussed.
相似文献
| Yi-Chia ChengEmail: |
11.
Laura Black Julian Williams Paul Hernandez-Martinez Pauline Davis Maria Pampaka Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72
The construct of identity has been used widely in mathematics education in order to understand how students (and teachers)
relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding
of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence
of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory
education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus,
her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops
a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for
study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding
of leading activity and leading identity offers new insights into students’ identity development. 相似文献
12.
Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al.,
2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are
unfamiliar with their students’ backgrounds and communities. The purpose of this paper is to describe the development of notions
about “good urban teaching” for three women in a preservice teacher preparation program. Reporting on two years of data, we
show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The
lack of synchronicity within the women’s experiences highlights that the traditional (white, female, middle class) students
in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the
concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher
preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice
teachers developing professional identities.
This paper was originally presented at the Annual Meeting of the American Education Research Association April 7–11, 2006 San Francisco, CA
An erratum to this article can be found at 相似文献
13.
The Chronicle of Higher Education recently reported that the number of doctoral degrees awarded in the U.S. rose 3.4 percent in 2004, largely because of an
increase in foreign students [Smallwood (2005). Doctoral degrees rose 3.4% in 2004, survey finds. The Chronicle of Higher
Education, December 9, 2005]. Currently, 20.9 percent [National Science Board (2003). The science and engineering workforce
realizing America’s potential. NSB, vol. 3, National Science Foundation] of all science and engineering faculty positions
at U.S. universities are held by foreign-born scientists (with even larger percentages in computer science and engineering)—and
we can expect higher numbers of foreign-born faculty at U.S. universities in the future. In this paper, we use 2001 Survey of Doctorate Recipients (SDR) data from the National Science Foundation to compare productivity levels, work satisfaction levels and career trajectories
of foreign-born scientists and U.S.-born scientists. The results indicate that foreign-born academic scientists and engineers
are more productive than their U.S.-born peers in all areas. Yet, average salaries and work satisfaction levels for foreign-born
scientists are lower than for U.S.-born scientists.
The use of NSF data does not imply NSF endorsement of the research methods or conclusions contained in this report. 相似文献
14.
Joan Abbott-Chapman 《The Australian Educational Researcher》2011,38(1):57-71
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary
for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking
a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because
of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation,
especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional,
rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley
et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school
level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up
of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late
modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative education. 相似文献
15.
Cassie Quigley Khemmawadee Pongsanon Valarie L. Akerson 《Journal of Science Teacher Education》2010,21(7):887-907
There have been substantial reform efforts in science education to improve students’ understandings of science and its processes
and provide continual support for students becoming scientifically literate (American Association for the Advancement of Science
in Benchmarks for science literacy, Oxford University Press, New York, 1993; National Research Council in Mathematics and science education around the world, National Academy Press, Washington DC,
1996; National Science Teachers Association in NSTA position statement 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize
the ideas that are recommended in the reforms (Akerson V, Volrich M (2006) Journal of Research and Science Teaching, 43, 377–394). The purpose of this study was to explore how explicit-reflective
instruction could improve young students’ understanding of NOS. During an informal education setting, the authors taught NOS
aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding
of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across
different aspects. Students improved the most in their understanding of the tentative nature of science and the roles of observation
in scientific work, although there was still some confusion regarding the distinction between observation and inference. More
work needs to be done exploring these specific topics and the role explicit reflective practice can play in identifying the
particular problems students have in distinguishing these constructs. 相似文献
16.
《International Journal of Lifelong Education》2012,31(6):602-614
ABSTRACTIn this article, I am joined by two academic colleagues to explore my personal narratives and experiences as a doctoral student, and to explicate the challenges and achievements of my pathway into doctoral studies. Positioning itself within the growing field of doctoral research, the article focuses on an exploration of three vignettes which identify important points in my unfolding stories of formation in becoming a doctoral student as an older person. This autoethnographic study draws on Transformative Learning Theory and the critical discourse understandings of Gee to examine my stories of becoming from school-leaver at 15 to doctoral student over four decades later. The study has three implications. First, it is important to recognise and appreciate alternate pathways to doctoral education. Second, that there is a need to better understand the complex formation of doctoral students within an academic research community; especially in regard to those from diverse or challenging backgrounds. Finally, the significance of seeing doctoral education as identity work and work of the soul, built as much on affective experiences and reflexivity as learning to perform and write as an academic, is key. 相似文献
17.
Kiyong Byun Huijung Chu Minjung Kim Innwoo Park Suhong Kim Juyoung Jung 《Higher Education》2011,62(4):431-449
This study critically examined the effectiveness of English medium instruction (EMI) policy within the context of Korean higher
education, putting a special focus on its implementation strategy. The data for this study were mainly drawn from student
opinion surveys and focus group interviews conducted by the CTL (Center for Teaching and Learning) at KU. The research teams
also carried out supplementary interviews with both professors and students. The results indicate that, although the EMI policy
seems to have produced, in general, positive outcomes (i.e., with the overall satisfaction level with EMI or its overall effectiveness
in improving students’ English proficiency), the compulsory enforcement of EMI without regard to students’/instructors’ language
proficiency, the lack of a much-needed support system and appropriate instructors to conduct EMI classes, and the unilateral
implementation of EMI across academic disciplines have brought about a number of side effects. Based on these findings, the
study recommends for future EMI policy implementation (1) a more flexible approach, considering students’ language proficiency
and career plans and the characteristics of various academic disciplines and (2) more thorough preparation to implement the
EMI policy (i.e., examination of the human and financial resources available for the institution concerned). 相似文献
18.
Clarrice Rapisarda Marty Jencius Jason McGlothlin 《International journal for the advancement of counseling》2011,33(4):361-375
This study examined the experiences of master’s students in regard to their participation in a multicultural role-play and
review process (Jencius et al.
2004). Whereas the literature has supported the use of role-plays as a multicultural training technique (Alvarez and Miville 2003; Vazquez and Garcia-Vazquez 2003), there is a distinct lack of information on the actual role-play experience itself. The data analyzed from participants’
reported experiences about their student counselor and student client roles in this study offers valuable feedback to those
who teach multicultural counseling. Participants reported qualitatively different experiences based on which particular role
they held. 相似文献
19.
Kok-Mun Ng Shannon D. Smith 《International journal for the advancement of counseling》2012,34(1):72-86
This research partially replicated Nilsson and Anderson’s Professional Psychology: Research and Practice (2004) study on training and supervising international students. It investigated the relationships among international counseling
students’ training level, acculturation, supervisory working alliance (SWA), counseling self-efficacy (COSE), role ambiguity
(RA) and multicultural discussion (MD) in supervision. In the present study (N = 71), two acculturation variables and RA predicted SWA. SWA and MD did not predict COSE, while language use in acculturation
did. Training level differences were only associated with COSE. Findings indicate that supervisors should attend to role ambiguity
and multicultural issues when supervising international students, including acculturation issues and their impact on students’
performance. Results are discussed against Nilsson and Anderson’s original study and the implications for supervision of international
counseling students. 相似文献
20.
The educational and societal benefits of promoting meaningful interracial interactions during college are well-established.
While most previous studies have examined the relationship between interracial interactions and college student outcomes among
all students, much less is known about the extent to which these effects depend upon student characteristics and, more specifically,
their precollege experiences. Drawing upon Gurin et al.’s (Harv Educ Rev 72:330–366, 2002) theoretical framework, this paper explores whether and how the impact of college interracial interactions might vary depending
upon students’ precollege exposure to diversity. Hierarchical linear modeling analyses were conducted on a 4-year longitudinal
sample of 3,098 undergraduates from 28 colleges and universities. Regardless of the type of outcome and type of precollege
diversity measure, the relationship between college interracial interactions and various outcomes (college satisfaction, emotional
well-being, and race-related perceptions) were stronger among students who had had greater precollege exposure to racial/ethnic
diversity. Implications for higher education research and practice are discussed. 相似文献