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1.
The doctoral advisor is said to be one of the most important persons—if not the single most critical person—with whom doctoral students will develop a relationship during their doctoral degree programs
(Baird 1995). However, we have limited knowledge regarding how doctoral advisors see their roles and responsibilities as advisors. Therefore,
through in-depth interviews, we explored the perceptions of 25 exemplary doctoral advisors, who have graduated a large number
of doctoral students, about their roles and responsibilities as advisors. We conclude this article with implications for doctoral
education.
相似文献
| Ann E. AustinEmail: |
2.
Twenty-two faculty and graduate students were interviewed in one college of education in order to understand what the college
and its constituents view as the skills, habits of mind, and dispositions needed to obtain a Ph.D. in Education. Analysis
of the data was conducted using professional socialization as a theoretical framework, allowing for an understanding of the
different perspectives of this topic as viewed through a developmental lens. Implications for theory and practice are included.
相似文献
| Xyanthe N. NeiderEmail: |
3.
With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment
of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current
mathematics education literature and the way it may be alternatively conceptualized. This leads us to claim that changing
the way mathematics is talked about and changing the stories (or myths) told about mathematics is necessary for efforts to
change the way mathematics is done and the way it is taught.
相似文献
| Beth Herbel-EisenmannEmail: |
4.
In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special
Issue of Educational Studies in Mathematics on “Semiotic perspectives in mathematics education” (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1–2),
2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian
semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers
and the nature of mathematics. To deepen the conversation, we comment on Brown’s approach and explore the theoretical apparatus
of Jacques Lacan that informs Brown’s discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity
that permeates Brown’s insightful analysis and conclude with a suggestion about some possible lines of research in mathematics
education.
相似文献
| Luis RadfordEmail: |
5.
Ireland has two official languages—Gaeilge (Irish) and English. Similarly, primary- and second-level education can be mediated
through the medium of Gaeilge or through the medium of English. This research is primarily focused on students (Gaeilgeoirí)
in the transition from Gaeilge-medium mathematics education to English-medium mathematics education. Language is an essential
element of learning, of thinking, of understanding and of communicating and is essential for mathematics learning. The content
of mathematics is not taught without language and educational objectives advocate the development of fluency in the mathematics
register. The theoretical framework underpinning the research design is Cummins’ (1976). Thresholds Hypothesis. This hypothesis infers that there might be a threshold level of language proficiency that bilingual
students must achieve both in order to avoid cognitive deficits and to allow the potential benefits of being bilingual to
come to the fore. The findings emerging from this study provide strong support for Cummins’ Thresholds Hypothesis at the key
transitions—primary- to second-level and second-level to third-level mathematics education—in Ireland. Some implications and
applications for mathematics teaching and learning are presented.
相似文献
| John O’DonoghueEmail: |
6.
This paper argues that Amartya Sen’s (Development as freedom, New York: Random House, 1999) concept of “capabilities” provides a useful framework for interpreting the brokering of learning provisions that emerged
as a key feature of reforms to education and training in Queensland (Australia) for young people. Sen’s capability approach
is presented as a way of understanding the place of vocational learning in capability deprivation and enhancement. Methodologically,
this account comes from a case study of the reforms’ birthing and trial phases (2000–2006) (Harreveld and Singh 2007, Queensland’s education and training reforms for the future: the journey so far in senior phase learning. Brisbane, Qld: Department of Education, Training and the Arts). Evidence about the brokering of learning provision for young
people comes from Queensland’s youth support coordinators, community mentoring scheme, flexible learning services and a work
readiness program.
相似文献
| Michael J. SinghEmail: |
7.
Disseminating the right information to the right audience: cultural determinants in the use (and misuse) of rankings 总被引：1，自引：0，他引：1
Rankings and league tables, or Report Cards (RCs), of Higher Education Institutions have become a global phenomenon. Their
purpose, it is claimed, is to help “student-consumers” make informed decisions. Yet the degree to which RCs succeed in helping
students in their college choice is disputed. Even though RCs are intended for all, which information is sought and how it
is used may differ between potential students hailing from different social, economic and cultural backgrounds. In particular,
RCs may neglect certain cultural determinants that influence students’ college choice behaviour. The article reviews the literature
on the cultural determinants of college choice and especially the use of RCs in the ambit of cultural determinants. In the
United States, possibly because of evident educational gaps between ethnic groups in society, the issue of cultural perceptions
in college choice has been addressed, albeit scantly. In Europe, this field of study is virtually non-existent, despite increasing
indications that second and third generation immigrants still lag behind in terms of higher education participation and graduation
rates.
相似文献
| Jürgen EndersEmail: |
8.
Eileen Carlton Parsons Stephanie Foster Crystall Travis Gomillion Jamila Smith Simpson 《Journal of Science Teacher Education》2008,19(1):69-83
Science education reforms promote access to quality science education for all students. Outcome disparities in various measures
indicate that such access remains elusive for African Americans. Cultural incongruence is one among many explanations for
this previously described inaccessibility. The intent of this article is not to report additional research findings, but to
translate the information provided in the literature into an instructional form that science teacher educators can employ
in the preparation of prospective science teachers or the further development of practicing ones. Pivoting around a role play,
the authors discuss communication within African American communities, its incongruence with the discourse patterns typically
valued and reinforced in school science, and the importance of such knowledge for science teacher educators.
Lieutenant Colonel Stephanie Foster is now product manager in the U.S. Army Research Development and Engineering Command.
相似文献
| Eileen Carlton ParsonsEmail: |
9.
Wendy Kicken Saskia Brand-Gruwel Jeroen J. G. van Merri?nboer Wim Slot 《Educational technology research and development : ETR & D》2009,57(4):439-460
This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice
on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self-directed
learning skills and improve their learning in the domain. In the first year of a hairdressing program in vocational education,
supervision meetings were used to provide students with either specific advice or not. Students in the advice group (n = 21) formulated better learning needs, selected more suitable learning tasks, completed more practical assignments, and
acquired more certificates than students in the feedback-only group (n = 22). Interviews also showed that students in the advice group appreciated the supervision meeting more and perceived them
as more effective than students in the feedback-only group. Guidelines are provided for the use of development portfolios
and the organization of supervision meetings in on-demand vocational education.
相似文献
| Wendy KickenEmail: |
10.
As state-level merit-based financial aid programs proliferate, analysts both find that these programs have a disproportionate
effect on students traditionally under-represented in postsecondary education and question the use of limited public resources
in an inefficient and inequitable manner. This study, using survey data regarding the perceptions of all potentially eligible
scholarship recipients, explores the impact the Tennessee Education Lottery Scholarship on college access for minority and
low-income students. The empirical results indicate that African American and low-income students are more likely to perceive
their eligibility for merit-based scholarships as having an impact on their decision on whether or not to attend college.
A consequential policy implication is that a liberally awarded merit-based scholarship program, while inefficient, may provide
sustainable access for those students in greatest need of financial aid.
相似文献
| Erik C. NessEmail: |
11.
Legacies, or students with a family member who graduated from the same college or university, have been the source of much
debate. We add to the existing literature by providing a detailed empirical portrait of legacies at a private, selective university
across the college years. We examine how legacies are distinctive in their admissions profiles, within-college achievement
and post-graduation plans, using data from a panel study of students attending Duke University. We find that legacies enter
college with an abundance of economic, cultural and social capital, but also have lower levels of human capital compared to
other students with college graduate parents. Due to this human capital deficit, legacies have lower grades in the first college
year, but show little academic underperformance in subsequent semesters. Additionally, legacies are less likely to plan to
be a medical doctor or engineer and have somewhat lower degree aspirations than other students.
相似文献
| Nathan D. MartinEmail: |
12.
Christopher Emdin 《Cultural Studies of Science Education》2009,4(1):239-254
In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her
2005 Scribner Award. It addresses key points in Gutierrez’s work by exploring theoretical frameworks for research and approaches
to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves
as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with
marginalized urban youth in urban science classrooms.
相似文献
| Christopher EmdinEmail: Email: |
13.
Shulman (1986, 1987) coined the term pedagogical content knowledge (PCK) to address what at that time had become increasingly evident—that content knowledge itself was not sufficient for teachers
to be successful. Throughout the past two decades, researchers within the field of mathematics teacher education have been
expanding the notion of PCK and developing more fine-grained conceptualizations of this knowledge for teaching mathematics.
One such conceptualization that shows promise is mathematical knowledge for teaching—mathematical knowledge that is specifically useful in teaching mathematics. While mathematical knowledge for teaching has
started to gain attention as an important concept in the mathematics teacher education research community, there is limited
understanding of what it is, how one might recognize it, and how it might develop in the minds of teachers. In this article,
we propose a framework for studying the development of mathematical knowledge for teaching that is grounded in research in
both mathematics education and the learning sciences.
相似文献
| Jason SilvermanEmail: |
14.
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: |
15.
Russell Nieli 《Academic Questions》2007,20(3):177-210
Small programs can make a big difference on college campuses. At Duke University, a few dedicated people, with the support
of college administrators, exploited the all-too-evident liabilities of curriculum fragmentation, political correctness, and
the lack of direction felt by undergraduate students to create intellectually valuable and stimulating new offerings. Russell
Nieli tells how the Gerst and Focus programs have influenced that university and others across America.
相似文献
| Russell NieliEmail: |
16.
Jeanette M. Grover Eula Ewing Monroe James S. Jacobs 《Children‘s Literature in Education》2007,38(1):71-86
The first author, a student in a graduate children’s literature class, designed a project to locate “good” mathematics-based
children’s literature selections. However, the reference tools usually consulted (e.g., Books in Print) to locate books by topic were of little help, and those she located under individual mathematics topics were mostly traditional
mathematics books rather than good read-aloud selections. Consequently, she perused the university library’s sizeable juvenile
collection to find books that would meet her selection criteria. This article describes the influence of two landmark documents
for mathematics teaching and learning—Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) and Principles and Standards for School Mathematics (NCTM, 2000)—as she engaged in the process.
相似文献
| Eula Ewing MonroeEmail: |
17.
The Way to Wealth and the Way to Leisure: The Impact of College Education on Graduates’ Earnings and Hours of Work 总被引：1，自引：0，他引：1
Liang Zhang 《Research in higher education》2008,49(3):199-213
This study extends the analysis of the economic return of college education up to 10 years after college education and further
examines the impact of college education on graduates’ hours of work. The results suggest that variation in hours of work
explains a portion of earnings differentials among college graduates. Graduates from high-quality private institutions tend
to work longer hours than their peers from other types of institutions. Female graduates spend fewer hours working than their
male counterparts. As far as family background is concerned, graduates from high-income families tend to work longer hours
and first-generation college graduates tend to work fewer hours. Finally, business majors seem to work longer hours while
health and public affair majors less hours.
相似文献
| Liang ZhangEmail: |
18.
Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel
at institutions of higher education. Little research is available to guide developers in performing these assessments. In
this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to
guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of
assisting faculty developers in performing similar program assessments of their faculty development offices.
相似文献
| Judy BritnellEmail: |
19.
Tammy Stone 《Innovative Higher Education》2009,33(4):229-238
This article explores the concept of academic receivership in U.S. colleges and universities. Academic receivership occurs
when control of an academic department or program is removed from the faculty and an outside chair is put in place by the
college or university administration. A literature review is supplemented by a small survey to assess how common receivership
is and how it is administered. Combined, these elements allow for a discussion of the warning signs that a department is becoming
dysfunctional and a procedure to guide a department through the receivership process.
相似文献
| Tammy StoneEmail: |
20.
David F. Feldon 《Educational Psychology Review》2007,19(2):91-110
Instruction on problem solving in particular domains typically relies on explanations from experts about their strategies.
However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994; Cooke & Breedin, 1994). This article evaluates research on experts’ cognition, the accuracy of experts’ self-reports, and the efficacy of instruction
based on experts’ self-reports. Analysis of this evidence indicates that experts’ free recall of strategies introduces errors
and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowledge
elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based on these findings,
the article provides a theoretical explanation of experts’ self-report errors and discusses implications for the continued
improvement of instructional design processes.
相似文献
| David F. FeldonEmail: |