Author : Carol Catherine Geisler
Publisher :
Page : 232 pages
File Size : 50,90 MB
Release : 1995
Category : Counseling
ISBN :
Author : Carol Catherine Geisler
Publisher :
Page : 101 pages
File Size : 28,66 MB
Release : 1995
Category : Counseling
ISBN :
Author :
Publisher :
Page : 588 pages
File Size : 24,15 MB
Release : 1996
Category : Dissertations, Academic
ISBN :
Author : Jenkins, Toby S.
Publisher : IGI Global
Page : 301 pages
File Size : 30,13 MB
Release : 2020-10-16
Category : Education
ISBN : 179984837X
Discussions on the importance and impact of pedagogical practice on students as whole persons are often concentrated on the P-12 or undergraduate learning experience. In higher education, many institutions do an outstanding job of complicating the undergraduate classroom to include civic engagement, community-based learning, education abroad, social action, and project-based learning. But, what about the graduate classroom? While there are indeed numerous graduate programs that push students to interact with strong, meaningful, difficult, and sometimes harsh facts, scholarship, and ideologies, the instructional methods have largely remained stagnant. New methods of constructing deep and meaningful learning in graduate education is essential for the transformation and continued evolution of graduate school instruction. Reshaping Graduate Education Through Innovation and Experiential Learning is a crucial reference book that offers practice-based reflections on efforts to infuse creativity, social action, engaged learning, or other creative interventions into the graduate classroom. The book includes personal narratives that are grounded in pedagogical perspectives from graduate school instructors who share their experiences with innovative and transformative teaching practices. The goal of the book is to encourage graduate school professors to engage social justice education as something to be experienced and practiced in their courses and not just as a concept to be studied. As such, the book covers topics such as self-directed learning, counseling, and community mapping. It is ideal for graduate-level instructors in the field of education and other related social science areas, as well as junior faculty as they establish a teaching practice or veteran faculty seeking creative transformation.
Author :
Publisher :
Page : 896 pages
File Size : 10,41 MB
Release : 1995
Category : Dissertation abstracts
ISBN :
Author : Foroozandeh Y. Faghihi
Publisher :
Page : 182 pages
File Size : 22,65 MB
Release : 1998
Category : Academic writing
ISBN :
Author : Jill Alexa Perry
Publisher : Myers Education Press
Page : 232 pages
File Size : 30,55 MB
Release : 2020-07-10
Category : Education
ISBN : 1975503228
The Improvement Science Dissertation in Practice provides a narrative and illustration about the purpose and features comprising the Dissertation in Practice and how this culminating experience is well suited to using Improvement Science as a signature methodology for preparing professional practitioners. This methodology, when combined with the Dissertation in Practice experience in EdD programs, reinforces practitioner learning about and skills for leadership and change. As a guide, the book is an extremely valuable resource that supports faculty, students, and practitioners in the application of Improvement Science to pressing educational problems in a structured, disciplined way. Perfect for courses such as: Educational Leadership, Research Methods, The Dissertation Process, Dissertation Writing and Research, and Thesis and Dissertation
Author : Anol Bhattacherjee
Publisher : CreateSpace
Page : 156 pages
File Size : 41,90 MB
Release : 2012-04-01
Category : Science
ISBN : 9781475146127
This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages.
Author : National Academies of Sciences, Engineering, and Medicine
Publisher : National Academies Press
Page : 307 pages
File Size : 20,25 MB
Release : 2020-01-24
Category : Education
ISBN : 0309497299
Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
Author : Tisha Stoll Colvin
Publisher :
Page : pages
File Size : 24,80 MB
Release : 2012
Category :
ISBN :
The current study explored socialization variables (academic discipline, part-time versus full-time enrollment status, and student involvement with research and teaching assistantships) and educational psychological variables (academic help-seeking attitudes, achievement goal orientations, and dissertation self-efficacy) in relation to dissertation progress. The primary research questions were 1) What is the unique relationship between the educational psychological variables of academic help-seeking attitudes, achievement goal orientations, dissertation self-efficacy, and dissertation progress over and above the socialization variables of academic discipline, enrollment status, and student involvement in research and teaching assistantships? 2) Is there a significant difference between the academic help-seeking attitudes of PhD candidates and PhD graduates? 3) Is there a significant difference in academic help-seeking attitudes, achievement goal orientations, dissertation self-efficacy, and dissertation progress based on academic discipline using Holland's theory? Participants were two groups (N = 445) from 92 academic majors and 46 invited universities across the United States: PhD candidates (N = 236) who had completed coursework, passed oral and written comprehensive exams and were currently enrolled in a PhD program; and PhD graduates (N = 209) who had earned their degrees. The two groups were further divided into the Holland categories of Artistic, Enterprising, Investigative, and Social categories. Respondents completed an on-line survey consisting of 3 previously-validated questionnaires with minimal word modification. Results for queston 1 revealed dissertation self-efficacy to significantly and positively predict dissertation progress over and above teaching assistanships. Further analyses revealed performance-approach and help-seeking approach to significantly and positively predict dissertation self-efficacy. Results for question 2 revealed no significant difference between the academic help-seeking attitudes of PhD candidates and PhD graduates. Results for question 3 revealed that physical and life sciences PhD candidates (Holland category of Investigative) significantly differed from social sciences PhD candidates (Holland category of Social) and had higher means for mastery and performance-approach. Implications of this study are addressed. .
