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Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education最新文献

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Creating Cultures of Daring Greatly for Early-Career Teachers and Early-Career Faculty 为早期职业教师和早期职业教师创造大胆的文化
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch017
A. Zimmerman
{"title":"Creating Cultures of Daring Greatly for Early-Career Teachers and Early-Career Faculty","authors":"A. Zimmerman","doi":"10.4018/978-1-7998-7267-2.ch017","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch017","url":null,"abstract":"Being an early-career teacher and an early-career faculty member are experiences that are fraught with vulnerability. Yet, the vulnerability that underlies these processes of becoming are not always addressed within academic cultures. Unless early-career teachers and early-career faculty are taught how to engage with vulnerability productively, early-career teachers and early-career faculty may blame themselves for the challenges that they encounter, when, in fact, these challenges may be more indicative of the complexity of their professional role rather than a reflection of their personal shortcomings. This chapter will draw on the writing of Brene Brown to describe how early-career teachers and early-career faculty members can choose to engage with vulnerability by daring greatly. This chapter will also make recommendations for how programs of teacher education and institutions of higher education can promote cultures in which the disposition of daring greatly is encouraged and supported.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115195635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Summer Mentoring Experiences for Students in Online Doctoral Programs 在线博士课程学生暑期辅导经验
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch006
Julie Smit, Elizabeth A. Jones, Michael Ladick, Mellinee Lesley
{"title":"Summer Mentoring Experiences for Students in Online Doctoral Programs","authors":"Julie Smit, Elizabeth A. Jones, Michael Ladick, Mellinee Lesley","doi":"10.4018/978-1-7998-7267-2.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch006","url":null,"abstract":"University faculty created the Llano Estacado Writers' Alliance (LEWA) in response to improving the quality and rigor of online doctoral programs. The goal for LEWA was to promote meaningful academic writing and transform doctoral students' identities as agentic academic writers. After LEWA's inception, the authors incorporated the perspectives of their alumni and advanced doctoral students to help address students' needs. This chapter documents the four-year journey of forming LEWA and developing new approaches to mentoring online doctoral students. Specifically, the authors recount the evolution from the faculty-led, week-long summer intensives that addressed students' anxieties and uncertainties about the doctoral program to the writing intensives that were more student centered, responsive, and primarily focused on the mores of academic writing. Results demonstrated the benefits of professor-led and peer-led networks in developing students' sense of belonging, sense of accountability to their peers, and a sense of self-worth as capable academic writers.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129587284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Fostering Professional Dispositions of Preservice Teachers in an Educational Psychology Course 在教育心理学课程中培养职前教师的专业素质
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch002
Alpana Bhattacharya
{"title":"Fostering Professional Dispositions of Preservice Teachers in an Educational Psychology Course","authors":"Alpana Bhattacharya","doi":"10.4018/978-1-7998-7267-2.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch002","url":null,"abstract":"This chapter describes pedagogical approaches for fostering preservice teachers' professional dispositions in an undergraduate educational psychology course. First, scholarly literature related to advancement of preservice teachers' professional dispositions is reviewed. Select conceptual frameworks are reviewed and aligned with teacher preparation approaches used in the target course for advancing preservice teachers' professional dispositions. Next, analyses of preservice teachers' course experience and field experience in the target course are showcased as pedagogical approaches used for promoting preservice teachers' professional dispositions. Thereafter, additional pedagogical approaches are suggested for promoting preservice teachers' professional dispositions for teaching diverse students in secondary schools. Finally, options for examining development of preservice teachers' professional dispositions within teacher preparation programs are discussed as a future research direction.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"41 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126224496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Bridging Theory to Practice 衔接理论与实践
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch007
Ashley Johnston Wicker, Mindy Crain-Dorough, Adam C. Elder
{"title":"Bridging Theory to Practice","authors":"Ashley Johnston Wicker, Mindy Crain-Dorough, Adam C. Elder","doi":"10.4018/978-1-7998-7267-2.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch007","url":null,"abstract":"In this chapter, the authors present concepts of bridging theory to practice for doctoral students in an effort to build their research self-efficacy. Research self-efficacy is essential to doctoral students' success in completing dissertation research, and connecting theory to practice not only benefits doctoral students in the ability to conceptualize research, but it supports the development and enhancement of doctoral student dispositions. Providing these connections as early as possible, and as often as possible, can lead to scholar socialization and higher levels of research self-efficacy. The instructional strategies, including theory application, perspective shifting, and guided reflection, provide the necessary skills to help doctoral students be successful scholars, especially in preparing for the doctoral dissertation, as well as opportunities for faculty collaboration and student engagement.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122791654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Writing About the Self as a Vital Component of Preparing Doctoral Students to Write for Research and Publication 关于自我的写作是准备博士生为研究和出版写作的重要组成部分
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch011
Mellinee Lesley
{"title":"Writing About the Self as a Vital Component of Preparing Doctoral Students to Write for Research and Publication","authors":"Mellinee Lesley","doi":"10.4018/978-1-7998-7267-2.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch011","url":null,"abstract":"Although many faculty express concern about the writing ability of doctoral students, research on writing instruction at the graduate level in the social sciences has not been given sustained attention and, consequently, tends to be disjointed in scope and focus. Thus, this chapter synthesizes research over writing instruction with doctoral students to identify trends in approaches and methods that help students become “insiders” as researcher—writers in a disciplinary discourse community. Framing scholarly writing through an introspection-exposition continuum, the chapter explores ways to support doctoral students' development of a writing identity as scholars. Three techniques of narrative, montage, and vignette writing are described as ways to cultivate students' authorial voice, dispositions, and habits of mind as scholarly writers.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116526456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Developing Dispositions 开发部署
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch003
B. R. Dickison, Twyla J. Tasker
{"title":"Developing Dispositions","authors":"B. R. Dickison, Twyla J. Tasker","doi":"10.4018/978-1-7998-7267-2.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch003","url":null,"abstract":"This chapter addresses the definition, development, implementation, and assessment of student dispositions promoted through service-learning projects and community engagement in an online graduate program. A brief description of constructivist educational theory which provides the framework for service learning and community engagement is introduced. Specific evidence-based examples of how dispositions are defined, developed, implemented, and assessed for service-learning projects through community engagement within graduate education courses are shared. The challenges of addressing dispositions, particularly as they relate to industry standards, are also discussed. Potential solutions to the challenges of student development of dispositions conclude the chapter.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"107 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121003804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Scholarly Voice and Academic Identity 学术声音与学术身份
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch004
Kenneth L. Rigler Jr., C. M. Anastasia, Abeni El-Amin, Robin Throne
{"title":"Scholarly Voice and Academic Identity","authors":"Kenneth L. Rigler Jr., C. M. Anastasia, Abeni El-Amin, Robin Throne","doi":"10.4018/978-1-7998-7267-2.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch004","url":null,"abstract":"This chapter presents the results of a systematic review of the current scholarship into doctoral student agency from a U.S. perspective. In past work, the authors and others have explored doctoral student and research supervisor agency from the perspective of scholar-practitioner agency within the doctoral learning community as well as the post-doctorate practice-based research agenda. This chapter focuses on a systematic analysis of the current scholarship published since 2019 that has continued to examine the aspects of doctoral student voice, agency, academic identity, and dissemination of graduate student research. Theoretical perspectives are drawn from the scholarship of situated learning theory and other theories that define how and why doctoral students are able to move from the periphery of the doctoral learning community to entrance into the scholarly academic and publishing community.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126695160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Developing Scholarly Dispositions While Becoming a Participatory Action Researcher 在成为参与式行动研究者的同时发展学术气质
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch010
C. Rose
{"title":"Developing Scholarly Dispositions While Becoming a Participatory Action Researcher","authors":"C. Rose","doi":"10.4018/978-1-7998-7267-2.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch010","url":null,"abstract":"Participatory action research can be difficult to enact, especially as a novice researcher. The tensions between remaining true to the heart of PAR while also reconceptualizing her own identity as a student, novice, teacher, scholar proved challenging. This feat was accomplished with a thorough understanding of participatory action research; the scholarly dispositions needed to engage in this work; and the guidance, support, and careful questioning of a dissertation chair and committee. This chapter includes an overview of the methodology, participatory action research with photovoice; the possibility of unique scholarly dispositions needed by doctoral candidates interested in action-oriented methodologies; the author's own dissertation experiences; and concludes with lessons learned throughout the dissertation. Although a framework for the scholarly dispositions specifically for action-oriented methodologies is yet to be determined, the dissertation journey shared in this chapter could be a launching point for such work to occur.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134233450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Find, Organize, Analyze, Critique 发现，组织，分析，批判
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch012
Grant R. Jackson
{"title":"Find, Organize, Analyze, Critique","authors":"Grant R. Jackson","doi":"10.4018/978-1-7998-7267-2.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch012","url":null,"abstract":"This chapter outlines frameworks, principles, and practices that can be helpful in teaching students how to “review the literature” as part of course assignments, capstone papers, theses, dissertations, or other similar writing experiences. Common student concerns and struggles are considered, along with other instructional challenges that are inherent in the teaching of diverse students who are researching and writing about diverse topics. This chapter also includes practical suggestions as to how instructors can support and scaffold students' literature review efforts in ways that align with the frameworks, principles, and practices discussed in this chapter.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128494198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Time Management Needs of College and University 高校的时间管理需求
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch014
M. Kiser
{"title":"The Time Management Needs of College and University","authors":"M. Kiser","doi":"10.4018/978-1-7998-7267-2.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch014","url":null,"abstract":"College students need time management techniques in order to be successful. Likewise, evidence suggests high school does not fully prepare students for success in college. The present chapter will investigate time management and the techniques students should obtain. Time management strategies, time wasters, and specific time management tools will be described at length. Tools students can use to create and implement a daily time management plan will be provided. The chapter's conclusion describes time management techniques for undergraduate and graduate students and best practices to assist in completing coursework.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124649626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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