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

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Developing Dispositions of Collegiality and Professionalism in Online Doctoral Programs 网络博士培养中合作与专业素质的培养
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch001
Lee S. Duemer, Heather Greenhalgh-Spencer
{"title":"Developing Dispositions of Collegiality and Professionalism in Online Doctoral Programs","authors":"Lee S. Duemer, Heather Greenhalgh-Spencer","doi":"10.4018/978-1-7998-7267-2.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch001","url":null,"abstract":"In this chapter, the authors make the argument that online doctoral students need opportunities to develop scholarly dispositions, particularly dispositions associated with collegiality and professionalism. They make that argument by first defining what they mean by dispositions, then by making an argument for a dispositional standpoint of care and analysis, then by describing dispositions of collegiality and professionalism. They then articulate an understanding of how to support the accrual of these dispositions in online doctoral programs. They do this by attending to the hidden curriculum of graduate school, and then by arguing for making parts of that hidden curriculum more visible and explicit.","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":"125868318","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 Feedback Groups in International EAL Doctoral Students' Development as Scholarly Writers 国际EAL博士生学术写作发展中的写作反馈小组
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch009
Tracy Spies
{"title":"Writing Feedback Groups in International EAL Doctoral Students' Development as Scholarly Writers","authors":"Tracy Spies","doi":"10.4018/978-1-7998-7267-2.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch009","url":null,"abstract":"For many international doctoral students, English is an additional language (EAL), and consequently, scholarly writing in English is a source of academic anxiety. Although international English as an additional language (IEAL) students often have professional experience in their field of study and have been academically successful, the shift in linguistic demand at the doctoral level is especially challenging. Learning to communicate as a member of the academic community requires the development of discipline specific knowledge, rhetorical conventions, and discourse registers which precisely communicate complex ideas in their nonnative language. Research evidence points to the importance of social support and feedback in international/EAL doctoral students' socialization into scholarly writing. This chapter outlines the implementation of a writing feedback group with four IEAL doctoral students and their developing scholarly habits of mind and academic writing skills.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"33 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":"134153520","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
Virtues, Character Strengths, and Graduate Student Organizations 美德、性格优势和研究生组织
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch005
A. Zimmerman, Julie Smit, Sungwon Shin, Stacey Sneed, Chrissy L. Eubank
{"title":"Virtues, Character Strengths, and Graduate Student Organizations","authors":"A. Zimmerman, Julie Smit, Sungwon Shin, Stacey Sneed, Chrissy L. Eubank","doi":"10.4018/978-1-7998-7267-2.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch005","url":null,"abstract":"Research in the area of student life has shown that student engagement in student organizations improves a number of undergraduate and graduate student outcomes. Because of the critical importance that student organizations play in student development, continued research is needed to understand the elements that make such organizations successful. This chapter will utilize the reflections of three faculty advisors and two student presidents to explore how virtues and character strengths played a critical role in the continued success of a student organization within the context of a college of education.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"400 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":"123212744","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
Strategies for Lessening the Cognitive Load of Graduate Students Engaged in Major Writing Projects 减轻研究生写作认知负荷的策略
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch013
S. Matteson
{"title":"Strategies for Lessening the Cognitive Load of Graduate Students Engaged in Major Writing Projects","authors":"S. Matteson","doi":"10.4018/978-1-7998-7267-2.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch013","url":null,"abstract":"Academic writing projects require significant cognitive tasks that faculty and graduate students alike may struggle to complete. This chapter briefly explains how the brain processes information and the main premises of cognitive load theory. The author then examines the literature applying cognitive load theory to writing as a way to prepare readers for these demands. The chapter concludes with suggestions and strategies that writers can implement to reduce or manage cognitive load when engaged in writing tasks.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"332 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113956153","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
Empowering Doctoral Students for the Dissertation 授权博士生论文
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch008
S. Schwintz, Jon Mcnaughtan
{"title":"Empowering Doctoral Students for the Dissertation","authors":"S. Schwintz, Jon Mcnaughtan","doi":"10.4018/978-1-7998-7267-2.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch008","url":null,"abstract":"In this chapter, the authors discuss the relationship between the dissertation chair and the doctoral student using the empowerment framework. They provide a description of the empowerment framework and discuss ways that dissertation chairs and students can utilize the framework to enhance the quality of their relationship and increase the likelihood of student completion. The goal of this chapter is to provide a framework to guide this often complex relationship and offer insight from the perspective of a chair and student.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"2 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":"129856633","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
Contextual Factors Shaping the Student-Supervisor Relationship 情境因素塑造学生与导师关系
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch015
D. Saxena
{"title":"Contextual Factors Shaping the Student-Supervisor Relationship","authors":"D. Saxena","doi":"10.4018/978-1-7998-7267-2.ch015","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch015","url":null,"abstract":"Postgraduate and doctoral research may be conceived as a social process requiring continuous interaction and negotiation between the student and the supervisor with the aim of developing scholarly disposition in the student. However, the dynamics of student-supervisor relationship go beyond the two actors and are also shaped by certain contextual factors arising from the disciplinary, institutional, cultural, and temporal context. Disciplinary context influences the relationship in terms of task structure and via funding availability. Institutional context has an impact in terms of rules framed and practices followed. Cultural context influences in terms of expectations regarding initiative, feedback, and independent thinking. Finally, temporal context signifies the change in student-supervisor relationship depending upon the research stage and the maturity of student/supervisor. This chapter also offers some recommendations and potential research designs to engage with these contextual factors.","PeriodicalId":170572,"journal":{"name":"Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education","volume":"34 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":"133086821","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
Collegiality vs. Competition 合作与竞争
Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7267-2.ch016
R. Fredrickson, Laura Trujillo-Jenks
{"title":"Collegiality vs. Competition","authors":"R. Fredrickson, Laura Trujillo-Jenks","doi":"10.4018/978-1-7998-7267-2.ch016","DOIUrl":"https://doi.org/10.4018/978-1-7998-7267-2.ch016","url":null,"abstract":"Learning to work with others is a trait taught from the time children are in their early schooling. However, the concept of competition begins to form at the same time. This idea of competition continues to be a fire that burns brightly in some students, and the flames are often fanned by external forces: teachers, parents, students, counselors, college admissions programs, etc. Moving from public education to the collegiate classroom has not diminished the air of competition that is often present. Working within the academy has many of these same concepts embedded into its structure. New faculty members are expected to be prepared to be academics on day one. This includes in their teaching, scholarship, and service. This demand of constant production in all three areas can cause feelings of competition among faculty members. Within this chapter are demonstrated ways of applying the 5 Cs of collegiality to the university workplace as well as to doctoral induction programs, giving faculty the opportunity to assist them in the development of a mindset of collaboration over competition.","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":"129867633","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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