ethanporcaro/eric-fulltext-meta huggingface dataset:
Addressing the Curriculum Problem in Doctoral Education
Author: Green, Bill
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Problems,Supervision,Professional Education,Commercialization,Graduate Students,Faculty Advisers,Graduate School Faculty,Educational Environment,Educational Policy,Educational Change,Educational Trends,Research Skills,Doctoral Degrees,College Curriculum,Student Research,Educational Theories,Educational Philosophy,Educational Practices,Role of Education

How best to understand the curriculum problem in doctoral research education: that is the question that this paper engages. It begins by noting that curriculum as such is little referenced and inadequately theorised in higher education and certainly in doctoral education, and indeed has been described as a &quot;missing term&quot;. The paper then reviews a now longstanding research programme in the latter field addressed specifically to research supervision, focusing on notions of pedagogy, textuality, subjectivity and knowledge. Over more than a decade and a half, a body of work has been produced in this regard, informed by literary and cultural studies, feminism and poststructuralist theory and philosophy, thereby opening up the field to new theoretical resources and perspectives. Following this, the paper goes on to draw more directly on contemporary curriculum thought and on what is called post-Reconceptualist curriculum inquiry to outline a curriculum-theoretical perspective on doctoral studies and research education, bringing together notions of representation, emergence, practice and futurity. It does so here with reference to both the PhD and the professional doctorate, but arguably has relevance for doctoral education more generally. (Contains 2 figures.)
Researching Doctoral Pedagogy Close up: Design and Action in Two Doctoral Programmes
Author: Danby, Susan
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Social Action,Doctoral Programs,Program Design,Instructional Design,Instructional Innovation,International Education,Internet,Computer Mediated Communication,Computer Assisted Instruction,Web 2.0 Technologies,Program Descriptions,Transcripts (Written Records),Networks,Research Skills,Data Analysis,Educational Technology,Graduate School Faculty,College Curriculum,Student Research,Educational Environment,Educational Policy,Educational Change,Educational Trends,Educational Practices,Case Studies,Supervisors

With growing international interest in diversifying sites for pedagogical work within the doctorate, doctoral programmes of different kinds are being developed in different disciplinary, institutional and national settings. However, little is known about how the pedagogical work of these programmes is designed and enacted, and with what effects. In this paper, we present two cases of doctoral pedagogical work being undertaken within different disciplinary and institutional settings to describe how learning opportunities were designed and to theorise what it means to be engaged in doing doctoral pedagogy. Starting from the position that working from a design model supports systematic and rigorous documentation and development of pedagogy, we employ the twin concepts of design and action, drawing broadly on rhetorical and ethnomethodological understandings of pedagogy as social action. Of particular interest within the concept of design itself is the concept of enactment, the translation of designs into the practices of doctoral work. Together, the two cases become a resource for &quot;slowing down&quot; and making visible the practices of doctoral pedagogy that often go unrecognised because they appear so ordinary and everyday. This call for examining close-up existing doctoral education practices and relationships is attending to the &quot;next challenge for doctoral education&quot; (Green, 2009).
Supervisors Watching Supervisors: The Deconstructive Possibilities and Tensions of Team Supervision
Author: Manathunga, Catherine
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Graduate Study,Supervision,Teaching Methods,Teamwork,Power Structure,Interprofessional Relationship,Peer Relationship,Self Management,Humanities,Social Sciences,Gender Issues,Doctoral Programs,Supervisory Methods,Supervisor Supervisee Relationship,Faculty Advisers,Graduate School Faculty,Faculty Workload,Student Research,Educational Philosophy,Educational Practices,Teacher Student Relationship,Interviews,Discourse Analysis

Many universities have introduced team supervision as a means of intervening in the intensity of the traditional supervisor-student dyad. This policy is intended to provide students with a great support during their candidature and to share the burden of sole supervision. It is also a pedagogy that seeks to support students' engagement with new knowledges that cross institutional and epistemic boundaries. However, few researchers have studied the effects of team supervision on doctoral pedagogical practices and on the already complicated fields of power circulating in supervision. This paper focuses on one particular aspect of the operations of power within team supervision--the issue of how power circulates between supervisors. Drawing on Foucault's notions of governmentality, technologies of self and surveillance, I seek to track supervisors' self-regulation and peer-regulation when they co-supervise doctoral students with one or more colleagues. I conclude by arguing that the need for more post structural research into supervision pedagogy remains just as urgent as it was when Green and Lee first made their call for theorising postgraduate pedagogy in 1995. (Contains 1 table and 5 endnotes.)
Identity-Trajectories: Doctoral Journeys from Past to Present to Future
Author: McAlpine, Lynn
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Doctoral Programs,Self Concept,Individual Development,Student Development,Sciences,Social Sciences,Student Experience,Student Adjustment,Educational Environment,Personal Narratives,Interviews,Discourse Analysis,Questionnaires,Longitudinal Studies,Case Studies,Student Attitudes

Despite much research into doctoral education over the past two decades, theorising the field remains challenging. Recently, identity has been taken up as a conceptualising frame. Views of identity vary but often privilege the reproductive features of society, downplaying how individuals can be intentional in pursuing their desires--with the doctorate but one feature of a broader life. Further, many focus on the experience of the doctorate only rather than the doctorate as situated within earlier experiences and intentions and future imagined careers. This paper draws on evidence from a five-year research programme into doctoral experience to argue for a view of identity, identity-trajectory, that attends particularly to individual agency, interweaving the academic within the personal, and incorporating students' pasts and imagined futures. By re-focusing attention on the agency, resourcefulness and independence of doctoral students, identity-trajectory contributes pedagogically and conceptually distinct ways of framing doctoral experience. (Contains 3 endnotes.)
What Constitutes Doctoral Knowledge? Exploring Issues of Power and Subjectivity in Doctoral Examination
Author: Devos, Anita
Date: 2012-00-00
Type: Journal Articles
Subjects: Competition,Knowledge Level,Doctoral Dissertations,Doctoral Programs,Graduate Study,Foreign Countries,Global Approach,Marketing,Accountability,Standards,Epistemology,Student Research

Globalisation has brought increasing diversity in student populations and therefore the potential for different sorts of knowledges to enter the academy. At the same time there is heightened surveillance brought about in response to the pressures of global competition, including increasing standardisation, marketisation and performativity measures. A corollary of these larger processes is the increasing surveillance and control of knowledge and knowledge production in universities, to ensure the position of nation states in global economic competition. This paper considers how these tensions are enacted at the site of doctoral examination with the potential for opening up or closing down the possibilities of new knowledge being generated through doctoral research. This is a significant issue for universities, for future graduates, and for the nation's economic competitiveness, because new and diverse forms of knowledge are critical for the future. In the article, we explore how doctoral knowledge and subjectivities are constituted in the doctoral examination process, with reference to a recent thesis examination in our Faculty. We draw on the Adjudicator's report produced in the case, and the experiences of the second author as the candidate's supervisor, in an effort to make explicit the invisible pedagogies of doctoral examination. In the process we raise issues of the relations of power exercised through the intersection of different epistemologies and ontologies, and the inevitable negotiation and production of knowledge-making subjectivities of those involved. We conclude that doctoral knowledges and knowledge subjectivities are constituted within this power/knowledge assemblage, and challenge the boundaries of institutional knowledge production. We propose generative ways of understanding the possibilities for the production of alternative forms of knowledge in doctoral work that may confront and extend conventional notions of (doctoral) knowledge production, and what it means to make &quot;an original contribution to knowledge&quot;.
Internationalisation of Doctoral Education: Possibilities for New Knowledge and Understandings
Author: Ryan, Janette
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,International Education,Grouping (Instructional Purposes),Foreign Countries,Graduate Students,Doctoral Degrees,Foreign Students,Western Civilization,Educational Philosophy,Teaching Methods,Cross Cultural Studies,Qualitative Research,Confucianism,Case Studies

The past decade has seen a rapid increase in the number of international students undertaking doctorates in Anglophone universities such as Australia and the UK. In 2009, 11,500 international students were undertaking postgraduate research in Australia, with a 20 per cent increase in doctoral enrolments over the previous year (AEI, 2011). In the UK, international students comprise 50 per cent of full-time research degree students (UKCISA, 2011). The postgraduate research student cohort in these countries has thus radically changed as these students have brought with them different academic cultures and intellectual traditions. Although distinct phases can be identified in the responses of Australian and British universities to increases in international students, with the current phase aligned to internationalisation agendas, there still appears to be a lack of recognition of the potential to take advantage of these global flows of people, ideas and perspectives by engaging with the knowledge and academic values that international doctoral students bring. Are we taking advantage of these opportunities for the generation of new knowledge and skills or do we risk being complacent about the superiority of &quot;Western&quot; academic ways? Using theories of cross-cultural pedagogy, this paper reports on a qualitative study of views of scholarship and learning in Western and Confucian-heritage higher education, using Australia and the UK, and China and Hong Kong as case studies. Interviews with expert scholars in these contexts demonstrate that although there are differences and similarities towards knowledge and scholarship between these higher education systems, these are changing as contemporary teaching and learning conditions and imperatives become more closely tied to discourses of internationalisation and globalisation. This demonstrates recognition of the changes occurring in higher education and an understanding of the need for genuine intercultural dialog so that international education is not just based on the legitimisation of Western knowledge but becomes an enterprise of mutual learning. (Contains 1 table.)
Up and Coming? Doctoral Education in China
Author: Yang, Rui
Date: 2012-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Academic Degrees,Foreign Countries,Government Role,Educational Development,Educational Quality,Educational Change,Educational Practices,Futures (of Society),Career Development,Supervision,Doctoral Dissertations

In line with China's massive leap forward in higher education since the late 1990s and its ambitious bid for world-class universities within decades, doctoral education has been strongly, and arguable strategically, promoted by the Chinese government. During the past four decades, China quickly established a national system of academic degrees and postgraduate education since the early 1980s. Its doctoral education has since grown fast to become one of the largest in the world. While the developmental process deserves much commendation, it was never short of twists and turns. The extraordinarily fast growth has particularly led to a variety of problems that have evoked controversy in China, especially over the widely perceived decline of quality in doctoral training. In view of a lack of literature in English on Chinese doctoral education, this article attempts to provide an analytical review of China's current practices as well as some issues and challenges faced by the system in meeting societal needs and future development. (Contains 5 tables and 3 endnotes.)
Assessing International (Post)Graduate Education: A Research Agenda
Author: Blumenfield, Tami
Date: 2012-00-00
Type: Journal Articles
Subjects: Engineering Education,Graduate Study,Measures (Individuals),Engineering,International Education,Science Education,Educational Experience,Scientists,Workshops,Interdisciplinary Approach,Educational Research,Research Needs

"Internationalisation" has become the new buzzword for universities around the world, with jointly offered degrees as well as smaller-scale exchanges for students. Despite this rapid expansion of international campuses and programmes, and the increasing acceptance and encouragement of international experiences for [post]graduate students, little comprehensive evaluative work has been done to assess their efficacy on a broad scale and to determine what types and models of international work can be most effective. The lack of reliable and comprehensive data is especially problematic for science and engineering fields, where academic staff anxieties about forming students into competent scientists often collide with enthusiasm for encouraging international collaborations. Questions of exactly what makes a competent, or excellent, scientist, and what may benefit the scientific domain, do not have easy--or agreed-upon--answers. This article assesses the current state of internationalisation and international experiences, focusing in particular on science and engineering fields. It discusses initial results from a workshop, sponsored by the US National Science Foundation and organised by the Center for Innovation and Research in Graduate Education at the University of Washington, to develop an interdisciplinary research agenda aimed at launching and coordinating empirically driven research on international graduate education. It concludes by identifying areas for future research. (Contains 1 figure.)
A New Era for Research Education in Australia?
Author: Marsh, Helene
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research,Evaluation,Universities,Doctoral Programs,Graduate Study,Incentives,Institutional Characteristics,School Location,Intellectual Disciplines,Differences

Use of the Australian research assessment exercise, Excellence in Research for Australia (ERA) to influence the policy and practice of research education in Australia will undoubtedly have many consequences, some of them unintended and potentially deleterious. ERA is a retrospective measure of research quality; research education is prospective. There is a lack of alignment between the 2- and especially the 4- digit Fields of Research used for ERA and university organisational units. While numerous Fields of Research were rated as world class in multiple institutions in the capital cities of New South Wales, Victoria and Queensland, the other states and regional Australia have significant gaps. The Sciences, Technology, Engineering and Medical (STEM) fields were generally rated higher than the Humanities, Arts, and Social Sciences (HASS) disciplines. Thus using ERA results to allocate higher degree by research places will have highly variable consequences in different disciplines and locations, given the obstacles to the mobility of the largely mature-aged doctoral cohort and the forecast impending academic skills shortage. ERA provides an incentive for Australian academics to eschew publishing in low impact journals and is likely to disadvantage some research students for whom co-authorship in a lower impact journal is more advantageous than no publication. There are many ways in which ERA results could be used to improve the quality of research education in Australia. Nonetheless, simplistically limiting doctoral education to Fields of Research where an institution scored at or better than national or world averages in ERA is unlikely to be in the national interest because our future research and academic workforce needs to be well prepared to operate across the nation in areas of emerging research, including cross-disciplinary and applied research. (Contains 8 tables.)
PhDs in Australia, from the Beginning
Author: Dobson, Ian R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Doctoral Degrees,Foreign Countries,Intellectual Disciplines,Educational Attainment,Gender Differences,Universities,Citizenship,Foreign Students,Comparative Analysis

The Australian PhD is a relatively recent phenomenon, the first three being awarded in 1948. Before that, most Australian scholars typically went to Britain (predominantly) or the USA to undertake their doctoral studies. The aim of this research note is to provide a brief statistical history of the Australian PhD, noting changes over time between study fields, universities, genders and citizenship groups. (Contains 2 figures and 4 tables.)
The Wisdom of Youth: How Modern Ontario Roman Catholic Students Challenge and Resist the Persistent Colonial Agenda
Author: Brennan, Terri-Lynn Kay
Date: 2012-00-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,Ideology,Foreign Countries,Student Attitudes,Academic Freedom,Resistance (Psychology),Traditionalism,Beliefs,Self Esteem,Barriers,Performance Factors,Institutional Characteristics,School Policy,School Administration,Reflection,Educational Change,Organizational Change,School Restructuring

Youth today in Roman Catholic schools are not experiencing the complete freedom of an identity that is unique and valued. They describe the Ontario Roman Catholic school system as if it is still an agent of colonial forces, maintaining imperial power through denominational religious elitism. Using a critical ethnographic methodology within a single revelatory case study, through the lens of an anti-colonial discursive framework, this study presents the voices of diverse youth in Ontario Roman Catholic schools who demand a change in the system to modernize in both form and method of knowledge delivery and content toward acknowledging the diversity of racialized and religious bodies in the corridors.
Teacher Commitment in Sustainable Learning Communities: A New "Ancient" Story of Educational Leadership
Author: Cherkowski, Sabre
Date: 2012-00-00
Type: Journal Articles
Subjects: Altruism,Instructional Leadership,Principals,Communities of Practice,Sustainability,Case Studies,Teacher Administrator Relationship,Caring,Administrator Attitudes,Administrator Behavior,Leadership Effectiveness,Emotional Intelligence,Emotional Response,Organizational Development,Work Ethic,Professional Development

The findings from this qualitative case study reveal how a principal' demonstration of compassion and deep care towards his teachers was influential in the participants' renewed desire for a greater commitment to and improvement of their craft. Understanding how school leaders can nourish and sustain passion and commitment is an essential area of research on learning communities. Exploring the impact of emotions in leadership is highlighted as an important consideration for fostering conditions for sustainable learning communities.
The Impact of a School's Literacy Program on a Primary Classroom
Author: Costello, David Ambrose Roy
Date: 2012-00-00
Type: Journal Articles
Subjects: Direct Instruction,Literacy,Reading Instruction,Program Effectiveness,Program Evaluation,Qualitative Research,Whole Language Approach,Educational Practices,Classroom Techniques,Educational Theories,Learning Processes,Educational Research,Elementary Education,Foreign Countries,Achievement Gains

The purpose of this study was to examine how my reading instruction had been situated within my school's literacy program. As a way to investigate this study, I employed qualitative teacher research. I used reading theory (Whole Language and Direct Instruction) as the analytical lens for my analysis. The results illustrated how the Direct Instruction aspects of the literacy program permeated into my classroom, altered my teaching practices, and impacted student learning. While there were both positives and negatives to the instructional techniques, teacher and student choice was limited. (Contains 2 footnotes.)
The Inclusion of Children with Special Educational Needs in an Intensive French as a Second-Language Program: From Theory to Practice
Author: Joy, Rhonda
Date: 2012-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Educational Needs,Disabilities,Interpersonal Relationship,Interaction,Grade 6,French,Elementary School Students,Special Education,Second Language Programs,Second Language Learning,Intensive Language Courses,Behavior Change,Outcomes of Education,Self Esteem,Student Motivation,Student Participation,Learner Engagement,Second Language Instruction,Scaffolding (Teaching Technique),Inclusion,Theory Practice Relationship,Teaching Methods

This paper portrays the activity system of eight classes of Grade 6 children with special educational needs in an Intensive French as a second-language education program. Classroom norms and tools reflected a social-interactionist and social-constructivist approach with scaffolding, social interaction, multiple modes of representing, holistic, cross-curricular, child-centred, active, and meaningful learning. Outcomes of the activity system of the children included basic French communication ability, positive behaviour changes, heightened self-esteem, increased motivation, participation, and engagement. We conclude with implications related to the feasibility, scalability, and sustainability of practices for non-Intensive French classrooms. (Contains 1 table and 2 figures.)
Bullying in Brazilian Schools and Restorative Practices
Author: Grossi, Patricia Krieger
Date: 2012-00-00
Type: Journal Articles
Subjects: Behavior Problems,Bullying,Focus Groups,Foreign Countries,Questionnaires,Interviews,Incidence,Educational Practices,Conflict,Educational Environment,Student Attitudes,Dialogs (Language)

Bullying is a widespread phenomenon that affects many children and adolescents in Brazilian schools. A pilot research study was carried out in four schools (one private and three public) located in Porto Alegre, RS, Brazil. A combination of self-administered questionnaires and focus groups with students as well as interviews with teachers were undertaken to investigate the prevalence of bullying and how restorative practices can help to deal with conflict. Approximately 80% of the student participants in the study reported having experienced bullying in the school setting. Restorative practices implemented in these schools appear to contribute to the improvement of the school climate through reparative dialogue. (Contains 6 tables and 1 figure.)