试论高层次创新性人才培养的学科环境——从全国优博论文的“共生效应”谈起

通过对12届全国优秀博士学位论文进行分析,发现医学优博论文的学科分布存在＂共生效应＂。选取基础医学曹雪涛和临床医学汤钊猷两位院士领导的学科作为典型案例,从学科环境的角度探讨了如何采取措施,营造创新氛围来推动创新性人才的培养,并分析了＂共生效应＂产生的机制。在分析典型学科的基础上,对今后如何改进学科环境,加强高层次创新性人才培养提出了建议。     

Lessons Learned for Successful Dissertation Completion From Social Work Doctoral Graduates

A dissertation demonstrates a doctoral candidate’s knowledge of a content area, mastery of research methodology, and readiness for future scholarship. Doctoral candidates, social work programs, and the profession as a whole are invested in ensuring that candidates successfully complete dissertations and enter academic, research, and leadership positions. This strengths-based study offers the wisdom of recent social work doctoral graduates (N = 196). Data were collected by an online survey and analyzed through thematic analysis. Findings described sources of support, managing a project of this scope, considerations in study design, and effective research attitudes and behaviors. Implications for social work education are discussed.     

Counselor Personality Needs as a Determinant of Functional Specialty Preference

The objective of this study was to determine whether personality needs discriminate between counselor trainees who prefer the administrator specialty and those who prefer the practitioner functional specialty. Doctoral students in counselor education at 20 southern universities were asked to complete a three-item questionnaire designed to determine functional specialty preference. Sixty-two subjects who indicated a preference for the administrator functional specialty and 63 subjects who chose the practitioner functional specialty completed the Personality Research Form (PRF). Stepwise discriminant analysis was used to determine the efficacy of PRF variables in discriminating between the administrator and practitioner groups. The results suggest that the PRF may have value as a tool in the selection of counselors.     

美国数学教育博士专业介绍与思考

数学教育专业化,特别是数学教育博士专业化是数学教育改革的重要组成部分.数学教育博士专业的核心内容应由数学、研究、教育3部分组成.数学教育界一致认为数学教育博士专业应设置教育理论、教学和教师教育、科技在教学上的应用、教学大纲、评估等教育课程.数学教育博士专业的核心内容的改革应成为数学教育改革的一项内容.     

研究生教育:从美法德经验论我国的问题与出路

美国、法国与德国的研究生教育历史悠久,很多办学经验是值得借鉴的,秉承培养科研人才的办学宗旨使得这些国家的研究生具有较高的含金量.我国目前的教育状况已经在一定程度上脱离了这个宗旨,部分学生的硕士或博士学位获得目的并不是为了从事科研事业,并且学位论文的质量也非常令人堪忧.研究生教育中存在诸多问题:学位变成敲门砖;教育中存在马太效应;教育过程严进宽出;教育模式一成不变;课程设置与社会需求不对称;科研精神不断弱化.为了改变这种现状,就需要不断完善研究生的教育制度,在净化科研队伍的过程中保证研究生的质量,使得传统的科研精神得以传承     

Counselor Education Courses in Program Evaluation and Scientific Research: Are Counselors Being Prepared for the Accountability Press?

Counselor education programs listed in Counselor Preparation 1980 were surveyed to determine the proportion of required coursework devoted to instruction in scientific research and program evaluation. Regardless of area specialization, department size, or academic unit in which the program is housed, responding counselor education programs were found to devote approximately twice as much required instructional time to scientific research as to program evaluation. A rationale and suggestions for change are presented.     

Doctoral Student Satisfaction: An Examination of Disciplinary, Enrollment, and Institutional Differences

Previous research suggests that it is the department, not the graduate school that bears the greatest responsibility for doctoral students’ progress and success (Ehrenberg et al., Doctoral education and the faculty of the future (pp. 15–34). Ithaca, NY: Cornell University Press, 2009) dictating the need to examine and understand how doctoral students experience their education at the department level. In the present study, we analyzed the NAGPS’ 2000 National Doctoral Program Survey (NDPS) data in an effort to understand the differences in the satisfaction levels of doctoral students (current, recent graduates, and former) across various academic disciplines (e.g. social sciences, humanities, engineering) and different institutional types (e.g. research extensive and research intensive). Employing both traditional (ANOVA) and item-level (Rasch Rating Scale Model) analyses we found that although overall satisfaction with doctoral experiences appears to be equivalent/similar across multiple disciplines, student satisfaction within disciplines varied significantly and consistently with respect to specific academic experiences.     

Women and Higher Education

Typically, the PhD degree is said to be more research oriented, whereas the EdD is aimed more at the educational practitioner. We compared the two degrees with regard to research design, statistics, target populations, significance of results, age of subjects, and other characteristics. Samples of 1,007 PhD and 960 EdD dissertations were selected from Dissertation Abstracts International from 1950–1990. We found that the percentage of PhD dissertations is increasing and is higher for women; PhD dissertations contained more multivariate statistics, had wider generalizability, and were more prevalent in certain areas of concentration. The EdD dissertations contained more survey research and were most prevalent in educational administration research. No differences between the degrees were found in basic versus applied or in significance of findings.     

The development, validation, and application of the Doctoral Student Connectedness Scale

Student attrition from distance and limited-residency doctoral programs is significantly higher than that from traditional programs. The focus of this paper is the development and application of a survey instrument, the Doctoral Student Connectedness Scale, designed to identify students at risk of dropout. The study focused exclusively on students currently working on their dissertations with results indicating that low feelings of student-to-student and student-to-faculty connectedness in the learning environment may be predictive of departure from the program. This study supports the work of Lovitts (2001) and others who have also recognized connectedness as an integral part of the dissertation experience. Recommendations are made for addressing these issues through various initiatives that administrators, faculty, and students can support including the design and development of a doctoral student community of practice (CoP).     

关于我国教师资格认证标准的几点思考

如何推动教师的专业化发展,切实提高教师队伍素质已成为世界教师教育改革的共同课题。我国的教师职业离真正意义上的教师专业化还有差距,造成这种差距的重要原因之一是我们没有规范的教师专业标准。我国教师资格认证标准的制定要体现终身教育的理念,体现对教师专业精神与信念的关注及重视对教师的教育实践技能的要求等。     

Identifying,Characterising and Assessing New Practices in Doctoral Education

Traditionally, European doctoral education has principally taken place within the binary relationship of professors and their doctoral students according to the apprenticeship model. However, in the last one to two decades, this model has been questioned. Governments and higher education institutions (HEIs) reform doctoral education by establishing and running structured doctoral programmes or Doctoral Schools. Inspired by American Graduate Schools, various forms of Doctoral Schools have been increasingly emerging in many European HEIs. This article identifies, characterises and critically assesses the principal changes in doctoral education practices introduced through Doctoral Schools on the basis of eight case studies carried out in Swiss and Norwegian HEIs. The empirical analysis results in the identification of six types of changes which concern doctoral students’ recruitment, curricular component, supervision, scientific exchange, tracking and their career. These changes lead to four kind of trends – which vary according to the case study – consisting of a structuring, standardisation and opening of doctoral education, whereas its academic character is maintained. If greater competitiveness, better scientific quality and higher graduating rates may be achieved, problems in terms of ‘brain drain’, workload, supervision, innovation and careers may even be reinforced or at least not completely solved.     

Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0–100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists.     

近5年裕固族教育研究进展述评——以研究生学位论文为例

裕固族教育研究是一个只有60余年历史的新兴学术领域。近5年来,裕固族教育研究最显著的变化和进展,就是以裕固族教育为研究对象的5篇研究生学位论文的产生。本文通过对这5篇学位论文的描述和分析,对裕固族教育研究的最新进展作了述评。     

教师专业化实践的困境与教师教育学科理论的生长

教师专业化的概念引入我国以来,已为人们广泛接受,但是实现教师专业化还是一个理想。教师专业化的实现,有赖于教师教育的专业化;教师教育的专业化,有赖于高等教育中教师教育专业成为一个合法性的专业,现在中国高等教育中还没有这样一个专业。因此教师专业化的实践,在目前的中国还有困难。教师教育专业的建立要以一定的学科为基础,教师教育专业的学科基础就是教师教育学科。目前教师专业化实践的困境,恰恰是教师教育学科理论生长的条件。     

What are the major impact factors on research performance of young doctorate holders in science in China: a USTC survey

Doctoral graduate research performance (DRP) is recognized as one of the most critical indices for evaluation of the success of doctoral education. Doctoral graduates with high research performance directly reflect a higher ability in academic research and academic achievement. Consequently, identifying which factors influence DRP is potentially of great value. This topic is also challenging because of difficulties in identifying the impact factors on research performance and the feasibility of the relative data collection. This paper first examines the relationships between the indicators and DRP. After a review of previous literature, the focus is on the doctoral graduates’ individual factors, advisor factors and learning performance. Data is collected from graduated doctors from the Science Schools of University of Science and Technology of China (USTC). Contrary to expectations, our findings indicate that, based on the Chinese context, learning performance does not appear to be strongly associated with research performance. Individual factors (status of academic origin) do have significant effect on DRP. The advisor factors (including academic status, academic experience and allocation of energy) show a relatively strong association with DRP, in terms of both the number of publications and the impact factor of Science Citation Index (SCI) cited journals.     

影响西部院校研究生学位论文质量问题的因素

学位论文质量是研究生培养质量体系中一条重要的衡量标准。如何提高研究生的学位论文质量,成为当前西部院校较为关注的问题。研究生招生生源质量、研究生培养过程、研究生导师水平等因素都直接影响了研究生学位论文质量,因此,充分考虑这些影响因素,对于提高硕士学位论文质量,进而提高研究生教育质量具有十分重要的意义。     

On Tilting at Windmills While Facing Armageddon

Since the 1960s, numerous articles, special features, symposia, and conferences have raised perceptive and often troubling questions about the present condition and future directions of the field. In the 1980s, the debates reached a crescendo with issues about specialization, fragmentation, professional versus academic, and what should comprise the academic core. Any profession should periodically evaluate itself; it is now time, however, to marshall our efforts and concentrate on what our collective strengths are—or should be. It is suggested herein that useful lessons might be gleaned from an overview of American medicine at the turn of the century and recent discussions concerning medical education. Medicine combines both clinical and academic/scientific studies and draws upon knowledge ranging from the molecular to the macro levels. American medicine and medical education struggled through uncertainties 100 years ago that are not unlike those that physical education has been involved in for the last 3 decades. To achieve first-class academic and professional respectability, however, more physical education faculty must become producers (rather than consumers) of scholarly and scientific knowledge. Moreover, our professional organization must devote greater attention to fostering research, the foundation upon which the respectability of a profession rests.     

FAST-Future Academic Scholars in Teaching: A High-Engagement Development Program for Future STEM Faculty

Doctoral granting institutions prepare future faculty members for academic positions at institutions of higher education across the nation. Growing concerns about whether these institutions are adequately preparing students to meet the demands of a changing academic environment have prompted several reform efforts. We describe a professional development model designed to prepare the future faculty to integrate the multiple components of academic careers. The program emphasizes the study and application of effective teaching practices centered on student learning and assessment and expectations for faculty careers. We describe the impact of the program on its participants.     

HPT in Academic Curricula: Survey Results

The purpose of this research was to determine to what extent human performance technology (HPT) is being taught in academic programs that traditionally emphasized training—programs such as instructional systems, training and development, human resource development, and adult learning. A written survey was used to collect data from 82 academic programs. Results indicate that while training (and the related areas of needs assessment and evaluation) continues to dominate curricula at these institutions, non-training performance improvement strategies (and the broader performance analysis that leads to their selection) are frequently taught as well. No correlations were found between the extent of teaching HPT topics and the variables of program size, program type, location, degrees offered, or faculty membership in NSPI (now called the International Society for Performance Improvement). Future research could investigate the driving and restraining forces that determine HPT's impact on the curriculum and the effects that current curricula have on program graduates.