Staff Development in Problem-based Learning

It is argued here that for problem-based learning (PBL) to succeed, a sound programme of staff development is required. This paper highlights, from both the literature and from experience, that there is limited research into the process and management of PBL staff development. The current shift towards PBL within higher education suggests that staff development needs to be a key component in any PBL implementation strategy. This paper focuses on the experience of introducing PBL into Nursing and Midwifery curricula at the University of Dundee. It is argued that the staff development described played a key role in the effectiveness of the subsequent implementation of PBL. The key components of such a programme are described with evaluatory evidence to support its efficacy. Recommendations are made for those considering implementing PBL into the curriculum.     

Determining validity and identifying nonresponse bias in a survey requesting income data

Two procedures for validating incomes self-reported in ranges by University of Kentucky doctoral graduates, one comparing grouped data to income data collected by the National Academy of Sciences (1974) for the same year, 1973, the other comparing individual self-report data in a double-blind process to state income tax records, indicating that the self-report data were generally accurate. A check of respondents versus nonrespondents in various categories (sex, age, graduation year, Holland type, Biglan type) showed no difference in the proportion of response in any category. Comparison of nonrespondent income with respondent income in state income tax records revealed that nonrespondents averaged almost $3,500.00 less income during that year than did respondents. This finding held true across all categories but two.     

An Approach for Doctoral Students Conducting Context-Specific Review of Literature in IT,ICT, and Educational Technology

Since 1980s the rate of technological change has been phenomenal, creating an impact on the information-seeking behaviors of doctoral students and other researchers. When searching the three fields of Information Technology (IT), Information and Communication Technology (ICT), and Educational Technology (EdTech), it is like opening a Pandora's Box; the variation in terminology is obvious. This makes searching, managing, and evaluating sources in these interdisciplinary fields challenging, and doctoral students trying to classify and analyze technology related studies can easily be overwhelmed. We offer a systematic, practical approach for reviewing and categorizing the literature by providing key search terms, a list of e-Journals, and an organizational structure for naming and framing studies. Doctoral students navigating their way through the literature review may find our resourcesa table-of-contents, an overview of the technology-related literature, and an annotated excerpt of an examined thesis—useful for writing a critical review.     

Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes

This study of the impact of doctoral adviser mentoring on student outcomes was undertaken in response to earlier research that found (a) students with greater incoming potential received more adviser mentoring, and (b) adviser mentoring did not significantly contribute to important student outcomes, including research productivity [Green, S. G., and Bauer, T. N. (1995). Personnel Psychology 48(3): 537–561]. In this longitudinal study spanning 5 1/2 years, the effect of mentorship on the research productivity, career commitment, and self-efficacy of Ph.D. students in the ‘hard’ sciences was assessed, while controlling for indicators of ability and attitudes at program entry. Positive benefits of mentoring were found for subsequent productivity and self-efficacy. Mentoring was not significantly associated with commitment to a research career.     

Where have all the students gone? Participation of doctoral students in authentic mathematical activity as a necessary condition for persistence toward the PH.D.

The mathematics community in the U.S. has become concerned about the state of doctoral education, including concerns about high attrition rates and the small numbers of women and students from some racial and ethnic groups. This paper proposes a model of doctoral student persistence and attrition, in which student participation in the life of the department and discipline lead to increased student integration, which is crucial for students' success. Ten faculty members and eighteen graduate students were interviewed about their interests,conceptions, and experiences within mathematics, in a case study of one mathematics department. In this department, students experienced four types of obstacles to their participation: obstacles stemming from the program structure, obstacles to participation in class, obstacles to participating with faculty outside of class, and obstacles stemming from faculty beliefs about teaching and learning. Implications for the retention of mathematics doctoral students are discussed. This revised version was published online in July 2006 with corrections to the Cover Date.     

博士生为什么延期?——国外博士生毕业时间影响因素研究

20世纪80年代以来,博士生延期毕业问题已经引起各国高等教育学界的关注。博士生毕业时间的影响因素可归纳为个人先赋性、外部环境、个体自致性三个方面。个人先赋性对博士生毕业时间的影响并不显著;学科文化、导师等大学支持系统、社会就业环境等,会间接影响博士生的毕业时间;博士生的个体自致性特征是影响毕业进程的关键因素。外部环境和个体自致性因素的叠加、消减作用,使博士生毕业时间的影响因素呈现出个性化、动态化和交互性的特点。对其内在机理的深入研究,有助于对博士生进行追踪式的个性化指导。     

我国联合培养博士生的演进、向度与展望——基于巴斯德象限的视角

《教育规划纲要》颁布实施以来,我国博士生教育中的联合培养实践进入了快速发展的时期。科技政策领域的巴斯德象限模型为解释我国联合培养博士生工作的相关政策和发展动向提供了一个逻辑框架,从巴斯德象限模型的视角出发,对《教育规划纲要》实施十年以来我国国家层面推动的高校与(工程)科研院所联合培养博士生项目、协同创新中心项目、博士专业学位联合培养等实践开展及相关政策进行梳理总结,进一步提出我国联合培养博士生体系的象限模型,并据此分析我国联合培养博士生体系的核心向度与未来发展方向。     

国内外信息行为博硕论文比较研究

以信息行为领域的114篇国内博硕论文和124篇国外博硕论文为样本,从基本情况（学位层次、发表时间、所属机构、学科分布）、信息行为的主体和客体、信息行为的类型、高频关键词、研究方法、研究深度6个方面进行国内外比较研究。结果发现,国内外共同点主要有3点：信息行为主体、客体的广泛性和多样化;相对于其它类型的信息行为而言,信息搜寻行为研究占主导地位;总频次位于前3位的研究方法是调查法、统计分析法和访谈法。国内外主要不同之处在于学位层次、学科分布、信息行为的主体和客体类型、研究深度方面存在差异。最后,对国内未来有志于从事信息行为研究的博硕士研究生提出5条研究建议。     

Scholars committed to opportunities in psychological education: a training and mentoring program for future psychologists of color

ABSTRACT

Although strides towards inclusivity and racial equality have been made in graduate education, many barriers to graduate education remain for racial/ethnic minorities. In response, we created Scholars Committed to Opportunities in Psychological Education (SCOPE), a mentor-based program for racial/ethnic minority undergraduates. 63 racial/ethnic minority undergraduates completed the SCOPE curricula and pre- and post-program questionnaires regarding graduate school application knowledge, application confidence, stress, self-efficacy, and SCOPE program satisfaction. Mentors completed a training and questionnaires in one SCOPE cohort. Knowledge about the GRE, the application process, and application confidence increased, and stress decreased, following SCOPE. The result of this work is a portable mentoring program that can be used across disciplines and demographics to increase inclusivity and equality.     

新课程改革的文化哲学探讨

文化哲学作为一种以人为本的世界观、方法论和思维方式 ,给我国新一轮基础教育课程改革开辟了一个新的课程文化思维空间。新课程改革在以直面现实生活、彻底的人文精神为特征的广阔文化哲学视野下 ,重新思考人、课程与文化的关系 ,以期建立新的课程文化精神 ,实现课程文化模式的转型