Education Doctoral Students Research Articles

The Well-Being of Doctoral Students in Education: An Ecological Systems Perspective.

This study aims to explore the factors that influence the well-being situation of doctoral students in education from a qualitative perspective and draws on the ecological systems theory as an overarching framework. A total of 18 doctoral students in education from 3 universities in Hong Kong were interviewed. In line with the ecological systems theory, individual influential factors may embed and interact with all layers of systems (i.e., the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem) surrounding the doctoral students that hinder or boost their well-being, respectively. These six main areas of concern were identified from a thematic analysis of participants' responses. The study highlighted several salient influential factors of doctoral students' well-being, such as coping strategies, social relations, and their living and cultural environment. An interactive effect among specific factors, such as the COVID-19 pandemic and social movements, was also identified. Findings provide theoretical insights and offer recommendations for improving doctoral students' well-being.

Examining Structures and Practices of Affinity Group Development in Teacher Education: A Mixed Methods Sequential Explanatory Approach

For many educators, transitioning from teacher to scholar is a journey wrought with identity-laden challenges, as students must merge an already developed professional identity with an academic researcher identity. Thus, we examined how the structures and practices of cohorts enabled or constrained affinity identity development in teacher education doctoral students from 2008-2012. Through our mixed method design, the four professional, collaborative, institutional and social themes emerged as the most important aspects for our participants (n=16). Our 2011 cohort participants most readily identified as an established cohort, and upon closer examination, they, unlike the others, had structures and practices put forth in the beginning of their doctoral program that emphasized the four emerging themes. Our findings have a meaningful impact on the support that is received and scholarly development that occurs for doctoral students.

Developing writing productivity in a graduate support community

Purpose This paper aims to examine how doctoral students in education and applied linguistics fields successfully navigated graduate writing demands by participating in a support community that catalyzed writing productivity, peer mentoring and feedback. Guiding graduate students’ writing processes based on scholarly interests and providing peer support are vital to scholarly productivity and transition into academia. Design/methodology/approach Following a collaborative analytic autoethnographic case study design (Adams et al., 2022; Chang et al., 2013), the authors narrated major events that impacted their writing and publication experiences. The authors visualized their entire doctoral writing experience based on the frequency of writing events that contributed to writing productivity. In data triangulation discussions, the authors reflected on writing experiences. Findings Findings show that the support community alleviated individual struggles associated with writing a dissertation and high-quality papers. Key factors contributing to scholarly growth included nonevaluative peer support, feedback and shared academic resources. Writing within the periphery of faculty research and predominantly focusing on doctoral milestones led to individual scholarly interests being overshadowed. Without structured guidance, doctoral writers may develop initiatives to alleviate individual struggles and meet academic writing demands in the disciplines. Research limitations/implications The authors recommend including structured guidance on developing writing productivity and a personal research agenda in the early stages of the doctorate. Originality/value This study offers unique examples of how a student group supported writing productivity and socialization into the academic community. It illustrates the multifaceted nature of academic writing influenced by faculty–student relationships, peers and individual initiatives. This paper provides doctoral writers and graduate programs with examples of accomplishing academic publishing goals.

Developing and Validating an Instrument for Assessing Learning Sciences Competence of Doctoral Students in Education in China

Learning science competence refers to a necessary professional competence for educators, which is manifested in their deep understanding of learning science knowledge, positive attitudes, and scientific thinking and skills in conducting teaching practice and research. It is of paramount importance for doctoral students in education to develop their competence in the field of learning sciences. This will enhance their abilities to teach and conduct research, and guide their educational research and practice toward greater sustainability. In order to address the shortcomings of current assessment instruments, we constructed a theoretical model for assessing learning sciences competence based on the PISA 2025 framework and Piaget’s theory of knowledge. A three-dimensional assessment framework was designed, along with an initial instrument. Furthermore, the “Delphi method based on large language models (LLM)” was employed to conduct two rounds of expert consultations with the objective of testing and refining the instrument. Throughout this process, we developed a set of guidelines for engaging AI experts to improve interactions with LLM, including an invitation letter to AI experts, the main body of the questionnaire, and the general inquiry about AI experts’ perspectives. In analyzing the results of the Delphi method, we used the “threshold method” to identify and refine the questionnaire items that performed sub-optimally. This resulted in the final assessment instrument for evaluating learning sciences competence among doctoral students in education. The assessment instrument encompasses three dimensions: the knowledge of learning sciences, application of learning sciences, and attitude towards learning sciences, with a total of 40 items. These items integrate Likert scales and scenario-based questions. Furthermore, the study examined potential limitations in the item design, question type selection, and method application of the assessment instrument. The design and development of the assessment instrument provide valuable references for the standardized monitoring and sustainability development of the learning sciences competence of doctoral students in education.

Mentorship literature in counselor education and supervision programs: implications and recommendations for counselor educators

ABSTRACT The present article examines current literature on mentorship for counselor education and supervision (CES) doctoral students, and how current CES mentoring practices impact doctoral students’ personal and professional growth in alignment with accrediting body standards. Findings from the literature highlight the purpose, benefits, and potential barriers to establishing successful mentorship for CES doctoral students. Conceptual frameworks and departmental initiatives in building and infusing a culture of mentorship are explored. Implications and potential action steps for counselor educators are provided.

Simulating surveys for graduate researcher development.

Recognizing the value of experiential education in social/behavioral science research training, we designed and offered a simulation of a survey research project for doctoral students in education. Through three phases of the project, from instrument design through scale investigation and quantitative analyses, students are developed as researchers in a realistic and authentic way. In this paper, we highlight the advantages, challenges, and outcomes from applying simulation methods within graduate research methods courses, with a specific focus on survey methodology and quantitative skill development.

Teaching practice and the use of open educational resources to hope for a transformative education

In the teaching routine, technologies are increasingly observed as an instrument of pedagogical mediation, which can favor new educational. The general objective of the research was to analyze together with doctoral professors, who attend the stricto sensu, the pertinence of using technologies and open educational resources as a learning object for the construction of knowledge based on a new educational conception. And as a problem: What is the importance of using technologies and open educational resources for a transformative pedagogical practice? The research used a qualitative action-research approach, with doctoral students in education at a large private institution in Curitiba, in which we sought to investigate the pertinence of building a pedagogical practice using technologies and open educational resources for a transformative education. As a result, it was possible to observe in the set of participants' reports that innovative pedagogical practices involve the student's protagonism and a teaching action based on dialogue through methodologies with the use of open educational resources that accompany and are part of this evolution. Keywords: Pedagogical practices; Digital Technologies; Open educational resource; Transformative education

Personality and Education in the Context of Modern Socio-Cultural Challenges: Values, Worldview and Scientific and Methodological Aspects.

The collection of conference materials is devoted to the coverage of topical issues of philosophical and humanitarian knowledge in the context of determining the socio-cultural challenges of our time and ways to overcome them through education; philosophical, methodological and cultural foundations of the formation of scientific and methodological potential of modern education; value and worldview aspects of personality development in the context of the introduction of educational technologies; disclosure of the role of social and humanitarian disciplines in the system of higher education; formation of the spiritual and value sphere of the individual, spiritual security and mental health of Ukrainian society in the context of the Russian-Ukrainian war; scientific and methodological support for the introduction of modern educational technologies; methodological culture and professional competencies of the teacher of the New Ukrainian School. The authors analyze the tools of personal development by means of philosophical, spiritual, value, and cultural education. The main aspects of the influence of the information and cultural space on the formation of the personality of teachers and students of different ages in modern historical conditions are determined. The conditions for the formation of the basic value and worldview system by modern means of education are outlined. The publication is recommended for research and teaching staff of higher and postgraduate education, heads of secondary and preschool education institutions, methodological services, educators, teachers, doctoral students, postgraduates, and students.

A Pragmatic Approach to Preparing Novice Doctoral Qualitative Researchers

Fifty percent of social science and education doctoral students in the United States fail to complete their programs. Within this context, studies addressing research methods pedagogy and qualitative methods in particular, continue to be limited. This mixed-methods case study addresses these issues by: 1) using the Ready Develop Integrate Perform (RDIP) model to frame the competency-based design and implementation of an introductory doctoral qualitative core course and its supporting learning management system; and, 2) examining effectiveness using a framework of direct and indirect assessment evidence from online and face-to-face learners. The current design scaffolds students through qualitative research methodology and methods learning and culminates with the implementation of an individually-chosen authentic research project. A sample of online and face-to-face students, representing 37% of eligible participants (n=23), reported a stronger sense of readiness for independent research and dissertation work. In addition to expanding the qualitative methods pedagogical literature and supporting the improvement of doctoral research education, this paper a competency-based design that may be implemented in any disciplinary setting. The detailed blueprint and implementation advice for university teachers makes this work relevant to a broad multidisciplinary and international audience.

Doctoral Students Balancing the Roles and Relationships of Counselor Education

Aspiring counselor educators in Council for Accreditation of Counseling & Related Educational Programs (CACREP)-accredited programs must learn to be counselors, teachers, supervisors, researchers, and leaders. These roles can overlap, creating multiple complex relationships during their programs. To examine these roles, we conducted a constructivist grounded theory investigation of how counselor education doctoral students (n = 9) balanced multiple roles and relationships and boundary crossings. We utilized chain referral sampling and continued until we reached theoretical saturation. We used semi-structured interviews conducted via videoconferencing (Zoom) for data collection and coded the interviews using two main phases: an initial phase and a focused coding phase. We used member checks by sending participants preliminary findings for feedback. The resulting theory describes two distinct stakeholders in the management of the multiple roles and relationships in counselor education: the students and the program. Students were responsible for balancing roles and responsibilities while considering professional growth, ethics, and boundary setting. The program was responsible for providing a growth-fostering environment and mentorship. Ultimately, the process of navigating multiple roles and relationships (MRRs) involves early discussion of MRRs, intentionality of program placement, assistance with boundaries and ethical decisions, and exposure to remediation and gatekeeping.

Digital competence and information literacy: clarifying concepts based on a literature review

ABSTRACT This study aimed to collect input for the definition of a conceptual framework of digital competence for information literacy to be developed in the context of doctoral programs in Education. A systematic literature review methodology was adopted, and several steps were developed that included: preliminary readings and initial mapping, which allowed to define the search terms and expressions; the definition of inclusion and exclusion criteria; the research in databases and aggregators; the pre-selection of articles; and the selection of the corpus of analysis, which included seven articles published in scientific journals with peer review. The studies are mainly focused on information literacy. The two concepts are addressed simultaneously in only three articles. Digital competence is related to the mastery of digital tools, namely to search for information in databases or to define alert strategies. We infer that this competence seems to be closer to more operative concepts, such as digital skills. Information literacy requires the effective use of information involving information search, selection, evaluation and communication. We conclude that it is necessary to cross-reference and triangulate existing studies in order to define the digital competences for information literacy that doctoral students in Education should develop. This is the object of an ongoing doctoral project.

Counselors Explore Their Attachment Strategies: An Interpretative Phenomenological Analysis

ABSTRACT Counselors make important contributions to the counseling relationship, and their attachment organizations can influence the strength, quality, and effectiveness of the working alliance (Bucci et al. 2015). This study explored first year counselor education doctoral students’ (n = 7) experiences of being interviewed with the Adult Attachment Interview (AAI; George et al. 1996) as a means of supporting self-awareness and fostering effective counselor-client working alliances. Four superordinate themes emerged: (a) reactions to the AAI interview process, (b) process with AAI feedback, (c) AAI and intrapersonal process, and (d) AAI and interpersonal process. Findings suggest that the AAI is an effective tool in supporting counselor self-awareness regarding attachment strategies and can provide multiple personal and professional benefits, such as increased awareness of conflict and stress management strategies. Implications for clinical practice, counselor education, and future research are discussed.

Pilot Testing as a Strategy to Develop Interview and Questionnaire Skills for Scholar Practitioners

This essay presents the reflections of four Education Doctorate (EdD) students on the pilot testing strategies used during an online research methods course. Rigorous questionnaire and interview development skills are challenging to acquire. Pilot testing is an under-researched stage of instrument design, yet it is crucial to ensure validity and reliability, reduce bias, and psychologically prepare researchers for data collection. A structured, multi-step pilot testing process led to the collective development of stronger scholar-practitioner identities, the use of innovative synchronous/asynchronous methods during COVID-19 and increased academic rigor. These reflections demonstrate how several types of pilot testing can support the development of rigorous data collection instruments and prepare post-graduate students for the psychological and technical challenges they may encounter in future research.

Assessing Online Doctoral Student Research Competencies

The purpose of this study was to investigate online education doctoral students’ perceptions of their research competencies. The researchers utilized the Scholar-Practitioner Research Development Scale (Rockinson-Szapkiw, 2018) which consisted of 24 Likert-based items to assess research competency in five areas: attitude toward or value of research, critical evaluation and application of research, research knowledge, research skills, and research dissemination. For each of the five research competencies students reported their competency at 4.0 or above (on a scale of 1- 5) each year, with students most strongly agreeing with statements related to the value of research, evaluation and application skills, and research knowledge. This study illuminates the development of research competencies in online doctoral students. Recommendations include using the Scholar-Practitioner Research Scale to assess program effectiveness, track program improvements, and identify gaps in the curriculum.

ENHANCEMENT OF PROFESSIONAL COMPETENCE OF EDUCATIONAL PROFESSIONALS IN THE CONTEXT OF ORGANIZING METHODOLOGICAL SUPPORT

The article is dedicated to the issues of improving the professional competencies of educational professionals through the organization of methodological support within the framework of creating a unified system of professional development and implementing the “Modern School” federal project.
 The authors disclose the specifics of methodological support for educators aimed at identifying professional deficits, employing individual educational route technologies, and developing competence enhancement programs. The authors present a model of organizing methodological support for educational professionals, including a component for future educators, thereby proving the importance of organizing methodological interaction with practicing educators to shape a new type of university graduate capable of continuous professional growth. The authors are convinced that involving educators and students, i.e. future educators, in scientific and methodological events, including joint planning, contributes to the development of analytical skills and methodological culture, enhances professional mastery, fosters the establishment of conscious professional positions, and improves communication formats. Special attention is given by the authors to the application of normative and legal foundations for the organization of a multi-level methodological support system involving various methodological structures, professional communities, and subject associations.
 The article is addressed to the faculty and staff of the supplementary professional education system, research workers, doctoral students, teachers, and students of educational institutions, as well as those interested in educational issues in the field of improving the professional competence of educational professionals.

Doctoral Student Perceptions of a Project-Based Learning Approach in an Instructional Design Course

The purpose of this single case study was to determine how a project-based learning approach to instructional design supported education doctorate students’ acquisition of new knowledge and practical application of skills in their current and future professions. Participants included 58 students in an online EdD instructional design course. We found that 72% of students credited the design project for scaffolding their learning about instructional design and 80% saw an immediate application of the instructional design project to their current professional roles. Further, 93% of students could foresee the application of new knowledge and skills to future professional opportunities. This study has implications for those who teach EdD courses and are interested in providing a project-based approach to content acquisition and teaching skills students can apply in their professional organizations, both current and future.

Experiences of diversity, equity, and inclusion for doctoral students and new faculty in leadership development programs

ABSTRACT Leadership development programs (e.g. Emerging Leaders) are growing in popularity among professional counseling organizations. Using basic interpretive design, the current qualitative study included 24 counselor education doctoral students who had participated in leadership development programs. Findings address issues of diversity, equity, and inclusion in leadership experiences. Themes derived through multiple rounds of coding describe lack of representation in leadership, imposter phenomenon experienced by students with marginalized identities, and barriers to leadership opportunities.

The Freedom School Way: A Model for Intergenerational Research Training Partnerships Among Universities and Children's Defense Fund Freedom Schools® Programs

Partners United for Research Pathways Oriented to Social Justice in Education is a partnership between a university research training program and a Children's Defense Fund Freedom Schools® site in north Florida. It addresses the lack of demographic diversity among doctoral students in education. Emphasis is on researcher positionality and building relationships with stakeholders in a service-learning practicum. Research fellows design projects around literacy and social action, negotiate with stakeholders, and provide service. We use autoethnographic methods to articulate how Fellows, CDF Freedom School staff, and faculty collaborate. We offer suggestions for conducting research that can lead to meaningful, systemic change.

Expanding the border of science education through the lens of Buddhist mindfulness.

This is a hermeneutic phenomenological study that describes and interprets Wong's, the first author lived experience in the borderlands of science and Buddhist mindfulness as a science education doctoral student in Thailand. I explore my experiences in learning with multiple mindfulness teachers, including Thich Nhat Hanh from Buddhist traditions. and Additionally, I explore the affordances of being in the borderland of science and Buddhism, and how Buddhism can expand the border of science education through the inclusion of important topics, such as mindfulness, emotional wellbeing, and interbeing. This study also examines the roadblocks that are preventing deeper integration of science and mindfulness, including empiricism, scientism, individualism, materialism, and dualism. My standpoint is that to overcome the 21st grand challenges, teachers of science need to have the courage to cross the borders of various disciplines and help students develop essential skills for cultivating a healthy, balanced, and mindful lifestyle.

Infertility Among Counselor Education and Supervision Doctoral Students: Expectations, Experiences, and Knowledge

Females are disproportionately affected by infertility, and Counselor Education and Supervision (CES) doctoral students are predominantly female. Using phenomenological approach female CES doctoral students with infertility diagnoses were interviewed. Six themes emerged from the interviews: younger is better for conception; familial and societal messages; infertility knowledge; triggers; academics and infertility; something wrong with me, regret, and others don’t understand. Clinical implications and future directions are provided to promote social justice by bringing awareness and amplifying the voices of people suffering from a disability and a disease that is rarely recognized as either.