Graduate Studies In Education Research Articles

Integration of Flexible Service-Learning Program (E-SLP) in the School of Education Graduate Curriculum

Service learning integrates students’ experiences into the curriculum for students to become change agents. Due to COVID-19, the School of Education Graduate Studies program adopted Flexible e-service Learning (FeSLP) in collaboration with Xavier Ateneo’s Service-Learning Program and Bukidnon Mission Schools. The study determined how FeSLP was integrated into the Graduate studies curriculum during the new normal. The study used participatory action research. Purposive sampling was used with 18 Masters and 9 Ph.D. students. The Graduate students had brainstorming sessions on how to address the community’s needs. Conducting a webinar and providing modules, were then implemented. Findings revealed that FeSLP is beneficial in integrating students’ academic and social formation. Students have internalized the objectives of the program, which helped them achieve the learning outcomes. However, some challenges were observed in courses that need in-depth interaction and immersion in communities for meaningful engagements. Nonetheless, the community was grateful for the provisions of materials that helped their instruction during the pandemic. Graduate students also shared that their experiences had helped them become more reflective about the significance of the course and their role in the contextual application. Their collaboration enlightened their perspectives toward their work and studies as agents of change. Keywords: flexible e-service learning; curriculum development; social development

The expansion of stricto sensu graduate studies in education in Brazil

Resumo Examina a expansão quantitativa da pós-graduação stricto sensu na área de educação no Brasil, com esteio na dimensão discente de seus programas, ponderando suas diferenças regionais, de tipo de curso e de estatuto jurídico. A abordagem quantitativa e o método da pesquisa documental compuseram o desenho metodológico da investigação. A amostra se constituiu do total de estudantes do curso, de admitidos e de titulados em Programas de Pós-Graduação em Educação (PPGEs), de 2004 a 2020. Os datasets referentes aos estudantes foram coletados no repositório de dados abertos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). A análise dos dados empregou técnicas da estatística descritiva, por meio da linguagem R. Houve aumento no número de discentes, admitidos e titulados em PPGEs no Brasil, durante o período investigado. As assimetrias, apesar de ainda existentes, foram mitigadas. Norte e Nordeste ainda são regiões que se encontram sub-representadas. A participação do setor privado ainda é tímida, se comparada à hegemonia do setor público, mesmo nos mestrados profissionais. No ano de 2020, registrou-se diminuição em todos os indicadores, caracterizando uma inflexão no processo de expansão. Esses resultados são passíveis de contribuir para subsidiar a tomada de decisão dos gestores e formuladores de políticas públicas.

A produção cientifica do GT Educação e Relações Étnicos-Raciais da ANPED (2015 - 2019) e o pesquisador neste âmbito : Uma proposta de investigação

Trata-se de uma proposta de investigação vinculada ao Observatório Ibero-Americano de Estudos Comparativos em Educação, ao Grupo de Pesquisa Educogitans e ao plano de trabalho do estágio pós-doutoral no Programa de Pós-Graduação em Educação da Universidade Regional de Blumenau (PPGE-FURB). Busca compreender como as tendências teórico-metodológicas nos artigos aprovados nas reuniões científicas nacionais de 2015, 2017 e 2019 do Grupo de Trabalho Educação e Relações Étnico-Raciais da Associação Nacional de Pesquisa e Pós-Graduação em Educação (GT 21 da ANPED) colaboram na contínua formação do pesquisador nesse âmbito. Objetiva identificar as perspectivas teóricas dos artigos analisados, caracterizar as metodologias utilizadas nos artigos, entender qual a relação das teorias e metodologias empregadas nos artigos com a formação do pesquisador, observar as contribuições das teorias e metodologias utilizadas nostrabalhos analisados para reflexões sobre a identidade do pesquisador neste âmbito em educação. O esforço de articulação será necessário para o estudo, pois elementos, abordagens, teorias, métodos e informações serão reunidos e adaptados aos propósitos da pesquisa para serem produzidas categorias, classificações e identificações. Contudo, isto não terá a intenção de erradicar ou anular as diferenças do que buscaremos identificar.

Fostering Faculty Diversity by Supporting Access to Graduate Study in Education

Fostering Faculty Diversity by Supporting Access to Graduate Study in Education Lora Henderson (bio), Blake R. Silver (bio), Leslie Booren (bio), Sara E. Rimm-Kaufman (bio), and James Wyckoff (bio) Student enrollment in higher education has become increasingly diverse (Cook & Córdova, 2007), but progress toward hiring sociodemographically diverse faculty remains slow (Snyder, de Brey, & Dillow, 2019; Turner, González, & Wood, 2008). Faculty diversity is crucial for a variety of important outcomes, including academic success and student development (Stanley, 2006; Stout, Archie, Cross, & Carman, 2018). Moreover, the presence of faculty from underrepresented groups can advance research and teaching in new directions as scholars draw on diverse perspectives (Umbach, 2006). Recent data indicates that 43% of college students in the US identify with racial and ethnic minority groups, compared with just 23% of full-time faculty (Musu-Gillette et al., 2017; Snyder et al., 2019). While data on faculty representation by socioeconomic background is unavailable, research demonstrates that careers in academia are frequently perceived to be unwelcoming for individuals from working-class, poor, and first-generation college-going families (Ardoin & martinez, 2019; Lee, 2017). A range of barriers undermine efforts to diversify postsecondary faculty. The pipeline from undergraduate to doctoral programs is one important factor (Turner et al., 2008). Research points to durable disparities in inclusion based on class and race within higher education (Arum, Roksa, Cruz, & Silver, 2018). While there are various explanations for disparate college experiences, theories of cultural capital offer insight. Drawing on the work of Bourdieu (1983/1986), scholars have demonstrated that disparities in cultural capital—in the form of knowledge, comfort, and familiarity with postsecondary institutions—undermine access to graduate education (e.g., Kiyama, 2010; Posselt, 2016). PROGRAM STRUCTURE AND ASSESSMENT Drawing on these insights, the Summer Undergraduate Research Program (SURP; see https://curry.virginia.edu/faculty-research/join-us/summer-undergraduate-research-program-surp) at the University of Virginia attempts to address inequalities in the pipeline to graduate education and faculty careers. SURP was designed to prepare students from underrepresented racial and socioeconomic groups—including Students of Color, low-income, and first-generation college students—for graduate study in education research by developing confidence with skills and academic practices to support their transition to graduate school. The SURP admissions process identifies interns with demonstrated interest in and commitment to graduate [End Page 663] education. For example, in the preprogram survey, one intern stated: "My main goal in life (academically and professionally) is to have a wide range of knowledge [on] conducting research and obtain an occupation in research. It is one of my main goals to obtain a PhD." SURP originated in 2008 as a part of the Virginia Education Science Training program, funded by a grant from the Institute of Education Sciences. Similar programs have been developed elsewhere (e.g., North Carolina Central University, New York University, Florida State University, and University of Texas–San Antonio). Despite the presence of such programs, there are few evaluations of the extent to which they generate cultural capital that can be leveraged in the pursuit of graduate education. This article offers insights from pretest and posttest surveys taken before and after completing SURP by interns who participated from 2010 to 2017. Specifically, we focus on one aspect of cultural capital by considering whether participation increased interns' perceived confidence in research skills. Pretest and posttest data were gathered from 60 of 62 SURP interns. Of the respondents, 35% identified as Black (n = 21), 15% as Asian (9), 23% as Hispanic or Latinx (14), 20% as White (12), and 7% as multiracial or other (4). Eighty-seven percent identified as female (n = 52) and 13% as male (8). Participants were socioeconomically diverse: 43% of students came from families with annual incomes of $55,000 or less (n = 26) and 27% from families making $100,000 or more (16). Almost half (48%, n = 29) were first-generation college students. Students were entering their final year of college and ranged in age 20–24 years. Institutional Review Board approval was obtained to analyze data retrospectively. With a commitment to increasing access to careers in research and education, SURP works to help students develop competence and comfort with a variety of skill...

The Efficacy of a PD Program on Enhancing On-The-Job Teaching Skills

This study assessed the methods of teaching English course taught at the general diploma at the college of Graduate Studies in Education, Cairo University in light of English teachers’ needs and expectations. The Methodology course was reconstructed using the premises of students centered teaching techniques and taking into consideration what is identified by teachers as their basic needs to improve teachers’ linguistic skills and to allow teachers to get acquainted with recent teaching techniques that focus on enhancing the qualifications of the graduate students. The participants in the study were 50 English teachers who graduated from faculties of tongues and arts, English major. They were studying to get a general diploma in education. Some of them had different years of English teaching experience and others never taught in their life. Three instruments were implemented to elicit teachers’ needs from the methods of teaching English course: a pilot study to elicit teachers’ needs and expectations of the methodology course and a directed questionnaire that resulted in a number of suggested topics to be included in the methodology course. A pre and a posttest were administered before and after the implementation of the program to record changes in teachers’ knowledge and skills due to the application of the revised course. Teachers’ responses showed that the participants were dissatisfied with the topics and applications offered by the methods of teaching English course in its first form and suggested a number of topics and applications to be added to satisfy their future needs and expectations. The program was revised and reconstructed in light of teachers’ needs and it was taught for two semesters during the academic year 2014/ 2015. The results showed a noticeable improvement in teachers’ knowledge and skills, which were manifested in teachers’ responses to the posttest.

O projeto colaborativo OBEDUC/UFMT/ e seus desdobramentos em redes de estudos e pesquisa

O artigo socializa as atividades de estudos e pesquisas em redes de ensino e de colaboração desenvolvidas pelo projeto OBEDUC/CAPES/INEP/SECADI a partir de sua aprovação no edital n.49 de 2013, tendo o início de suas atividades em 2014 no Programa de Pós-Graduação em Educação na UFMT/Câmpus de Rondonópolis (CUR). A proposta do projeto objetiva levantar, analisar e propor alternativas para o que apresentam os pro-fessores em início de carreira acerca de seus dilemas, enfrentamentos, desafios e necessidades formativas. O OBEDUC/UFMT /CUR delegou aos professores a autoria da pauta de sua formação e nesse processo a articulação entre a coordenação, os mestrandos, os graduandos e as escolas, envolve as redes municipal e estadual de ensino. Deste projeto colaborativo surgem as pesquisas dos envolvidos a partir dos estudos coletivos em redes de formação, resultando em produções que subsidiam e fomentam temas pouco explo-rados nessa área. Evidenciou-se ainda que a participação das escolas e de seus professores iniciantes tem modificado a cultura de inserção dos iniciantes no campo do trabalho docente.

Experiences of Faculty With Doctoral Student Supervision in Programs Delivered via Distance

Many education doctoral programs offer extensive amounts of coursework online or from a distance utilizing a variety of combinations of course delivery. Given the increase in the number of online programs in recent years, it is reasonable to believe that blended, distance, and online practices will continue to be integrated more widely into education graduate studies and programs. The purpose of the study was to examine the perspectives and understandings of experienced doctoral supervisors in blended and distance-delivered doctorate programs to get a clearer picture of their current doctoral supervision practices. A mixed-method study was conducted to describe online and distance doctoral supervisors' experiences. Findings suggest that doctoral supervision within a distance setting requires more strategic attention, and some suggestions are made in terms of understanding doctoral supervision as building research capacity.

Master Studies in Education Sciences in Today’s Society: The Graduates’ Attitude

European Higher Education Area, the market economy and the labor market, the change of concept of study quality and its relation to the labor market, the changes of society and concept of vocational education influence the university and labor market interactions. The research problem – the curriculum of master studies in education sciences does not reflect actual interaction between mass higher education and the labor market needs. The article seeks to identify the approach of graduates to mission of master studies in education science in today’s society, the importance of the development of their personality and professional career.
 The results have shown that the mass phenomenon of the graduates of higher education in education sciences is perceived positively: the aim of mass higher education is to develop a holistic education of person, not specifically defied professional activities. Graduates evaluating the mission of master studies in education sciences, in the context of needs of labor market, distinguish the independent, critical-thinking, innovation developing education of personality. Such a choice confirms the importance of master studies in education sciences to analysis of the results of personal life.
 Master of Education sciences enrolls students with the motivation to continue their studies in education, some of them are already working in the education system.
 Master studies of Education sciences is focused on the research works, quality of education assessment and development of managerial competencies. Meanwhile, little attention has been paid to educational policy analysis, career guidance, expertise, consultancy, project work skills development. While the pedagogical competence development in education graduate studies has been given little attention, but graduates in this professional activities feel strong and think that researchers with Master degree of education science also need a teacher qualification.
 Most of the graduates had not the opportunity to practice, but notes that they were missing. In postgraduate student opinion, practice should aim to adapt existing theoretical knowledge and abilities in specific work situations and gain the skills and experience needed for their future careers.
 Most of the surveyed graduates work in the field of education. However, the unanimous consensus, whether professional activities require the master of education sciences degree, is absent. Graduates with Master of Education Sciences degree have occupied various positions in professional activities: from the highest executive positions to specialist in administrative, didactic, project and research area.

FORMAÇÃO DE PROFESSORES DE EDUCAÇÃO INFANTIL: PERSPECTIVAS PARA PROJETOS DE FORMAÇÃO E DE SUPERVISÃO

This paper discusses the initial training theme and summarizes a research for the Master Program of Graduate Studies in Education of the Faculty of Science and Technology - UNESP. The objective was to investigate the problem of initial teacher training in Early Childhood Education Course from the Resolution CNE/CP 1/2006. As bibliographic and documentary research with a qualitative approach, it was identified the challenges posed to professional and public policies and also the precariousness of the Education Course. Also, highlighted the contributions of academic research in the state of knowledge about Early Childhood Education. As a result, we have identified training needs and assumptions indicated to illuminate a curriculum discussion regarding the teacher training in early childhood education with prospects for the realization of projects for training and supervision. http://dx.doi.org/10.14572/nuances.v26i0.2776

Writing and professional learning: the uses of autobiography in graduate studies in education

Based on the writing and oral reports of a group of 15 students in a graduate course focused on autobiographic writing and professional development, I address the question of how graduate study in education might sustain teachers in their work. For the course in question, the students studied recent research on teacher learning and devoted time to personal writing related to the course topics, viewing writing as an embodied process. The participants saw professional learning as entailing the expansion of their repertoire of professional knowledge and skills, the strengthening of reflective processes, paying attention to cognitive dissonance, inquiry into and clarification of their personal story and the development of ‘narrative authority’, the building of a ‘knowledge community’, and the integration of theory and practice. My interpretation of the course materials highlights the contribution of writing to professional learning: writing facilitated paying attention to the concrete details of experience, making place for expression of feelings and imagination, giving voice to a range of social concerns, and viewing social, cultural, and religious difference as a resource for teacher learning.

Online Graduate Study in Education: An Examination of Tuition Costs and Faculty Salaries for Public, Private, and Proprietary Institutions of Higher Learning in Texas

Technology plays a major role in the delivery of educational services in today’s colleges anduniversities. Gumport and Chun (2005) stated that enrollment in for-credit distance education courseshad more than doubled between 1997 and 2000. Distance education is undergoing rapid growth andexpansion as colleges and universities rush to offer online courses and degrees in a variety of subjectareas. Schrodt and Turman (2005) found students often expect college instructors to incorporate someform of technology into the class design even in traditional non-distance education courses. Althoughmany educators feel that advances in technology will positively change the way classes are taught,Gumport and Chun (2005) indicated that technological improvements do not always measure up toinitial expectations. Regardless of any negative side effects, such as cost or training for faculty,technology continues to advance in society and specifically in the college classroom.

A cultura da performatividade e a avaliação da Pós-Graduação em Educação no Brasil

Este artigo focaliza as condições em que se desenvolve a pesquisa no âmbito da pós-graduação stricto sensu no país, reportando-se particularmente às mudanças provocadas nos programas e nos docentes pela avaliação coordenada pela CAPES. Após uma breve apresentação do surgimento e dos recentes rumos da pós-graduação em educação no Brasil, associam-se princípios, procedimentos e efeitos da avaliação às características da cultura da performatividade, tal como concebida pelo pesquisador inglês Stephen Ball. Destaca-se a utilidade dessa categoria para a análise da avaliação em pauta. Nas considerações finais, compara-se o estudo de Ivor Goodson sobre reações de docentes a recentes reformas curriculares ao ambiente vivido hoje nos programas de pós-graduação, marcado pela cultura da performatividade. Cogita-se, ao final, da possibilidade de alternativas.

Development and Implementation of an Online Master??s Degree in Education Program for Health Care Professionals

Technological advances, especially the Internet and the World Wide Web, have drastically changed educational practices by reforming the concept of education and knowledge transmission at a distance. Professionals in all disciplines have begun using this advanced technology to expand the number of learning opportunities for intellectual growth and professional development. As a result, many universities and educational institutions now offer online higher degree programs to provide opportunities for nontraditional students who have difficulty attending scheduled, campus-based classes. In medicine, a need has been identified for advanced graduate studies in education to develop the next generation of medical educators and to train them in educational research methods to validate their educational efforts. This need was identified by both informal needs assessment at local, regional, and national faculty development meetings and more formal literature review and government survey. The faculty development team of Cincinnati Children's Hospital Medical Center (Department of Pediatrics, University of Cincinnati College of Medicine) collaborated with the College of Education to develop an online Master's Degree in Education for health care professionals. The program was designed to apply these advanced technologies in order to make the program flexible and accessible to health care professionals whose busy schedules preclude more traditional, in-class graduate programs. This article presents how this program evolved and the problems, challenges, and solutions associated with the development and implementation of the program.

A preliminary study of the impact of online instruction on teachers’ technology concerns Yuliang Liu, Peter Theodore and Ellen Lavelle

The lead investigator taught a graduate online course, ‘Research Methods in Education’, at a Midwestern state university in the United States in the fall semester of 2001. Twenty-three participants were recruited from those enrolled in an online section of that course. Participants were then asked to complete consent forms and demographic surveys. All participants were in-service teachers, and a majority were in their first or second year of graduate studies in education. This study involved a single-group, pretest-posttest design. Specifically, the participants were pretested to measure the initial state of learner characteristics before online instruction with the SoC Questionnaire in the first week face-to-face orientation in the fall semester of 2001. Subsequently, the participants were exposed to the online WebCT environment from the second week through to the final week. During the final week the participants were posttested online with the same instrument to measure the developmental state of those characteristics affected by online instruction over the semester. The mean differences on each of the seven scales in the SoC Questionnaire were statistically tested to determine whether there were any significant differences in the concerns instrument.

The Prediction of Academic Achievement in Graduate Study in Education

From a total group of 653 graduate students who had completed successfully one of several available master's degree programs in a professional school of education at a large state university in a major metropolitan area, various samples and subsamples differentiated by sex were formed depending upon the availability of scores for several standardized aptitude and achievement tests and the presence of undergraduate grades. Correlational analyses of relevant data revealed the following conclusions: (a) the three scales (Verbal, Quantitative, and Total) of the Undergraduate Record Examinations would appear to be more valid than the corresponding scales of the Graduate Record Examinations Aptitude Test as predictors of academic success in the graduate programs leading to the master's degree; (b) undergraduate grades show about equal promise for men and women in forecasting level of achievment in graduate work; (c) standardized achievement and scholastic aptitude test scores afford greater predictive validity for women than for men; and (d) optimally weighted composites of predictor variables can be anticipated to yield validity coefficients significantly higher than those associated with single predictor measures.

THE EFFECT OF KEYED RESPONSE SEQUENCING OF MULTIPLE CHOICE ITEMS ON PERFORMANCE AND RELIABILITY1

Journal of Educational MeasurementVolume 12, Issue 1 p. 45-48 THE EFFECT OF KEYED RESPONSE SEQUENCING OF MULTIPLE CHOICE ITEMS ON PERFORMANCE AND RELIABILITY1 JOHN C. JESSELL, Corresponding Author JOHN C. JESSELL Indiana State University JESSELL, JOHN C. Address: Dept. of Graduate Studies in Education, Indiana State University Terre Haute, Indiana 47809. Title: Professor of Education. Degrees: B. S. Southern Con- necticut State College, M.Ed. Ohio University, Ph.D. University of Wisconsin. Specialization: Guidance and Counseling; Educational Measurement. SULLINS, WALTER L. Address: Center for Educational Research, Indiana State University. Terre Haute, Indiana 47809. Title. Associate Professor of Education. Degrees: B.S., M.S. Kansas State College, Ph.D. University of Maryland. Specialization: Statistics and Educa- tional MeasurementSearch for more papers by this authorWALTER L. SULLINS, Corresponding Author WALTER L. SULLINS Indiana State University JESSELL, JOHN C. Address: Dept. of Graduate Studies in Education, Indiana State University Terre Haute, Indiana 47809. Title: Professor of Education. Degrees: B. S. Southern Con- necticut State College, M.Ed. Ohio University, Ph.D. University of Wisconsin. Specialization: Guidance and Counseling; Educational Measurement. SULLINS, WALTER L. Address: Center for Educational Research, Indiana State University. Terre Haute, Indiana 47809. Title. Associate Professor of Education. Degrees: B.S., M.S. Kansas State College, Ph.D. University of Maryland. Specialization: Statistics and Educa- tional MeasurementSearch for more papers by this author JOHN C. JESSELL, Corresponding Author JOHN C. JESSELL Indiana State University JESSELL, JOHN C. Address: Dept. of Graduate Studies in Education, Indiana State University Terre Haute, Indiana 47809. Title: Professor of Education. Degrees: B. S. Southern Con- necticut State College, M.Ed. Ohio University, Ph.D. University of Wisconsin. Specialization: Guidance and Counseling; Educational Measurement. SULLINS, WALTER L. Address: Center for Educational Research, Indiana State University. Terre Haute, Indiana 47809. Title. Associate Professor of Education. Degrees: B.S., M.S. Kansas State College, Ph.D. University of Maryland. Specialization: Statistics and Educa- tional MeasurementSearch for more papers by this authorWALTER L. SULLINS, Corresponding Author WALTER L. SULLINS Indiana State University JESSELL, JOHN C. Address: Dept. of Graduate Studies in Education, Indiana State University Terre Haute, Indiana 47809. Title: Professor of Education. Degrees: B. S. Southern Con- necticut State College, M.Ed. Ohio University, Ph.D. University of Wisconsin. Specialization: Guidance and Counseling; Educational Measurement. SULLINS, WALTER L. Address: Center for Educational Research, Indiana State University. Terre Haute, Indiana 47809. Title. Associate Professor of Education. Degrees: B.S., M.S. Kansas State College, Ph.D. University of Maryland. Specialization: Statistics and Educa- tional MeasurementSearch for more papers by this author First published: March 1975 https://doi.org/10.1111/j.1745-3984.1975.tb01008.xCitations: 9 1 The authors wish to thank Dr. Charles Gehring, Associate Professor of Life Sciences, for his cooperation in providing subjects and the test used in the study. Appreciation is also extended to Thomas Cahill, doctoral fellow, for his assistance in data collection. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume12, Issue1March 1975Pages 45-48 RelatedInformation

Graduate Study in Education at Kansas State University

The most significant changes in the College of Education have occurred in the area of graduate study. New graduate programs in late afternoon and evening, as well as eight off-campus locations, have extended the program to serve the teachers of Kansas. In addition K-State is cooperating with a consortium of southern and midwestern colleges to strengthen programs and faculty for developing institutions. Graduate study in education is just one more example of the land-grant philosophy which brings the resources of the university to the people it serves.

On Graduate Study in Education: Three Position Papers

On Graduate Study in Education: Three Position Papers

Graduate Study in Education at Oxford

Previous articleNext article No AccessGraduate Study in Education at OxfordAubert J. ClarkAubert J. Clark Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 6, Number 3Feb., 1963 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/444943 Views: 1Total views on this site PDF download Crossref reports no articles citing this article.

Graduate study in education. Fiftieth Yearbook of the National Society for the Study of Education, Part I. Pp. xix, 369. 21s. ; cloth, 26s. 1951. (University of Chicago Press ; Cambridge University Press)

Graduate study in education. Fiftieth Yearbook of the National Society for the Study of Education, Part I. Pp. xix, 369. 21s. ; cloth, 26s. 1951. (University of Chicago Press ; Cambridge University Press)