Graduate Education Programs Research Articles

Graduate programs in surgical education: celebrating the first decade.

Graduate programs in surgical education: celebrating the first decade.

The role of the supervising teacher in the curricular internship: what do publications say?

The Curricular Internship (CI) has become an opportunity for research, reflective analysis, observation, and re-signification of the teaching profession. In this sense, the present article is aimed at assessing the publications that address this theme. Thus, we chose to develop this study in the area of teacher education, based on the assumption that the CI can favour the acquisition of knowledge required for the teaching activity and, consequently, the teacher’s professional development. We adopted the bibliographic analysis of scientific papers from 2015 to 2020, retrieved from the Journal of the Coordination for the Improvement of Higher Education Personnel’s Portal (CAPES), Google Scholar, Brazilian Digital Library of Theses and Dissertations (BDTD), Repository of the Graduate Program in Education of the State University of Ceará (PPGE/UECE), and the Education Resources Information Center (ERIC). The analyses pointed out the internship as a moment of articulation between theory and practice, and of knowledge constitution, particularly the knowledge gained through experience. Likewise, they indicated the need for greater articulation between university and school, and some emphasized the urgency of making the supervising teacher aware of his role as co-trainer of the student interns.

Effectiveness of Cutaneous Melanoma Education on Knowledge, Confidence, and Practice Intent Among Graduate Nursing Students

ABSTRACT Primary care nurse practitioners (NPs) are positioned to improve patient outcomes and reduce the global burden of skin cancers including cutaneous melanoma (CM). Improving skin cancer and CM educational opportunities, especially at the graduate student level, is a necessary step to overcome practice barriers and improve patient care. The purpose of this quality improvement project was to evaluate the effectiveness of an online graduate educational training program to improve knowledge, confidence, and practice intent. An exploratory, descriptive design guided this project with a nonprobability, convenience sample of NP graduate students. This project served as the first phase of a long-term research initiative focused on integrating CM education within an NP curriculum.

Academic program recommendations for graduate degrees in medical physics: AAPM Report No. 365 (Revision of Report No. 197).

Academic program recommendations for graduate degrees in medical physics: AAPM Report No. 365 (Revision of Report No. 197).

Researching Pedagogy in Digital Accessibility Education

Teaching Accessibility in the Digital Skill Set is a 5-year study researching the pedagogy of digital accessibility. Digital disability rights legislation and the digital transformation spurred by COVID-19 expose a lack of accessibility capability in the workforce that indicate major gaps in graduate education and other programs. This pedagogic research responds by examining how accessibility is taught across a range of contexts, working with educators to provide an evidence base and enrich pedagogic culture. This paper describes the study's rationale, methodology, focus and activities. We also reflect on how pedagogic research methods can make a sustained contribution to computing education practice through research outputs, and a methodological process designed to stimulate dialogue, networks, reflexive teaching and learning development.

SOURCE-BASED COMPETENCE IN THE STRUCTURE OF PROFESSIONAL TRAINING OF FUTURE HISTORY TEACHERS

"The article presents the results of theoretical and methodological research on the need for the formation of professional competencies of graduates of pedagogical educational programs. The authors have developed a model of the methodology for the formation of the source-based competence of future history teachers. Based on the generalization of the available research, the authors formed the concept of «source-based competence» in the context of the educational program, the structural elements of the model, and their content was identified and the evaluation criteria for the effectiveness of the model were determined methods of forming the source-based competence of future history teachers. Historical written sources are the fundamental basis for the study of history in the academic environment and have the extensive potential for the formation of research skills, to argue their judgments and prove them with the help of primary sources, to critically comprehend information flows in modern conditions and on its basis to form their own evaluative and critical position. Systematic use of historical sources in the structure of the training of future history teachers within the framework of the developed methodological model of the formation of source-based competence will improve the qualification level of teachers. "

Possibilities of Application of Foreign Experience in State Regulation of E-Commerce Market in Kazakhstan

Currently, the e-commerce market in Kazakhstan is developing rapidly, establishing game rules within market relations and self-regulation. However, the immaturity of the state regulation system of the e-commerce market does not allow it to contribute to its development fully. The work is devoted to studying the foreign experience of state regulation of the e-commerce market in terms of its applicability in Kazakhstan. There were methods of systematization, analysis and synthesis, criterion analysis, and comparative evaluation in research. In the article, the authors justified the need for state regulation of e-commerce in Kazakhstan, which is due to the presence of positive and negative effects of the presence of electronic methods of commerce in the economy. To develop recommendations on state regulation of the e-commerce sphere, the experience of such countries as the United States, China, and Singapore, which have achieved significant success in the promotion of e-commerce, is studied. In particular, the specifics of government policy regarding regulatory impact, tax regulation, and support for e-commerce businesses are examined in detail. The significance of the study results lies in the priority development of the e-commerce market in Kazakhstan, which is called the driver of economic growth of the country, according to the provisions of the «Roadmap for e-commerce development in Kazakhstan until 2025» implemented under the state program «Digital Kazakhstan». In addition, the study results can be used to prepare training materials in the undergraduate and graduate educational programs in the «E-commerce» discipline.

Motivations to Teach: A Significance in Enhancing Hiring Measures of Pre-Service TVET Teachers

This study investigated the underlying factors that influence potential TVET teachers' decision to pursue a teaching career in order to recruit more teachers. The motivation of pre-service TVET graduates obtaining a postgraduate diploma in technical education was therefore investigated using the QUAN-QUAL approach to collect quantitative data via a researcher-created, self-administered questionnaire and qualitative data via written essays and narratives using the triangulation mixed method design. Participants were selected from two cohorts (N=78) of students enrolled in the various departments for the Postgraduate Diploma in Technical Education (PGDTE) program of the University of Nigeria. According to the quantitative analysis, excellent role models from previous teachers, the demanding nature of the job role, a willingness to impart relevant knowledge and skills, a willingness to assist financially disadvantaged students in gaining marketable job skills, and the country's presumed demand for TVET teachers were the primary motivators for pre-service teachers. The qualitative analysis found seven (7) themes, three of which were motivational: desire to assist students and community/sharing expertise; personal dream/calling/passion to teach; and the desire to financially aid students who are incapacitated. However, the gender aspect revealed that male and female pre-service TVET teachers showed significant differences in their altruistic and intrinsic impulses. Following that, the two sets of data were compared and investigated. The ramifications of the findings were then examined, as well as their significance in enhancing hiring measures through setting of standards for tech-voc education programs to improve on the status of TVET teachers to attract quality graduates of technical education programs who can teach as TVET teachers before and after completing their programs.

The Impact of Therapy Dogs on Graduate-Level, Military-Affiliated Students

Abstract Dogs have been companions on college campuses and with military personnel in a variety of therapeutic ways. Although research has been con-ducted regarding college students’ perceptions of therapy dog programs, research specifically examining military-affiliated students’ experiences with therapy dogs is limited. In this study, a therapy dog, registered with Alliance of Therapy Dogs (ATD), was introduced into a classroom with military-affiliated students over the course of one semester. All participants were Field-Grade Officers in a branch of the United States Military and were also recent graduates of a Department of Defense-approved (DOD) Civilian Institution (CI) graduate educational program. Participants shared that the presence of a therapy dog in the classroom positively impacted their mental health and wellbeing. Four themes emerged from the individual and group interviews with participants: Relational Connections, Emotional and Social Support, Positive Change in Climate, and Basic Needs.

E-Office Computer Application Competencies Required of Office Technology Education Graduates by Employers in Public Organizations in Edo and Delta States, Nigeria

Employers in public sector companies in Edo and Delta states in Nigeria requested this research to determine the e-office computer application competencies needed by graduates of office technology education programs. To find out what e-office computer applications are needed by public sector employers in Edo and Delta states, we conducted a survey. The study was led by a single research topic and a single null hypothesis that was evaluated at the 0.05 level of significance. This study was conducted using a survey methodology. In Edo and Delta States, the sample size was 262 employers in public organizations. The population was small enough that no sampling was necessary. A 16-item structured questionnaire was utilized to gather the data. Several specialists in business education and a test-and-measurement expert evaluated the instrument's validity. Test re-test approach was used to confirm the instrument's dependability, and Pearson Product Moment Correlation Coefficient was used to get the coefficient of reliability. It is safe to say that the coefficient of trustworthiness is at least 0.78. For data analysis, the mean and the t-test statistics were utilized, respectively, to test the null hypothesis. The findings of the study showed that the identified competencies such as understand computer and its related components, trouble shoot the computer where necessary, use the Microsoft office packages, connect the computer to printer, scanner etc. were deemed required by employers. As a result of the findings, it was suggested that the identified competencies be used to enhance the office technology education curriculum and that sufficient computer systems with internet facilities be made available for the teaching and learning of office technology education students in order for them to successfully transition from school into the workplace. Keywords: competencies, office technology education, employers, office automation. DOI: 10.7176/EJBM/14-18-02 Publication date: September 30 th 2022

Get Connected: A Scoping Review of Advising Online Graduate Students

The rate of online graduate education programs grows annually. Yet, dropout rates and student satisfaction rates continue to lag behind in-person programs. Advising practices may offer unique opportunities to reverse or alter these challenges. While the body of literature about undergraduate advising and online advising is robust, literature on current online graduate-level advising is sparse. Therefore, a scoping review of the literature was undertaken to answer the research question: What does the literature tell us about advising in online graduate programs? The search revealed ten relevant studies, and after conducting a thematic network analysis, two global themes and five organizing themes were presented. There are two global themes, “Create Connections” and “Know Your Program.” The “Create Connections” global theme is supported by three organizing themes: (a) Communication and Feedback, (b) Building Relationships and Community, and (c) Investment in student’s personal and academic growth. The “Know Your Program” global theme is supported by organizing themes (d) Program Requirements and Policies and (e) Technical skills. Based on the data, three recommendations are presented to aid online graduate advisors, including building trusting relationships with advisees, building a community of students, and knowing program policies, requirements, and technology platforms.

Exploration of Research in Human Development: Considerations for Mental Complexity Assessment and Intervention

This article discusses human development research ideology based on Robert Kegan’s constructive-developmental theory (CDT). The purpose is to promote more comprehensive research designs based on CDT. Lessons are derived from a quasi-experimental study among mid-level U.S. Navy officers during a year-long graduate education program, using an intervention designed to enhance their cognitive development. The design included a pretest and posttest assessment with both quantitative and qualitative elements, and an intervention for an experimental group. This article shows that there are several limitations to employing traditional methods in constructive-developmental research, particularly if researchers do not first consider which ideology is most appropriate for the exploration of human meaning-making. In addition, this article introduces several important elements for consideration by constructive-developmental researchers and suggests a different ideology for the study of human development. The proposed ideology incorporates pragmatism and might spark renewed conversation around the use of a three-decade old assessment tool with the potential for rich new discoveries via deep multiple method work.

Infância e crianças: entre movimentos, limiares e fronteiras

We present the dossier “Studies of Childhood: movements, limits and frontiers”, a theme discussed in the III Brazilian Congress Childhood Studies (CEI). The Congress was organized by members of the Department of Childhood Studies (DEDI) and the Graduate Program in Education (ProPEd) of the State University of Rio de Janeiro. The articles that compose the dossier review the debates that took place during the event in the fields of education, international relations, and ethno-racial issues. In this presentation, inspired by Mario Benedetti's poem “The Bridge”, we explore the power of three words to think about childhood and the relationship we establish with children: borders, strangeness and movements. How many borders do childhood and children cross into the political, cultural, social, and biological order of life? Which movements or changes do they produce, reproduce, and spread? How to destrange childhood, in the sense of challenging the actions and discursive productions that promote exclusions of various forms? Which movements – in the field of research and in society in general – are instituted to encourage the agency of childhood? Starting from the idea that both our culture and our subjectivity are constituted in the relationship between an interior and an exterior that are placed in tension, we draw on philosophy, literature, psychoanalysis, and cultural studies to explore these questions. In this dossier, the texts compose a set that dialogues with the philosophy of childhood and goes beyond conceptual and methodological limits, in the sense of making moves to understand children and childhood through their perspectives, actions, languages and positions, in an objective and subjective form.

Occupational decision motives of potential TVET teachers: New standards of pre-service TVET teachers’ recruitment and career development

This study investigated the underlying factors that influences pre-service Nigerian (technical vocational education and training, TVET) teachers’ decision to pursue a teaching career which aids in recruiting more teachers. Preservice TVET teachers are the teachers who are being prepared to teach in a vocation requiring technical skills. The motivation of these pre-service TVET teachers obtaining a postgraduate diploma in technical education was investigated using the quantitative research design approach to collect data via a researcher-created, self-administered questionnaire. Participants were selected from two cohorts (N = 78) of students enrolled in the various departments for the Postgraduate Diploma in Technical Education (PGDTE) program of the University of Nigeria. According to the quantitative analysis, excellent role models from previous teachers, the demanding nature of the job role, a willingness to impart relevant knowledge and skills, a willingness to assist financially disadvantaged students in gaining marketable job skills, and the country’s presumed demand for TVET teachers were the primary motivators for pre-service teachers. However, the gender aspect revealed that male and female pre-service TVET teachers showed significant differences in their altruistic and intrinsic impulses when the non-parametric Mann-Whitney U tests were utilized to analyze extracted data on gender. The ramifications of the findings were then examined, as well as their significance in enhancing hiring measures through setting of standards for technical and vocational education programs in the universities to improve on the status of pre-service TVET teachers to attract quality graduates of technical education programs who can teach as TVET teachers before and after completing their programs.

As they see it: Black Women’s conceptualizations of professional socialization in education graduate programs

ABSTRACT This paper presents findings from a larger study that explored how Black graduate women (BGW) who matriculated through a highly regarded college of education (College), at a prestigious predominately white research institution in the American Midwest (Midwest University or Midwest), were located socially and spatially in their educational environments with regards to professional socialization. In doing so, it theorizes BGW’s understandings of professionalization as anti-Black and colonial violence. I conducted the study using a bricolage approach; Black Feminist Thought, Black Critical Race Theory, and postcolonialism supported analysis. Themes emerged regarding misogynoir, political strategy, survival, and triumph. The study has implications for understanding how graduate students from minoritized groups conceptualize socialization in(to) academia, in relation to sociohistorical violence and experiences that are specific to their groups.

Students’ experiences with graduate education in Brazil A confirmatory Factor Analysis Approach

Assessing graduate student education is a complex task. After all, graduate education is the result of a complex process involving course experiences, teaching, engagement in learning, mastery of skills, the ability to work with others and satisfaction with what is learned. This paper reports the results of a study seeking to document underlying dimensions of student experiences with their graduate education programs in Brazil. Confirmatory factor analysis reveals that student experiences with graduate education underscore three interrelated constructs: Engagement in learning, Collaborative Learning, and Intellectual Growth. The survey instrument that informed this study can contribute to the self-assessment of Graduate Programs in Education by accreditation agencies as the Brazilian’s Coordination for the Improvement of Higher Education Personnel (CAPES). Assessing graduate student instruction is a complex task. After all, graduate education is the result of an intricate exercise involving course experiences, teaching, learning engagement, skill-building, collaboration, and learning satisfaction. This article presents the results of a study seeking to assist in the assessment of graduate education in Brazil through a survey about graduate education experiences. A confirmatory factor analysis (CFA), performed on 462 graduate students of various master’s and doctoral programs from six Brazilian universities, indicates that student experiences with graduate education underscore three interrelated processes: Engagement in Learning, Collaborative Learning, and Intellectual Growth. The survey that informs this study can contribute to the self-assessment of graduate programs in Education at different faculties and universities, while also facilitating regular graduate education assessment by accreditation agencies such as the Brazilian’s Coordination for the Improvement of Higher Education Personnel (CAPES).

Opinions of Students Who Educate in The Distance Education Program on Distance Education

Araştırma 2019-2020 Bahar Dönemi’nde Anadolu’da bulunan bir vakıf üniversitesinde uzaktan eğitim lisansüstü programında öğrenim gören 42 katılımcı ile yürütülmüştür. Bu çalışmanın amacı, uzaktan eğitim lisansüstü programında öğrenim gören öğrencilerin almış oldukları eğitim ile ilgili görüşlerinin değerlendirilmesidir. Çalışma kapsamında nitel araştırma tekniklerinden durum çalışması kullanılmıştır. Çalışmada elde edilen veriler araştırmacılar tarafından hazırlanan görüş anketi ile toplanmıştır. Araştırmada görüş anketi kullanılarak çalışma grubunun 15 haftalık uzaktan eğitim dersleri ile ilgili değerlendirme yapmaları istenilmiştir. Araştırmada yer alan katılımcılardan %22,4’ü zaman tasarrufu, %19,4’ü zaman esnekliği, %14,9’u kolay erişim, %1,5’u ise ekonomiklik gibi yönlerden uzaktan eğitimin kendilerine faydalar sağladığını belirtmektedirler. Ayrıca Araştırmada yer alan katılımcılar tarafından uzaktan eğitimin olumsuz yönleri olarak %20 uygulama yapma yetersizliği, %20 motivasyon eksikliği ve dikkat dağınıklığının fazla olması ve %4 ders süreliğinin kısalığı ve beden dili kullanımının kısıtlı olması gibi durumlar belirtilmektedir. Katılımcıların %16,8’i çift yönlü iletişim ile öğrenciler daha aktif hala getirilirse uzaktan eğitim derslerindeki başarının artacağını beyan ettiği görülmektedir. Katılımcıların uzaktan eğitimin özellikle kendilerinin meslek gelişimlerine katkısı olduğunu belirttikleri tespit edilmiştir. Çalışmada elde edilen veriler sonucunda uzaktan eğitimin günümüzde eğitimin vazgeçilmez bir parçasını oluşturduğu, teknik problemlerin aşılarak, içeriklerin etkin hale getirilmesi ve öğrencilerin derslere aktif katılımının sağlanmasının önemli olduğu değerlendirilmektedir. Uzaktan eğitim uygulamalarında ders sürelerinin artırılması ile özellikle mesleki gelişim programları için yüz yüze eğitime göre tercih edilebileceği değerlendirilmektedir

Empathy for the health professional in online asynchronous graduate education: an initial design thinking approach to program improvement

IntroductionHealth professionals engage in continuous professional development through higher education. As traditional university learning environments pose a challenge to working health professionals, distance education allows these learners to engage in higher education in alignment with their learning preferences and needs. Literature on health professional learners’ experiences in online learning environments report findings at the course level and/or focus on a singular aspect of the online learning experience.ObjectivesIn this initial study, we aim to understand the health professional learner’s perspective in a distance graduate education program and make normative recommendations to improve the health professional learner experience in an online environment.MethodsWithin the context of the Empathy arm of Deitte and Omary’s (Deitte and Omary in Acad Radiol 26:1417–1420, 2019) Design Thinking methodology, we conducted a two-part sequential explanatory qualitative study. Part 1 involved focus groups with stakeholders (n = 14) of the Health Science Education (HSED) Graduate Program at McMaster University (Hamilton, Canada). Part 2 entailed semi-structured interviews with learners (n = 11) in the HSED Program. An unconstrained approach to directed content analysis was used to analyze the data and construct themes.ResultsAn overarching theme of ‘the learner experience is an autonomous-supportive online learning environment’ was constructed, with two sub-themes: learner autonomy and building community.ConclusionLearners valued an autonomous-supportive online learning environment wherein they could tailor their educational experiences while also fostering a sense of community in the online environment. Future research should consider how a balance between maintaining autonomy in pacing learning and building community can be achieved to enhance the health professional learner experience in an online environment.

Continuous Challenges: Case Study of a Sustainable University Adult Education Graduate Program

Through their history, adult education graduate programs have flourished and dwindled and sustainability always seems to be in jeopardy. This case study examines one program’s growth, decline, and continuous rebirth in the competitive higher education market and academic stratification. Throughout its 55 years of existence, faculty have risen from the ranks to embrace an entrepreneurial spirit and leadership. Through flexibility and diversification, the program has evolved to meet the needs of the current learners. This model is sustainable if all faculty focus on the program first and their own professional reputations second.

Special education knowledge in productions of the Santa Maria postgraduate education program

This study analyzes the state of knowledge of the academic production about Special Education enrolled in the doctoral program of the Graduate Program at the Federal University of Santa Maria. It presents as a research problem: that Special Education knowledge based on Freire's theoretical framework and similar authors, developed in non-school environments, are being systematized in theses available in the repository of the Graduate Program in Education of the Federal University of Santa Maria - UFSM? It aims to identify which Special Education knowledge is present in theses available in the repository of the Postgraduate Program in Education at UFSM. This is qualitative research of the bibliographic type in which it carries out the state of knowledge from the survey of theses with Special Education themes available in the repository of the Graduate Program in Education of the Federal University of Santa Maria during the period 2020-2015. Among the results, there were few studies referenced from the theoretical construct of Paulo Freire and even similar authors; some categories of Special Education are little or not contemplated in the production of theses in the Santa Maria repository, and Special Education is an open and fertile field of scientific knowledge production.