Education Graduate Students Research Articles

"Constantly Working on My Attitude Towards Statistics!" Education Doctoral Students' Experiences with and Motivations for Learning Statistics.

Doctoral students in education-related fields are required to take graduate level statistics courses and often face anxiety and negative attitudes about taking these courses. Using a mixed methods survey research design (N = 95), this study explored students’ experiences with statistics anxiety and how course instructors can support them to mitigate statistics anxiety and improve attitudes. Analyses of quantitative survey data found that students who had never taken a statistics course before beginning their doctoral program, and students that had completed less doctoral coursework had higher negative attitudes towards learning statistics; and older students had higher statistics anxiety. Plans to use research in the future predicted more positive attitudes and lower statistics anxiety. Analysis of qualitative survey data found that students: (1) expressed that their attitude towards learning statistics was very important and played a big role in how they approached their coursework; (2) considered their plans to use research skills in the future as motivation to learn statistics; and (3) believed that their instructors’ attitudes and instructional practices supported learning and decreased statistics anxiety. This study has implications for how statistics and research methods courses are taught in higher education, and how the experiences of graduate students in education may have lasting implications for research use in Prek-12 education settings.

A corpus analysis of disciplinary identity in evaluative journal articles: A Systemic Functional Linguistics approach

This study investigates the discursive construction of identity in the largely neglected register of evaluative journal articles (e.g., critiques, rebuttals). The study looks at how disciplinary identity is constructed in this register through the use of the subjective first-person pronoun I from a Systemic Functional Linguistics (SFL) perspective. This is done through the analysis of: (1) the variation of I in evaluative journal articles across six disciplines (i.e., Applied Linguistics, Biology, History, Philosophy, Physics, Political Science) and (2) the process types (e.g., material, mental) that authors use with I to construct a particular disciplinary identity. Findings show that social science and humanities authors use I much more frequently than hard science authors, but also that the frequency of I in the hard sciences is not negligible when compared to previous research. Another important finding is that disciplinary differences are reflected in both the frequency and use of process types. The findings are highly relevant for teaching graduate students discipline-appropriate ways of identity construction in evaluative registers, such as critiques.

Impact on Education and Ecological Footprint as a Consequence of SARS-CoV-2 in the Perception of the Quality of Teaching Engineering Students in the Brazilian Amazon

The world experienced several economic, social and environmental transformations during the COVID-19 pandemic, and today, society assesses all these changes in the different stages of the pandemic process. In this sense, this research aimed to evaluate the educational and environmental impacts on the academic community of the largest educational institution in the Brazilian Amazon. The perception of the quality of teaching of undergraduate and graduate engineering students during remote teaching was assessed by means of an exploratory research work carried out at the Federal University of Pará (Brazil). Ecological and carbon footprint indicators were also measured through the Global Footprint Network®. In social terms, students pointed to a reduction in the quality of teaching. Despite the incentives through institutional initiatives for both students and professors, the community was not prepared to fully migrate to the virtual world, and that made the teaching–learning process difficult. In environmental terms, the reduction in the ecological footprint that was observed could have reached values higher than those that were found, to the order of 2.33%, with the mobility sector achieving the greatest reduction.

Navigating Challenges and Teaching Through Lived Experiences as Graduate Student Instructors

Historically, graduate students across academic disciplines have been expected to teach courses in their field, at the college level, without sufficient guidance. This is known as a stressful and difficult experience, but for some graduate students this can be compounded by their positionality, both in the hierarchy in academia as well as their individual minoritized statuses (racial, sexual, gender, or otherwise.) Brought about by our own experiences and struggles, this paper addresses two primary questions: (1) How do our identities impact our experiences as graduate student instructors? And (2) How do we use lived experiences as sociologists and instructors to create a better learning experience for our students? We answer these questions and end the discussion with a call to action, highlighting anti-racism and disrupting the status quo of academia. The call to action is especially pertinent considering the current social and political tensions laid bare by the COVID-19 pandemic and the continuous fight for racial justice and equity.

Investigating the teaching experiences of psychology graduate students with disabilities: A qualitative study.

Graduate students and faculty with disabilities are underrepresented in psychology and face many barriers in graduate education and training. Teaching is a major component of graduate training and faculty preparation, but there is a dearth of research on the teaching experiences of psychology graduate students with disabilities. The objective of this study was to explore the teaching experiences of psychology graduate students with disabilities. We conducted semistructured interviews with 12 disabled psychology graduate students who had teaching experience as part of their graduate programs. Interviews were analyzed using phenomenological coding. Common themes among participants were lack of disability disclosure; lack of accommodations for teaching and guidance of how to receive them; and supportive and nonsupportive resources and mentors in their graduate teaching experiences. Disabled graduate student teachers often lack environments and resources where they can receive disability-specific support and accommodations for teaching. Faculty and programs should develop and promote disability-affirmative training cultures that actively support graduate student teachers with disabilities, including departmental cultures that de-stigmatize disability disclosure and accommodations. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The moderating effect of research self-efficacy in the relationship between educational experience and graduate school satisfaction

Objectives This study aims to evaluate the moderating role of research self-efficacy in the relationship between graduate students' educational experience and satisfaction with graduate schools. Methods This study used data from the 11th year (2018) of the ｢Korean Education Longitudinal Study 2005｣ and selected 197 valid respondents who answered questionnaires for graduate students. The data analysis methods are descriptive statistics and correlation analysis, and Process Macro v4.0 was used in SPSS 26.0 to analyze the moderation and interaction effects between variables. Furthermore, according to the numerical changes in research self-efficacy, a specific value selection method was used to explore the subsequent conditional effects. Results The results showed a statistic correlation between educational experience, satisfaction and research efficacy. Research self-efficacy plays a moderating role between educational experience and graduate students' satisfaction. In other words, the higher the research self-efficacy value, the more significant the impact of educational experience on the overall satisfaction of graduate students. When the research self-efficacy is at a low level, the satisfaction increases by 0.45 units for each educational experience; when the research efficacy is at a high level, the satisfaction increases by 0.80 units for each educational experience. Conclusions Based on the results of this study, graduate schools need to support graduate students administratively and systematically to improve their research self-efficacy. At the faculty level, research guidance should be provided to enable graduate students to develop the core competencies needed for conducting research. In addition, at the university level, they must provide courses and extra programs to enhance research skills. Moreover, at the university level, a curriculum or extracurricular program for research-related experiences should be provided in the future.

Exploring Graduate Students' Practices of Writing for Scholarly Publication

The demand of writing for scholarly publication as a part of graduation requirements has now been apparent in many graduate programs. The present study attempted to discover the English Language Teaching (ELT) graduate students’ practices in writing for scholarly publication. This present study employed case study to further disclose the graduate students’ perceived discursive and non-discursive constraints as well as the way they learn how to write for scholarly publication. To collect the data, a synchronous interview session was conducted to two ELT master’s students from a state university in Central Java, Indonesia. Drawing on the theory of discourse community and legitimate peripheral participation, the participants challenges and learning process of learning process were scrutinized. It is expected that this study provides new insights for policy making in a postgraduate context and for the teaching of EAP to support writing for scholarly publication.

Anne and Emmett: University education students’ reactions to a course in countering racism and antisemitism in the classroom

Teacher educators are called to replace the foregrounding of courses from Eurocratic practice to those that better prepare pre-service teachers to use equity pedagogy to address issues of justice. This study analyzed the reactions of twelve undergraduate and graduate education students in a one-semester course that used the lives of Anne Frank and Emmett Till to learn pedagogical insights to counter racism and antisemitism in the classroom. Themes that emerged from the findings were the ways that children hide and are made visible in classrooms and the role of the teacher in this phenomenon; the importance of respecting and partnering with families; the benefits of teaching through stories, teaching against the grain, and recognizing the ability of children to use critical thinking to support change; and the impact of a professor’s ability to “cross borders” through authentic dialog and model how to have weighty conversations with practical applications.

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).

Beyond Accuracy: L2 Graduate Students’ Evaluation of Word and Phrase Suitability in Academic Writing

Academic writing is an integral communication mode for graduate students in higher education. Meaningful writing extends beyond accuracy as it also encompasses the suitability of discourse convention of the discipline. In this study, graduate students’ ability to evaluate suitability at the word and phrasal level is examined. A survey of ten items were distributed to students who were enrolled in the researcher’s academic writing module. In each item, there was an underlined word or phrase set within a context. Students had to evaluate the word or phrase as not suitable, somewhat suitable, or suitable. Students were also invited to provide comments for their evaluation. Students’ evaluation of suitability was analyzed descriptively, while their comments were coded into three categories. There were 122 students who completed the survey, but not all provided comments; nevertheless, the number of comments came to 647. The study found that the students were able to evaluate the suitability of the word or phrase under examination. However, students were not necessarily able to explain their choice of suitability. Students were also found to overgeneralize words which might be comparable in meaning, but not interchangeable. In terms of students’ comments, most were general and were focused on grammatical accuracy. The findings of this study affirm that academic writing pedagogy grounded in raising students’ genre knowledge remains important.

A Comparative Study on Influencing Factors of University and Technical and Vocational Education and Training (TVET) Graduate Students Intentions Toward Entrepreneurship: Evidence from Addis Ababa City, Ethiopia

A Comparative Study on Influencing Factors of University and Technical and Vocational Education and Training (TVET) Graduate Students Intentions Toward Entrepreneurship: Evidence from Addis Ababa City, Ethiopia

The Impact of an E-Practicum model on Post Graduate Student Teachers’ E-Teaching Readiness

The Impact of an E-Practicum model on Post Graduate Student Teachers’ E-Teaching Readiness

Graduate school students’ self-efficacy toward online learning in the midst of the COVID-19 pandemic

<span lang="EN-US">The COVID-19 pandemic brought drastic changes in graduate education. One of the most pressing concerns that graduate education students experience is their adjustment to the online learning modality. This study was conducted to determine their self-efficacy in online learning. A descriptive method of research was employed by 147 graduate school students in the Northern Philippines. The findings showed that students have a high level of self-efficacy when it comes to online learning. Despite their struggles and challenges in the online classroom, particularly in social interactions and communication with their classmates and teachers, they are eager to complete their respective degrees since they are confident in their learning management system's use. In addition, their current level of self-efficacy in online learning varies according to their age, occupation, and online courses they were previously enrolled in.</span>

Distance education psychosocial learning environment and graduate students' academic satisfaction during the pandemic

The closure of universities in the year caused by the pandemic that originated the COVID- determined the Peruvian government to impose distance The closure of the universities in the year caused by the pandemic that originated the COVID determined the Peruvian government to impose distance education. This required the enactment of regulations to ensure continuity of services and access to quality education adaptable to the distance learning modality. However, the psychosocial learning environment of this study modality has a social structure that differs from that of a face-to-face class, which could have a considerable impact on learning outcomes and therefore on students' academic satisfaction. For this reason, the objective of the study was to determine the relationship between the psychosocial learning environment of distance education and the academic satisfaction of graduate students during the pandemic. The methodology used was a quantitative approach with correlational design. The sample consisted of The sample consisted of graduate students of a public university, who were administered two questionnaires; the first to measure their perception of the psychosocial factors affecting their psychosocial learning environment of distance education during the pandemic, using the Sp-DELES scale; and the second to measure academic satisfaction using the SA scale.

Editorial introductions.

Editorial introductions.

Incorporation of Child & Adolescent Mental Health Standardized Patient Simulations to Provide Interprofessional Education for Graduate Students

Substantial need exists to prepare healthcare professionals to manage the increasing prevalence of mental health conditions, specifically in the child and adolescent population. The primary purpose of this study was to enhance knowledge of health care professionals in the assessment and treatment of common mental health disorders in children and adolescents through the delivery of workshops that provided both didactic and simulation training. This study utilized a repeated measures, quasi-experimental design. A total of 131 students representing counseling, pharmacy, PMHNPs and FNPs participated in the four workshops. Positive changes in the perceptions of interdisciplinary teamwork importance were noted.

Simple but realistic model of contagion aims for education

A fully deterministic dynamical model of the epidemic spreading of disease can teach graduate students as well as aid real-world research during the ongoing pandemic.

Alpha Seminar: A Course for New Graduate Students in Statistics

The accumulation of technical knowledge is the central focus of graduate programs in statistics. However, student success does not depend solely on acquiring such knowledge. Rather, students must also understand the rigors of graduate study to complete their degree. And, they need to understand the statistics profession to prepare for a career after graduation. The purpose of the one-credit hour Alpha Seminar course at the University of Nebraska-Lincoln is to educate graduate students in these nontechnical areas. Students are required to enroll in Alpha Seminar during their first semester of study. In addition to advisement on courses and graduation requirements, Alpha Seminar features topics on career paths, ethics, professional accreditation, internships, and professional societies. Alumni also meet with the class to discuss how to be successful in the program and in a future career. This article discusses course topics, examines assignments, and provides evaluations from student cohorts. The corresponding course website is available at www.chrisbilder.com/stat810.

The Impact of Transformational Teachership Principles on Students’ Outcomes

Teachers’ leadership roles in the classroom are becoming increasingly critical as higher education transforms. Despite this, little is known about putting transformational leadership practices into practice and the theoretical principles that underlie how they help their followers achieve their goals. As a result, the purpose of this study was to create and test specific transformational teaching behaviours and propose a new model of transformational teachership that explains how transformational teachers facilitate followers’ experiences of three psychological states, namely, perceived meaningfulness, psychological safety, and self-efficacy. Students in the experimental condition outperformed those in the control group in terms of their observations of transformational leadership behaviours (at Time 1 and Time 2), according to the findings of this study, which used an experimental design involving 541 undergraduates and three graduate student instructors. A mixed bag of results was found for the postulated psychological states that mediate the link between transformative teaching and student outcomes. Psychological safety and academic self-efficacy were not significant mediating variables in this research.

Contributions of Fuqing ZHANG to Predictability, Data Assimilation, and Dynamics of High Impact Weather: A Tribute

This article reviews Fuqing ZHANG’s contributions to mesoscale atmospheric science, from research to mentoring to academic service, over his 20-year career. His fundamental scientific contributions on predictability, data assimilation, and dynamics of high impact weather, especially gravity waves and tropical cyclones, are highlighted. His extremely generous efforts to efficiently transmit to the community new scientific knowledge and ideas through mentoring, interacting, workshop organizing, and reviewing are summarized. Special appreciation is given to his tremendous contributions to the development of mesoscale meteorology in China and the education of Chinese graduate students and young scientists.