Friday, March 4, 2016

Doctoral Education: Research-Based Strategies for Doctoral Students






Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators
Buku ini diterbitkan tahun 2011  oleh  Springer Science+Business Media B.V London adalah buku edisi  Pertama.


Judul:  Doctoral Education: Research-Based Strategies
for Doctoral Students, Supervisors and Administrators
Oleh: Lynn McAlpine, et al  (Editor)
Penerbit: Springer Science+Business Media B.V London
Tahun: 2011
Jumlah Halaman: 227  hal.

Editor:
Dr. Lynn McAlpine

McGill University
McTavish St. 3700
H3A 1Y2 Montreal Québec
Canada
Dr. Cheryl Amundsen
Simon Fraser University
Fac. Education
University Drive 8888
V5A 1S6 Burnaby British
Columbia
Canada

Lingkup Pembahasan:
Buku ini menarik dan mengintegrasikan temuan dari berbagai penelitian yang dilakukan
program penelitian, semua telah menambahkan substansial ke  pengembangan pengetahuan tentang proses doktor secara  internasional. Penelitian ini juga menawarkan kesempatan untuk memahami
pengalaman pengawas baru, menempatkan peran ini dalam karya akademik yang lebih luas
dan harapan mereka menjadi tenured.2 Selanjutnya,  buku ini mampu menggambarkan keterbatasan
tetapi juga manfaat dari percakapan antara pengawas dan siswa tentang menulis disertasi siswa, dan membuka jendela di pertahanan  lisan  yang datang pada akhir  pencapaian gelar doktor..

Daftar Isi:
1     To Be or Not to Be? The Challenges of Learning Academic Work  1
        Lynn McAlpine and Cheryl Amundsen

Part I Being…Becoming Academics 15
2     Tracking the Doctoral Student Experience over Time: Cultivating Agency in Diverse 
       Spaces 17
       Marian Jazvac-Martek, Shuhua Chen and Lynn McAlpine
3     New Academics as Supervisors: A Steep Learning Curve with Challenges, Tensions and 
       Pleasures 37
       Cheryl Amundsen and Lynn McAlpine
Part II Writing and Speaking—Learning the Disciplinary Language, Talking the Talk 57
4     Speaking of Writing: Supervisory Feedback and the Dissertation 59
       Anthony Paré
5     The Paradox of Writing in Doctoral Education: Student Experiences 75
        Doreen Starke-Meyerring
6      Making Sense of the Doctoral Dissertation Defense: A Student-Experience-Based 
        Perspective 97
        Shuhua Chen

Part III Gender, Genre, and Disciplinary Identifying—Negotiating Borders 115
7  Gender and Doctoral Physics Education: Are We Asking the Right Questions? 117

    Allison J. Gonsalves
8  Genre and Disciplinarity: The Challenge of Grant Writing for New Non-Anglophone 
    Scientists 133
    Larissa Yousoubova
9  Disciplinary Voices: A Shifting Landscape for English Doctoral Education in the Twenty-First
    Century  157

    Lynn McAlpine, Anthony Paré and Doreen Starke-Meyerring

Part IV Supporting the Doctoral Process Through Research-Based Strategies  171
10_Making Meaning of Diverse Experiences: Constructing an Identity Through Time 173
      Lynn McAlpine and Cheryl Amundsen
11  Challenging the Taken-For-Granted: How Research Can Inform Doctoral Education Policy 
      and Practice 185
      Lynn McAlpine and Cheryl Amundsen
12  Moving from Evidence to Action 203
     Cheryl Amundsen and Lynn McAlpine
Index 213



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