The nurturing of new educational researchers : dialogues and debates /

Five educational researchers, coming from a variety of higher education institutions, academic disciplines, and cultural backgrounds, met together over a three-year period to discuss the present and future of doctoral education and training in the field of education. Their hope was that the product...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Ibarrola, María de (Editor ), Anderson, Lorin W. (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Rotterdam, The Netherlands : Sense Publishers, [2014]
Temas:
Education > Research > Study and teaching.
EDUCATION > Essays.
EDUCATION > Organizations & Institutions.
EDUCATION > Reference.
Education > Research > Study and teaching
onderwijs
education
Education (General)
Onderwijs (algemeen)
Acceso en línea:Texto completo
Tabla de Contenidos:
  • CONTENTS
  • ACKNOWLEDGMENTS
  • PREFACE
  • 1. DOCTORAL EDUCATION AND TRAINING: A VIEW ACROSS COUNTRIES AND DISCIPLINES
  • THE LINK BETWEEN RESEARCH AND TEACHING AND THE TRADITIONS OF DOCTORAL EDUCATION AND TRAINING
  • EXPANSION OF HIGHER EDUCATION AND ITS IMPLICATIONS FOR DOCTORAL EDUCATION AND TRAINING
  • THE QUANTITIES OF DOCTORAL DEGREES AND THE WHEREABOUTS OF DOCTORAL DEGREE HOLDERS
  • Varied Professional Whereabouts: An Argument for Varied Types of Doctorates?
  • SPREAD OF DOCTORAL PROGRAMS A MOVE TOWARDS GLOBAL CONVERGENCE?
  • THE ROLE OF THE DOCTORAL PHASE IN THE OVERALL EDUCATION, TRAINING, AND CAREER DEVELOPMENT OF ACADEMICSEXTENT AND MODE OF DIVERSIFICATION OF HIGHER EDUCATION AND RESEARCH SYSTEMS AND THEIR IMPLICATIONS
  • THE OVERALL SITUATION AND ROLE OF JUNIOR ACADEMICS
  • CHANGING VIEWS OF THE DESIRABLE JOB ROLES AND COMPETENCES OF ACADEMICS AND THE TASKS OF DOCTORAL EDUCATION AND TRAINING
  • DIFFERENCES ACCORDING TO DISCIPLINES AND THE CHALLENGES FOR EDUCATION AND TRAINING IN THE DOMAIN OF EDUCATION
  • THE MANY MEANINGS OF HIGH-QUALITY AND RESEARCH-ORIENTED DOCTORAL EDUCATION AND TRAINING, AND THE MANY MEANS TO PURSUEREFERENCES
  • COMMENTARY ON CHAPTER 1
  • CONCEPTUAL UNITY: DIFFERENCES IN PROGRAMS, SIMILAR DEGREE STATUS?
  • QUALITY IN THE DIFFERENCES?
  • ACTORS, PROJECTS, NEGOTIATIONS, COMMITMENTS, AND DECISION MAKING
  • THE FUTURE OF DOCTORAL EDUCATION AND TRAINING IN THE DOMAIN OF EDUCATION
  • THE DESTINATIONS OF DOCTORAL DEGREE HOLDERS
  • REFERENCES
  • 2. DOCTORAL EDUCATION OF EDUCATIONAL RESEARCHERS: NATIONAL POLICIES, NATIONAL CONTEXT, AND INSTITUTIONAL ACTORS
  • HIGHER AND GRADUATE EDUCATIONEDUCATIONAL RESEARCHERS AND EDUCATIONAL RESEARCH
  • RECOGNIZING THE IMPORTANT SOCIAL ROLE OF EDUCATIONAL RESEARCH
  • THE CONSTRUCTION OF A SPECIFIC SCOPE/FIELD OF KNOWLEDGE
  • DEBATES ON THE ORIGIN, NATURE, AND QUALITY OF EDUCATIONAL RESEARCH
  • WHO IS AN EDUCATIONAL RESEARCHER?
  • A LABOR SPACE FOR EDUCATIONAL RESEARCHERS
  • THE SPECIFIC AND INTENTIONAL TRAINING/EDUCATIONAL PROGRAM REQUIRED TO BECOME AN EDUCATIONAL RESEARCHER
  • ONGOING OPEN DEBATES
  • IN CONCLUSION
  • NOTES
  • REFERENCES
  • COMMENTARY ON CHAPTER 2
  • THE MEXICAN CASE IN QUANTITATIVE AND STRUCTURAL TERMSTHE HIGHLY STRATIFIED EDUCATIONAL RESEARCH ARENA
  • A PERENNIAL DIVIDE BETWEEN THE EDUCATIONAL RESEARCHERS AND THE OTHERS?
  • DOCTORAL EDUCATION AND TRAINING: ANYTHING GOES?
  • 3. A TWO-TRACK DOCTORATE IN EDUCATION: THERE IS MORE THAN ONE PATH TO ADVANCED SCHOLARSHIP
  • THE TWO UNIVERSES AWAITING DOCTORAL GRADUATES IN EDUCATION
  • WHY AN APPLIED DOCTORAL PROGRAM AND WHY SHOULD IT BE A DOCTORAL PROGRAM?
  • THE STRUCTURE OF AN ED. D. PROGRAM
  • IN CLOSING
  • REFERENCES
  • COMMENTARY ON CHAPTER 3

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