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1.
Seventy university teacher preparation programs and 100 instructional programs serving at least 120 deaf and hard of hearing students were surveyed separately to (a) determine the demand for additional doctoral-level leadership personnel in deaf education, (b) obtain guidance for university leadership preparation programs in deaf education for the purpose of recruiting leadership personnel, and (c) identify experiences that would be relevant to the positions for which prospective leadership personnel are preparing. Data representing 54% of teacher preparation programs and 65% of instructional programs serving deaf and hard of hearing students in the United States evince the need for additional doctoral-level personnel for faculty positions in university teacher preparation programs in deaf education, as well as the need for leadership positions in instructional programs serving deaf and hard of hearing children. Data also provide direction for leadership preparation programs in addressing the leadership personnel needs of the field.  相似文献   

2.
The number of deaf education teacher preparation programs and the number of program graduates were tabulated from reference issues of the American Annals of the Deaf beginning in 1973 and progressing every third year through 2009. Programs and graduates reached their highest levels from the mid-1970s through mid-1980s. In 2006 and 2009, only about one fourth as many students were majoring in deaf education in relation to the general U.S. college population as in 1973, 1976, and 1979. Yet because the population of children identified as deaf and hard of hearing has also declined, the ratio of program graduates to deaf children has stayed relatively balanced for the past 20 years. Current challenges faced by teacher preparation programs include increases in interpreter preparation programs and programs for teaching American Sign Language, as well as the changing nature of the role of teacher of the deaf.  相似文献   

3.
Ten graduates and 3 ABD (all but dissertation) students in Lamar University's doctoral program in deaf studies/deaf education were surveyed about their perceptions of the benefits of earning a doctorate of education (Ed.D.) in their field. The program comprised course work on current content information on deaf education, an educational research component, a cognate area, and electives. As part of the program, researchers and scholars in areas related to deaf education were invited to campus to consult with doctoral students. Graduates found jobs at universities, community colleges, and departments of special education. Graduates ranked program components on the basis of perceived value; they rank-ordered the courses on the basis of their value to them in their current work. Graduates also commented on how the program enhanced their professional growth.  相似文献   

4.
While the importance of quality education for individuals working with young children (ages 0–4) is widely accepted in the field of Early Childhood Education, little is known about the context, content, and needs of the programs that are providing this education. This paper presents data from a nationally representative survey (n = 438) of chairs/directors of early childhood teacher preparation programs at 2- and 4-year Institutions of Higher Education (IHEs). Findings presented include faculty characteristics, course and practica requirements, comparisons between early childhood programs and the institutions as wholes, and challenges facing programs. Where appropriate, comparisons are made between 2- and 4-year schools. Results are discussed in terms of policy implications.  相似文献   

5.
ABSTRACT

Faculty members are important agents in the socialization of doctoral students into academia, but little training is available in preparation for the role of doctoral supervisor. In this self-study, we consider the personal and sociopolitical challenges that Kevin faced as an early career teacher education faculty member who had just begun supervising doctoral students. Data sources included Kevin’s reflective journal and regular debriefing discussions between Kevin and his critical friend, Tim. Data were analyzed with a focus on identifying turning points in Kevin’s understanding of his practice. This resulted in the construction of three themes related to (a) subjective theories drive doctoral education, (b) working through insecurities and the imposter syndrome, and (c) the sociopolitics of higher education. Results are discussed with reference to the self-study literature and socialization into higher education faculty roles. Recommendations are provided for the preparation of faculty member to fill roles as doctoral supervisors.  相似文献   

6.
ABSTRACT

This report describes using a student portfolio approach to the structure and conduct of doctoral-level comprehensive examinations in the field of social work. Portfolios have been used as the primary method (one exception in over 40 students) to conducting social work comprehensive examinations at the author's former university, and this doctoral program appears to be unique in this regard among North American social work programs. The approach to organizing the written and oral components of comprehensive examinations using a portfolio is described, along with some of the advantages and disadvantages of this technique. Other doctoral programs are encouraged to include this method as one option in evaluating student readiness to conduct dissertation research and attainment of pedagogical objectives.  相似文献   

7.
在探索高等教育作为一个研究生阶段的新的学术领域在美国的崛起方面,本文提出了四个相关的主题。首先,本文追溯了高等教育作为一种学位项目的起源和程序化的发展,以及高等教育的课程发展和专业化的演变。第二,通过高等教育研究领域在研究型学位(Ph.D和M.A.)和专业学位(Ed.D.和M.Ed)的发展历史,本文指出在整个20世纪,教育学院都在力求区别对待这两种学位类型,而且努力证明这些学位类型各有其存在的原因和不同的要求。第三,高等教育研究领域的崛起逐步形成了一种知识基础,它反映了与大学历史和传统、大学管理与治理、大学课程、学生和公共政策研究领域相关的正在增长的研究生产力。与许多其他学科和专业领域一样,这种正在发展中的知识基础发轫于致力于高等教育研究的学术期刊、丛书、专著以及期刊文章。第四,在高等教育研究中心和学位项目国际化的背景下,本文对美国、欧洲、加拿大和中国正在演化中的高等教育的多学科领域提供了一个粗略的描述。  相似文献   

8.
An analysis of the most recent self-study reports of the 46 teacher preparation programs approved by the Council on Education of the Deaf yielded data on program demographics, curriculum and content, faculty, practicum, students, and graduates. Only 4 of the 46 teacher preparation programs had been established since 1980. Thirty-nine offered comprehensive teacher preparation, five offered auditory/oral, and two offered preparation in bilingual-bicultural education. Thirty-three offered two or more specializations, of which elementary (96%) and secondary (52%) were the most common. Students' practicum experiences often did not coincide with employment after graduation. The study reported a median of 2 full-time faculty per program, who taught 75% of the courses. Although adjuncts taught 25% of the courses in the deaf education program, they made up 75% of the faculty. The study's results indicate extreme diversity among the programs and great breadth and complexity within them. Compared with a 1986 survey, the number and level of the programs appears to be declining while the number of specializations and program length are increasing.  相似文献   

9.
Amy Morris Homans had a vision that graduates of the Boston Normal School of Gymnastics and Wellesley College would make physical education a well-respected profession. The professional preparation received by her students equipped them to be educators, administrators, and future leaders of physical education. The purpose of this essay is to examine the socialization process that doctoral students in kinesiology experience as they prepare for their roles as future faculty in higher education. New faculty members quickly discover that they must be more productive than their predecessors, and they must possess broader talents to meet the societal expectations placed on university faculty. Three simultaneous socialization processes will be discussed: the role of the graduate student, the roles and way of life of faculty in higher education, and into the discipline. How can doctoral faculty better prepare future faculty to meet the expectations of the tenure and promotion process? Strategies by which the doctoral experience may be reformed to improve doctoral socialization are provided.  相似文献   

10.
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11.
Abstract

The comprehensive examination is a customary, yet relatively unexamined, requirement in North American doctoral education. This case study explored the purpose of a comprehensive examination as perceived by faculty members and students in a Faculty of Education program, at a Western Canadian University. We found that, in addition to the traditional gatekeeping function of the examination, other purposes emerged. Contrasting views about whether the examination was designed to assess content mastery necessary for teaching or designed to assess readiness for doctoral research were found. The use of the comprehensive examination as an opportunity to learn and as a means for identity formation, including introducing students to the pressures of academic life, also contrasted with its traditional assessment function. The purposes of the comprehensive examination remained ambiguous to students, even though they had been privy to discussions concerning the design and development of the examination. Moreover, faculty members did not always agree on the purposes of the comprehensive examination. The differences in perspective and how these affect the administration of the comprehensive examination have an impact on students’ experience, including examination preparation. Implications for the implementation, preparation, and assessment of the examination are discussed.  相似文献   

12.
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13.
This article reports on the Gerontology Doctoral Student Assessment Model (GDSAM), a comprehensive web-based system premised on developing an evaluation mechanism attuned to the special requirements of advanced graduate education at the doctoral level. The system focuses on longitudinal tracking of selected dimensions of intellectual, professional, and personal progress. This involves interlocking elements of online personal dossier development, student self-rating assessment, faculty assessment of student progress, and a means of communicating interactive and iterative feedback among students and faculty. Preliminary findings from initial data collection using the assessment system indicate that students who have completed and passed their qualifying examinations are more confident in their ability to articulate diverse ideas in professional settings, work in direct contact with research participants, present research findings to scientific audiences, and adjust to the rigors of doctoral education. Additional feedback from participants in the system suggests that, although important ethical issues of confidentiality and appropriate use must be recognized and monitored, the GDSAM has strong potential to provide an appropriate assessment tool at the doctoral level. Implementation of such a system throughout doctoral education in gerontology provides a unique opportunity for tracking the impact and effectiveness of doctoral education in an emergent field as additional programs come on line.  相似文献   

14.
This paper summarizes recent events concerning the evaluation of doctoral programs in kinesiology and physical education. An overview is provided of issues related to the evaluation process used by the National Research Council (NRC). The American Academy of Kinesiology and Physical Education (AAKPE) has developed a proposal to have our field included in the upcoming evaluation of doctoral programs conducted by the NRC currently scheduled for 2007. Also described is an overview of the plan by the AAKPE to conduct its own evaluation of doctoral programs in 2005. Finally, a listing of the 62 identified doctoral programs in our field is presented along with some program characteristics.  相似文献   

15.
The study examined how computer technology is used, modeled, and taught in programs that prepare future teachers of students who are deaf or hard of hearing. Data were collected through two self-reported survey instruments sent to participants from two different groups: (a) deaf education faculty (n = 233) and (b) administrators of programs serving students who are deaf or hard of hearing (n = 100). Among the faculty who responded to the survey, 99% said they used computers and printers for instruction during class, 84% said they used VCRs for instruction during class, and 56% said they used video cameras for instruction during class. The information that was reported on how technology was being used for instruction and how its use was being taught to students in deaf education teacher preparation programs indicates that the need persists for integration of technology into these programs. A need likewise continues for improved instructional strategies relative to computers and technology.  相似文献   

16.
This article argues that despite an absence of distinctions in implementation, there are perceived and actual differences between the Ed.D. and Ph.D. degrees in education. Failure to make the distinctions in administering the degrees has caused confusion among faculty in other fields and within graduate schools. The article suggests that all doctoral degrees in education be changed to the Ph.D. with two tracks-one for scholars of practice and one for scholarly practitioners.In addition to his professional interests in administration and program development, he teaches and conducts research in educational gerontology and instructional methods. This article describes the dilemma of having two doctoral degrees in the field of education. The Ph.D. degree with two tracks is suggested as the solution.  相似文献   

17.
Community colleges are facing a shortage in qualified individuals to fill the projected gaps in leadership roles, as the industry is facing an upcoming wave of vacancies due to the retirement of faculty and administrators. This phenomenological, qualitative study explored leadership readiness perspectives of graduates and advanced doctoral students of a cohort-based educational leadership doctoral program. Five doctoral graduates and five advanced doctoral students constituted the participant group for this study. Five themes emerged from the data analyses which include communication, collaboration, leadership, relationships, and support. The findings from this study indicate that the participants value collaborative action and community relationships, support cohort-based stud,; recognize the value of suppor; hold high confidence levels in their leadership ability to address associated leadership challenges, and consider themselves ready to lead.  相似文献   

18.
Teaching Future Teachers: A Model Workshop for Doctoral Education   总被引：2，自引：2，他引：0  
Doctoral student training has become focused in recent years on acquiring subject-area knowledge and research skills, rather than on teaching. This shift often leaves aspiring junior faculty feeling unprepared to address the demanding pedagogical requirements of the professoriate. In the area of social work, few programs contain a structured, required program of study that addresses issues unique to teaching in a school of social work. This article outlines a doctoral teaching workshop as a model framework for social work doctoral programs. Suggestions are provided for ways to incorporate such an effort into current social work doctoral education.  相似文献   

19.
Over the past decade, the University of Wisconsin-Madison (UW-Madison) and Madison Area Technical College (Madison College) partnered to create an internship pathway for graduate students pursuing careers as future science, technology, engineering and math (STEM) faculty members. Since 2003, 10 doctoral students from the university completed teaching internship appointments with the technical college chemistry department. Interns benefited from a variety of teaching and educational experiences that helped lay the foundations for their future teaching careers. Following completion of their internships, many students secured employment in higher education as new instructors and enthusiastic members of the teaching profession. Intern projects also benefited veteran faculty mentors at Madison College, and the experience provided a rich forum for collaboration that generated curricular and instructional innovations in the classroom. Centered on the three pillars of teaching-as-research, learning community, and learning through diversity, the internship program created at UW-Madison and implemented at Madison College provides a model pathway for preparing future STEM faculty. This approach provides clear benefits not only for the future faculty who are trained, but also for veteran faculty mentors, for the host institution, and for the undergraduate students impacted by the educational innovations. This paper examines the key attributes of this program, with the hope that our experience may be disseminated and replicated to benefit others.  相似文献   

20.
Abstract

The theme of this article is adopted from the work of leadership experts Heifetz and Linsky, who described the need for organizational leaders to balance their time on the “dance floor” (managing tasks) with time viewing from the “balcony” (understanding the bigger picture). The physical education teacher education doctoral program faculty on many campuses would be well advised to periodically invest time distancing themselves from the daily rigors of research, teaching, and service to better understand the challenges and opportunities confronting their programs. Furthermore, faculty must be willing to critique their program and its strategic direction, eliminate ineffective practices that consume limited resources, and retain what is most important. The purpose of this article is to provide collective observations “from the balcony” for faculty working in physical education teacher education doctoral programs as a catalyst for discussion.  相似文献   

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