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1.
本文根据地方理工科院校服务于地方的特征,从培养目标、招生要求、课程设置、论文要求、导师要求以及实践教育要求六个方面对地方理工科院校硕士研究生培养方案进行了探讨。 相似文献
2.
DEBORAH LEE 《Gender and education》1998,10(3):299-312
This article analyses the previously unresearched dynamics of sexual harassment in cross-gender, one-to-one PhD supervision in a UK social science faculty education department. I discuss two women research students' reflections on their supervisory relationships with a sexually harassing male supervisor, including the processes of obtaining a supervisor and the establishment or curtailment of the relationship. When students decide whether or not to be supervised by a particular individual there is a tension between personal compatibility and relevant research expertise. Once the relationship is established there is a further tension because the boundaries between discussions about academic work and personal life are so easily blurred. In particular, it is suggested that the sexually harassing male supervisor cannot simply be viewed as an aberration, for his exploits reveal a strategic exploitation of conditions which are actually integral and arguably necessary to this distinctive academic relationship. 相似文献
3.
The supervision literature often conceptualizes the supervisor as the primary person in doctoral students' progress. Yet, there is growing evidence that the supervisor is but one of many resources that students draw on. Our study takes up this idea in answering the question: What is students' experience of their supervisory relationships over time? Sixteen social science participants in two UK universities, at different points in their doctoral journeys, completed logs of a week's activities for a number of months before being interviewed. This distinct longitudinal approach provides a more nuanced understanding of students' perceptions of the supervisory relationship, specifically, varied reasons for seeking supervisory help, distinct needs related to where students were in their progress, and diverse in which they negotiated and characterized the supervisory relationship. 相似文献
4.
Yongyan Li 《Asia Pacific Journal of Education》2016,36(4):545-558
Publishing English papers in journals listed in Science Citation Index (SCI) has become a requirement for degree conferment for doctoral science students at many universities in China. The publication requirement engenders high pressure for doctoral students and their supervisors and shapes the politics of the relationship between the two parties. This is illustrated in the present paper which reports a study conducted at a prestigious university in east China. Focusing on the case of a research group in biochemistry led by an expert writer (the supervisor), the study aimed to find out, from the supervisor's perspective, what revising papers for the students means to him, and what the students learn as a result of their papers being revised. It is shown that the students depend on the supervisor to meet the publication requirement, and the supervisor believes an average student cannot write a publishable paper. The paper discusses the disempowering effect of the publication requirement, and concludes that there is a role for a course on academic English writing, and that the focus on “publishing SCI papers or no degree” should be shifted at the policy level and long-term planning should go into the training of EAP-qualified language professionals. 相似文献
5.
论研究生培养中的四大关系 总被引：1，自引：0，他引：1
提高质量是研究生教育的永恒主题。然而，随着近年来我国研究生招生规模的持续扩大，研究生培养质量引起了全社会的广泛关注。在新形势下提高研究生培养质量应处理好四个方面的关系，即：学习与创新相长、导师与学生共进、育人与研究并重、科技与人文交融。 相似文献
6.
屈振新 《中国科教创新导刊》2014,(10):48-49
实践能力的培养对专业硕士来说至关重要,如果仅仅通过导师的科研项目或者工程项目进行实践训练,不仅知识覆盖面有限,而且难以形成可持续的培养模式。借鉴商学院中广泛使用的案例教学,精心组织案例,在模拟真实情境下训练学生的实践能力,完成知识到能力的转化。实践性案例和科研项目之间是相互补充关系。 相似文献
7.
This multiple case study examined the coauthorship process in research laboratories of different university departments. The study focused on two cases comprising five writing teams, one in biochemistry and microbiology and four in earth and ocean sciences. The role of the research supervisor, the role of the student (graduate and postgraduate), the interaction of the supervisor and the student, the activities and processes inherent in the coauthorship process, and the student's beliefs, expertise, scientific writing, and entry into an academic discourse community were documented utilizing multiple sources of data and methods. Several activities and processes were found to be common across all coauthorship teams, including aspects of planning, drafting, and revising. Elements of scientific and writing expertise, facets of enculturation into scientific research and discourse communities, academic civility, and the dynamics of collaborative groups also were apparent. There was healthy tension and mutual respect in the research groups as they attempted to make sense of science, report their results clearly and persuasively, and share the responsibilities of expertise. The novice scientists came to appreciate that the writing, editing, and revising process influenced the quality of the science as well as the writing. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 637–668, 2004 相似文献
8.
9.
John Hockey 《International journal of qualitative studies in education》2013,26(4):481-500
While there is a literature on PhD supervision, little research has been undertaken upon the intricacies of the actual relationship between the PhD student and supervisor. One particular facet of this relationship was examined, namely the strategies supervisors choose to implement when supervising social science students at this level. Two general overarching strategies were found to exist in this context: a relatively unstructured approach, giving students a large degree of intellectual freedom, and a much more structured approach within which close operational control was maintained by the supervisor. The selection and implementation of these two strategies, and associated tactics, were found to be more effective in cases where supervisors were able to balance involvement with their students with a degree of professional detachment. Effective supervision was also found to be correlated with the possession of certain skills, including the ability to foresee the general direction of the student's research, to communicate clearly with the student about the supervisory relationship, and to facilitate that relationship intellectually and emotionally. Such skills were in turn found to hinge upon the possession of particular qualities, such as flexibility and sensitivity. 相似文献
10.
The goal of this study was to re-examine McCroskey, Valencic, and Richmond's findings about the impact of a teacher's temperament on her or his students by examining the findings in a different context, the supervisor-subordinate relationship in organizational settings. This study measured a supervisor's temperament to see if it affected a subordinate's job satisfaction, motivation, and perceptions of supervisor credibility, sociocommunicative style, and approachability. Results indicated a positive relationship between supervisor psychoticism and subordinate job satisfaction and motivation, while supervisor extraversion and neuroticism negatively related to subordinate job satisfaction and motivation. Furthermore, results indicated a positive relationship between supervisor extraversion and subordinate perceptions of supervisor responsiveness, and a negative relationship between supervisor neuroticism and psychoticism and subordinate perceptions of supervisor responsiveness. Overall, a supervisor's temperament was shown to affect subordinate perceptions of supervisor communicative behavior. 相似文献
11.
问卷调查发现,目前我国科学教育本科专业存在的主要问题是:专业培养目标过于多元化,专业课程体系欠合理,专业教材匮乏,综合科学教学实验室建设不力,师资队伍、教学管理缺乏配套的政策和有效运行机制,专业教学研究薄弱等。因此建议:教育部尽快出台科学教育本科专业规范,成立专业教学指导委员会,建立中小学科学教师的准入制度;高校要加大专业建设投入,创新专业教学管理模式,加强专业师资队伍建设规划与管理,加强对专业的社会宣传力度;教师要积极开展专业建设和教学改革研究,提高自己的专业信念。 相似文献
12.
Theodore L. Boydston 《Research in Science Education》1999,29(1):141-157
This interpretative research portrays the turbulent conditions that are typical of my experiences as a science supervisor
in the central office of a large urban school district in southeastern United States implementing science systemic reform.
The research documents a dependence on an authoritarian view of policy-making that combined with procedures for making assignments
allows stakeholders to undervalue the decisions that they make and increases the possibility for blaming others for their
decisions. The impact of traditional and reform attitudes about curriculum and schools is described as well as efforts to
resolve these conflicting views in the process of developing a middle school curriculum guide. The frustrating effect of the
interactions of changing curriculum guides, changing instructional materials, and insufficient resources are described in
a visit to a middle school science department meeting. The roles of time, understanding of systemic assumptions, and appropriate
inquiry and communication skills are critical to the decision making process and little attention is given to address these
issues. The result is that decisions end up being made without resolution of the differences among stakeholders leading to
negative feelings and creating currents of frustration and distrust that undermine reform efforts. 相似文献
13.
As researchers, we often seek to change science education practices that have become outdated. Throughout such change processes we are faced with the dilemma of embodying relationships of power or discourse that we are trying to transform. A situated cognition framework would suggest that this conundrum is inevitable because a community of practitioners is fundamentally bound by the institution and its resources, concerns and ways of being. If we cannot step outside the institution we are trying to change how can we change something which defines who we, as agents of change, are? We reframe the issue as one of cultural production, where we locate ourselves within a cultural field, struggling to change it. This paper embodies some of the tensions involved in cultural re/production of science education. These tensions are played out both in our autobiographical accounts that are part of this article and in the relationship of the authors as graduate student and supervisor. Through a conversational hermeneutic analysis of the authors' autobiographical writings, we examine some of the salient features of bringing about change in science education. 相似文献
14.
Undergraduate research experiences are being incorporated into degree programs with increasing frequency. However, there has been little study into their effectiveness in preparing students for research or into the learning gains that students realise from one or more research experiences. We surveyed science students in an elite, research‐based undergraduate degree program at a research‐intensive university. These students complete six research projects during their degree and we aimed to delineate factors that students perceive as leading to either good or bad experiences. Two factors stand out as contributing to a successful research experience: the supervisor, with students reporting both pedagogic and affective benefits of good supervision; and the feeling that they are doing authentic science. Surprisingly, given the research‐intensive nature of this degree, the learning gains students report relate to both an appreciation of what research is like and life skills, such as time management, rather than scientific thinking skills. 相似文献
15.
The professional supervision of new graduates to ensure both their effectiveness with clients and their personal learning and development is a common feature of a range of human services contexts. This study investigated psychology supervisees’ perceptions of relationship processes and outcomes in professional supervision. The relationship constructs of supervisor support, challenge and openness were investigated and related to the outcome variables of supervisee anxiety and perceived effectiveness of supervision. Psychology graduates (n=261) involved in the process of professional supervision for registration responded to a mail survey regarding the quality of their supervisory relationship. Findings established the relationship dimensions of levels of supervisor challenge, supervisor support and supervisor openness as independent but related constructs. Supervisees’ perceptions of supervisor support and openness predicted their perceptions of supervisor effectiveness. Supervisees’ perceptions of level of supervisor challenge predicted their self-reported levels of evaluative anxiety or defensiveness in the supervisory process. 相似文献
16.
张明军 《河南师范大学学报(哲学社会科学版)》2006,33(1):62-66
20世纪五六十年代,我国的政治监督制约机制呈现出明显的特征,中国共产党的领导地位决定了各级党组织在监督制约的实际运作过程中,始终居于主导地位;党内监督制约主体的非独立化,削弱了监督制约功能的发挥;党外监督制约主体与客体权力的倒置,难以收到监督制约的基本功效。 相似文献
17.
This paper reports the development of the Perceived Supervisor Machiavellian Measure (PSMM) for use in the organizational communication context. Data were drawn from full-time employees who were part-time graduate students in a corporate and organizational communication program. Employees' perceptions of supervisor Machiavellianism were negatively related to employees' perceptions of supervisor credibility (competence, caring, and trustworthiness), employees' attitudes toward the supervisor, employee motivation, and employee job satisfaction. Supervisors' perceived communication behaviors (nonverbal immediacy, responsiveness, and assertiveness) accounted for a significant amount of variance in perceived supervisor Machiavellianism. The results support a general model of supervisor behavior and provide a foundation for future research in organizational communication. 相似文献
18.
Kay Harman 《Higher Education》2002,44(3-4):469-492
This paper reports on the research trainingexperiences of Australian doctoral studentsworking in or funded by Cooperative ResearchCentres (CRCs), notes how their levels ofsatisfaction compare with those of theircounterparts in regular university science andtechnology disciplines and assesses to whatextent the CRC program is achieving its hopeswith respect to PhD training. Findings arebased on data from a survey of all enrolled PhDstudents in two research-intensive universitiesin Australia, together with supplementary datafrom student and supervisor interviews. Findings indicate that in the main, CRC-relatedPhD students fare well compared with theircounterparts in regular university departmentsand that on a number of indicators CRC-relatedstudents recorded higher levels of satisfactionwith their course experience. This situationsuggests that CRCs are playing a significantand worthwhile role in research training inAustralia. 相似文献
19.
Summaries English The purpose of this study was twofold: (1) to investigate the cognitive development of llth‐grade science students in Jordan; and (2) to investigate the relationship between cognitive development of science students and their comprehension of concrete and formal physics concepts. The sample of this study consisted of 389 secondary science students (209 males and 180 females) of the school year 1979‐1980. Cognitive development of the students was measured by an Arabic version of the Longeot Test. Comprehension of physics concepts was assessed by an achievement test constructed by the researchers and validated by teachers of physics and the science supervisor in the Irbid district of Jordan. The study did not reveal any significant difference between males and females in cognitive development. Moreover, it revealed that only 17% of the students were formal thinkers, whereas 52% were concrete thinkers. The 2×3 ANOVA revealed that cognitive level was a highly significant factor in the comprehension of both concrete and formal concepts. It also revealed that while sex was not a significant factor in the comprehension of concrete concepts, it was a significant factor in the comprehension of formal concepts. The interaction between sex and cognitive level was not significant in the comprehension of both types of concepts. 相似文献
20.
Darcy Haag Granello Aaron Kindsvatter Paul F. Granello Jean Underfer‐Babalis Holly J. Hartwig Moorhead 《Counselor Education & Supervision》2008,48(1):32-47
Research and literature in the profession of counselor supervision primarily focus on the development of the trainee and what supervision and supervisors can do to help foster that development. Considerably less attention has been paid to the developmental path of the supervisor or how specific training or experiences in supervision can be used in intentional ways to help influence the development of the supervisor. This article reviews what is known about supervisor development and discusses a specific intervention, the use of a peer consultation model with an intentionally diverse group of supervisors, to enhance supervisor cognitive development. 相似文献