Faculty perceptions of common challenges encountered by novice doctoral writers     

Michelle A. Maher  David F. Feldon  Briana E. Timmerman  Jie Chao 《高等教育研究与发展》2014,33(4):699-711

Although learning to write for publication is an important outcome of doctoral education, it has received surprisingly little scholarly attention. Within a socialization and supervisor pedagogy framework, this study uses narratives of faculty who regularly write with their doctoral students for publication to expose challenges students commonly encounter in the writing process. Common challenges include international students' ‘writing problem’, misconstruing the nature of disciplinary writing and not realizing that ‘public’ is part of publication.  相似文献   

‘Becoming and being writers’: the experiences of doctoral students in writing groups   总被引：3，自引：3，他引：0  

Damian Maher  Leonie Seaton  Cathi McMullen  Terry Fitzgerald  Emi Otsuji  Alison Lee 《Studies in Continuing Education》2013,35(3):263-275

The use of writing groups to support students undertaking post-graduate research within universities has begun to receive attention from academic supervisors and doctoral researchers. Very little has been written by doctoral students themselves on the benefits of working within such writing groups. In this article, the experiences of working within a doctoral writing group at an Australian University are presented, primarily from the perspective of students. The authors identify two main benefits they have experienced through participating in a writing group using a ‘multi-voiced’ approach. First, they discuss the kind of learning that they achieved through working in a writing group. They do this with reference to key principles of peer learning and of peer review. Second, they focus on the ways the group worked as a community of discursive social practice. An overarching message for them in participating in the group and now writing this article is the shift in their thinking and experience of writing from seeing writing as an essentially private and implicit process to writing becoming a matter of public and shared work. These two notions are bound by the concept of identity building, drawing from the literature on communities of practice.  相似文献   

Construct validity of self-concept in TIMSS’s student background questionnaire: a test of separation and conflation of cognitive and affective dimensions of self-concept among Saudi eighth graders     

Maher M. Abu-Hilal  Faisal A. Abdelfattah  Saleh A. Alshumrani  Adel S. Abduljabbar  Herbert W. Marsh 《European Journal of Psychology of Education - EJPE》2013,28(4):1201-1220

The aims of this study are to: (a) assess if cognitive self-concept (competence) and affective self-concept in mathematics and science are different constructs, (b) evaluate the construct validity of self-concept in the context of conflation and separation, and (c) test if the relationships among cognitive and affective variables are invariant across gender. The data for this study were obtained from the Trends in International Mathematics and Science Study 2007 database. Data about 2,687 out of 4,099 eighth grade Saudi students were subject to various analyses. The variables used in this study were mathematics and science self-concepts, and mathematics and science subject value as part of the Students Background Questionnaire. The relationships among constructs were examined with the use of SPSS16 and the structural equation modeling software, AMOS16. The results demonstrated that subject value and self-concept were different constructs. Also, the results demonstrated that cognitive and affective self-concepts were independent, but strongly related constructs, and the structure of the construct was clearer when self-concept was separated into cognitive and affective components than when it was conflated. The relationships among cognitive, affective, and subject value in mathematics and science were invariant across gender. However, their relationships with achievement were not invariant across gender.  相似文献   

Six steps to contemporary career development     

Glitzer BM  Maher B 《Training (New York, N.Y.)》1982,19(12):48-9, 53

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Carol Ryrie Brink's gendered space inCaddie Woodlawn andMagical Melons     

Susan Naramore Maher 《Children‘s Literature in Education》1996,27(4):219-226

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Descriptive studies of students' conceptions in science     

Maher Hashweh 《科学教学研究杂志》1988,25(2):121-134

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The Causal Relationship Between the Efficacy of Training Programs and the Work Environment for Workers with Disabilities     

Abdel Aziz M. Sartawi  Maher M. Abu-Hilal  Ibrahim Qaryouti 《International Journal of Disability, Development & Education》1999,46(1):109-115

The purpose of the study was to test a structural model which involves training variables and work environment variables in the United Arab Emirates and Jordan. Two instruments were used to collect data from people with a disability (n = 113) about their views of the training program and work environment. The Structural Equation Model (SEM) analysis revealed the following results: the factor representing psychological support and suitability of training environment influenced positively the disabled workers' view of their work; the factor representing job selection, trainers, and efficacy of program had a negative effect on the view of the people with disability on their work environment; while job selection had a direct negative effect on how others perceive the disabled person.  相似文献   

Workshop on Single Molecule Biophysics 4–15 January 2004     

Mark C. Williams  L. James Maher 《Resonance》2003,8(10):99

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Statistics in High School Science     

Carolyn Maher  John Pancari 《Teaching Statistics》1990,12(2):34-36

Exploratory date analysis provides powerful numerical and graphical tools with which to summarise and interpret data. In this article the authors describe their work with students who were given the opportunity to engage in the solution of a real problem in the physics laboratory which requried statistical techniques.  相似文献   

Building community connections for youth to reduce violence     

Sharon Telleen  Susan Maher  Rosario C. Pesce 《Psychology in the schools》2003,40(5):549-563

The Safe Schools/Healthy Students Initiative in Morton High School District 201, Cicero, IL, used a social ecological systems perspective to implement its goals. Social‐emotional learning and violence‐prevention strategies were provided at the levels of the community, school, and individual. Creation of a safe school environment cut across developmental levels from preschool through high school. Intervention activities were universal/preventive, school, and targeted/individual. Finally, the project sought to develop a consortium infrastructure to institutionalize and sustain integrated services. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 549–563, 2003.  相似文献