Academic socialization of doctoral students through feedback networks: a qualitative understanding of the graduate feedback landscape     

Kyung Min Kim 《Teaching in Higher Education》2013,18(8):963-980

ABSTRACT

Scholars focus on the social nature of academic writing to refine an understanding of feedback interactions in higher education. However, studies on the various sources of feedback – feedback networks – have been scarce, particularly during the initial years of doctoral education. Using a qualitative case study approach, multiple sources of feedback for four students in one doctoral program in the United States were identified in line with broader trends focusing on feedback as a social practice. Informed by the academic socialization framework [Duff, Patricia A. 2012. “Second Language Socialization.” In Handbook of Language Socialization, edited by Alessandro Duranti, Elinor Ochs, and Bambi B. Schieffelin, 564–586. Malden: Wiley-Blackwell], this study aims (1) to navigate the landscape of graduate feedback, including interactions beyond class as well as oral and written feedback, and (2) to elucidate the socialization process. Findings suggest that academic writing development is defined as how feedback is situated within disciplinary, academic communities of interaction. This article describes how the larger network of feedback creates the types of interaction that characterizes the community.  相似文献   

Mentoring and the Changing Paradigm     

Bob Garvey 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):41-54

This study examined mentoring and organizational socialization among law faculty at American Bar Association (ABA) approved law schools. Data obtained from respondents (n = 298) captured the types of mentoring (formal or informal) occurring in law schools and faculty perceptions of the effectiveness of each type of mentoring. Comparative analysis was used to examine mentoring as an antecedent of organizational socialization by comparing senior mentored faculty to senior non‐mentored faculty, junior formally mentored faculty to junior faculty with more informal types of mentoring, male to female faculty, and majority to non‐majority faculty. Results indicated that senior mentored faculty had higher mean scores than senior non‐mentored faculty on two of the six organizational socialization subscales. However, organizational socialization differences were not significant for other comparisons. The findings regarding mentoring are discussed within the context of diversity and suggestions for future research are provided.  相似文献   

我国高校后勤研究现状的文献计量分析     

刘汉  李梦洁  屈璐 《集美大学学报(教育科学版》2013,(4):82-85

利用可视化软件Citespace对CSSCI数据库中检索到的以高校后勤为主题的608篇文献进行研究现状分析.采用文献计量分析.研究表明：张和仕、皮光纯、杨家民、杨明生等是核心作者;南京大学、清华大学、苏州大学、华南农业大学、中南大学、华中科技大学是核心发文单位;相关文献可以分为高校后勤社会化、高校后勤改革以及社会主义市场经济体制三大研究领域.研究结论：我国高校后勤研究成果丰富,为高校后勤提供了有力支撑;高校后勤研究依然存在很大的拓展空间.  相似文献   

浅谈高校学生社团的社会化     

熊维娟  宋妮 《重庆职业技术学院学报》2013,(5):117-119

学生社团是建设高校校园文化的重要平台,对丰富高校校园文化和培育人才均起着重要的作用.随着时代的发展和社会的进步,各种事物都加速了社会化的进程,各高校的学生社团也不例外,逐步迈向了社会化的方向.  相似文献   

Neighborhood Science Stories: Bridging science standards and urban students’ lives     

Christopher Burke 《Teaching Education》2013,24(4):357-367

Shelter, distribution of resources, adaptation and food sources are all key topics in teaching fifth grade students ecosystems. These terms and ideas are often presented in value neutral terms in the standard science curriculum. These terms have radically different connotations in different communities. In this paper students’ fictional narrative about the community and ecosystem provide insight into how experiences in an urban community change perceptions and understandings of science content. By analysing the students’ stories, the teacher is provided with a critical lens through which to rethink the content being taught, the examples and discussions about the content and how that content is being presented in the classroom. In this example, students’ own understanding of how resources are allocated justly in society stand in contrast to the value neutral presentation of resource distribution in the standard curriculum.  相似文献   

Diversified professionalism of physical education teachers in the Asian context of Hong Kong     

Raymond Kim Wai Sum  Clive Dimmock 《Teachers and Teaching》2013,19(4):453-469

This study investigates the socialization and professional experiences of primary school physical education teachers (PSPETs) in the Asian context of Hong Kong. A qualitative research design is adopted. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Eleven PSPETs participated in this study. Data were analysed through open axial and selective coding. The concepts of organizational sensitivity, sources of satisfaction, dealing with influential persons or critical incidents, status of the profession, educational reform as a trend, and versatile roles are revealed in the theory of ‘Diversified Professionalism’. The substantive theory thus contributes to an increased appreciation of the PSPETs’ work and to the literature on physical education teachers’ professionalization and professionalism.  相似文献   

语言社会化范式下的二语习得研究评述     

单雯 《安康学院学报》2013,(3):126-128

语言社会化范式是上世纪八十年代发展起来的全新语言研究视角。这一范式摆脱了传统语言研究过度偏重心理认知的束缚,探讨了语言学习中的社会文化影响因素,从语境、认知和身份三个方面探讨语言习得的社会化过程。作为语言研究的重要领域,二语习得研究也开始受到语言社会化范式的影响,开辟出新的学术空间。从语境、认知和习得者身份三方面将语言社会化范式引入二语习得研究具有创新意义,推进了二语习得研究社会化转向的发展。  相似文献   

大学生政治社会化的实证研究——以贵州大学为个案     

夏旺 《安顺师范高等专科学校学报》2013,15(3):109-111

近年来,大学生政治社会化已逐渐得到关注.通过对贵州大学在校大学生调查发现,他们的政治社会化水平整体是良好的.但也存在一些不足之处,例如不能全面理解自己的权利和义务、政治参与积极性不高;并基于这些问题,针对大学生政治社会化提出了一些讨论.  相似文献   

美国"家庭学校"学生社会化问题研究     

尚超 《比较教育研究》2004,25(5):54-58

本文重点对国外关于家庭学校学生的社会化问题的研究进行了综述,并尝试用我国的社会学和教育社会学理论分析了家庭学校学生的社会化问题,认为这种学术理论的"反向输出"相当重要.  相似文献   

Preservice teachers perspectives and experiences teaching personal and social responsibility     

K. Andrew R. Richards  Jennifer M. Jacobs  Victoria Nicole Ivy  Michael A. Lawson 《Physical Education & Sport Pedagogy》2020,25(2):188-200

ABSTRACT

Background: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.

Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.

Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.

Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.

Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur.  相似文献