A View from within: How Doctoral Students in Educational Administration Develop Research Knowledge and Identity

Autor/inn/en	Murakami-Ramalho, Elizabeth; Militello, Matthew; Piert, Joyce
Titel	A View from within: How Doctoral Students in Educational Administration Develop Research Knowledge and Identity
Quelle	In: Studies in Higher Education, 38 (2013) 2, S.256-271 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.578738
Schlagwörter	Doctoral Programs; Graduate Students; Educational Administration; Administrator Education; Student Experience; Knowledge Level; Professional Identity; Research Skills; Researchers; Interviews; Personal Narratives; Program Effectiveness; Proximity; Place of Residence; Self Advocacy; Goal Orientation; Communities of Practice; Teacher Student Relationship; Thematic Approach; Action Research; Program Design + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungsverwaltung; Schuladministration; Schulverwaltung; Studienerfahrung; Wissensbasis; Forschungsleistung; Researcher; Forscher; Interviewing; Interviewtechnik; Erlebniserzählung; Lebensnähe; Wohnort; Selbstbehauptung; Zielorientierung; Zielvorstellung; Community; Teacher student relationships; Lehrer-Schüler-Beziehung; Themenzentrierter Unterricht; Projektforschung; Programme design; Programmaufbau; Programmplanung
Abstract	This study reports on experiences of doctoral students in educational administration at a time when the effectiveness of programs preparing practitioners and academics in this field are being questioned. Concerns related to how students in educational administration developed knowledge about research and identity as researchers were closely examined in a research-intensive university in the United States. Through participant interviews and personal narratives, findings revealed the challenges encountered at the nexus of the effectiveness of the educational program intersecting with the experiences of the doctoral students. Participants shared the importance of proximity to campus, self-advocacy, student status (full-time versus part-time) and personal and professional goals as influencing their development of research knowledge and identity. There were indicators that communities of practice, relationships with faculty, thematic pedagogy, public practice and action-oriented research were equally important in acquiring research knowledge and in developing a research identity. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10