The Wisconsin-Spencer Doctoral Research Program: An Evaluation

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Autor/inn/en	Leonard, Mary; Fennema, Elizabeth
Titel	The Wisconsin-Spencer Doctoral Research Program: An Evaluation
Quelle	In: Teachers College Record, 110 (2008) 7, S.1379-1396 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Graduate Study; Educational Research; Research Projects; Demonstration Programs; Doctoral Programs; Program Effectiveness; Educational Researchers; Philanthropic Foundations; Program Evaluation; Interdisciplinary Approach; Wisconsin + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Bildungsforschung; Pädagogische Forschung; Forschungsvorhaben; Doktorandenprogramm; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Philanthropismus; Programme evaluation; Programmevaluation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	Background/Context: At a time when educational research is recognized as capable of improving teaching and learning, it is under attack for falling short of this promise. Part of the solution lies in improving the preparation of educational researchers. Toward this goal, the UW-Madison School of Education (SOE) participated with the Spencer Foundation in developing a model program now called the Wisconsin-Spencer Doctoral Research Program. The program endeavored to educate selected students in interdisciplinary research and, as a result, indirectly affect the structure of doctoral education in participating departments. Purpose/Objective/Research Question/Focus of Study: The Spencer Foundation announced that its funding would end in 2007, requiring the SOE to make decisions about continuing the DRP and about doctoral education more generally. Therefore, the dean requested an extensive evaluation of the program's impact. The resulting study analyzed faculty members' and student fellows' assessments of the DRP's contribution to graduate education. Setting: Research was conducted at the University of Wisconsin-Madison. Population/Participants/Subjects: The study included three populations: SOE faculty members on campus in 2001-2002 (n = 85), fellows admitted to DRP in 1997-2001 (n = 46), and fellows who had received their PhDs (n = 9). Thirty-four percent of faculty, 85% of fellows, and 100% of graduates participated. Intervention/Program/Practice: The DRP's guiding principles were interdisciplinarity (literacy in/respect for diverse inquiry approaches), methodological rigor, theoretical orientation, concern with practice, and research experience. The program was implemented through key components: 4 years' funding for five fellows, professional expense funds, fall and spring proseminars, advanced research seminar, systematic training in methods/theory, mentor committee, annual progress reporting, participation in research, presentation of research, and community. Research Design: We evaluated the DRP's effectiveness in a case study approach that included both qualitative and quantitative data. Data Collection and Analysis: Data collection included surveys (with Likert, multiple-choice, and open-ended items) of faculty and fellows, and semistructured interviews of faculty with key roles in the program and fellows who had graduated. Findings/Results: The DRP was at least partially effective in achieving its goals. Students and faculty shared positive views of funding and the interdisciplinary focus, and there was some evidence of changes in departmental programs. Challenges included the top-down implementation approach taken in a faculty-governed institution and attempting to change departments with a student-focused program. Conclusions/Recommendations: This study raises questions about the DRP's development and implementation, but it concludes that the DRP provided a good educational experience for many fellows, changed some faculty members' beliefs, and acted as a catalyst and an opportunity to seriously consider graduate education for the 21st century. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10