Search results for: Educational researchers

Page 2/2 14 items
11
Identity Development and Mentoring in Doctoral Education
Authors: Hall Leigh A., Burns Leslie D.
In this article, the authors use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people and professionals in addition to learning specific skills; however, the success or marginalization that students experience may depend on the extent to which they attempt to enact identities that are valued by their mentors.
Published: 2009
Updated: May. 25, 2009
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Mentoring Trainee Teachers: How Can Mentors Use Research?
Authors: Cain Tim
The review examines ways in which the mentors of trainee teachers can use research as a means of questioning, understanding and improving their own practices. The first part presents an overview of empirical and theoretical research into mentoring relationships. The second part presents four ways in which mentors might engage with the literature.
Published: 2009
Updated: May. 04, 2009
13
On Becoming Educational Researchers: The Importance of Cogenerative Mentoring
Authors: Harris Judith B., Freeman Tamara L., Aerni Pamela W.
The aim of this reflexive action inquiry was to examine the perceived authenticity (or lack thereof) of doctoral-level research methods instruction. The study's results show how and why cogenerative mentoring - as distinct from cogenerative work - goes beyond typical experiences in research methods courses, assistantships and even dissertation work.
Published: 2009
Updated: Apr. 30, 2009
14
Children's lost voices: ethical issues in relation to undertaking collaborative, practice-based projects involving schools and the wider community.
Authors: Jones Marion, Stanley Grant
The growing emphasis on teachers as 'reflective' and 'expert practitioners' has led to a noticeable increase in action research involving a wide range of educational practitioners as well as professionals from the academic community. In the light of the complex demands frequently faced by action researchers, this article examines the ethical considerations involved in conducting a collaborative action research project which is concerned with children's experiences of transition from Key Stage 2 to Key Stage 3.
Published: 2008
Updated: Apr. 01, 2008