Search results for: Scholarship
Page 1/1 5 items
Faculty as Mentors in Undergraduate Research, Scholarship, and Creative Work: Motivating and Inhibiting Factors
The purpose of this study was to examine faculty engagement in mentoring practices related to the training of undergraduate student researchers. Furthermore, the authors examine the perceived sources of support and barriers to such engagement. The findings reveal three primary supports and challenges. Faculty participants noted internal funds/compensation, student support, and other professional support as instrumental in influencing their decisions to engage as mentors in undergraduate research, scholarship, and creative work (URSCW). Conversely, time, inflexibility surrounding compensation, and lack of recognition were the primary challenges noted.
Updated: Oct. 03, 2017
Promoting Human Capital Development: A Typology of International Scholarship Programs in Higher Education
This article clarifies the availability and characteristics of international scholarship programs that are sponsored by national and federal governments worldwide and that are intended to promote student mobility. Utilizing descriptive and cluster analyses, the article produces a framework for organizing the population of these programs.
Updated: Jul. 23, 2014
Scholarships to Recruit the “Best and Brightest” Into Teaching: Who Is Recruited, Where Do They Teach, How Effective Are They, and How Long Do They Stay?
This article examines whether a popular innovation for increasing human capital in the teaching profession—competitive college scholarships for teachers— is effective. The authors show that one large and long-standing merit-based scholarship program (a) attracts teacher candidates who have high academic qualifications; and (b) yields graduates who teach lower performing students, although not as challenging as the students of other beginning teachers.
Updated: Sep. 11, 2013
The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools
This study explored the role of teacher education programs on the career paths of 38 Noyce scholarship recipients by using grounded theory. The 38 Noyce scholars completed teacher education programs across the United States. The study resulted in a model of the pathway to retention in high-need settings based on the scholars’ perceptions as reported in the interviews. The use of an inductive grounded theory approach indicated that teacher education played a role on the scholars’ career paths.
Updated: Mar. 19, 2013
The goal of this article is to establish a conceptual framework to support a scholarship that will provide well-articulated and examined models and tools to support the development of prospective and practicing teachers. The author concludes that advancing scholarship that capitalizes on the expertise and talent of faculty who not only understand but also skillfully enact the work of preparing teachers is vital to the progress of the field.
Updated: May. 28, 2012