Author: Shellie R. Hewitt
Publisher:
ISBN:
Category :
Languages : en
Pages : 341
Book Description
This qualitative case study was designed to investigate graduate assistantships at the University of Central Missouri (UCM). Specifically, the researcher sought to understand how assistantships prepare graduate students for real world practices, provide a place to perfect their leaned skills, and assist with professional goal attainment. Participants of this study included current graduate assistants, previous graduate assistants, university leadership, and supervisors of graduate assistants. The conceptual framework of this research study incorporated Kolb's (1984), Experiential Learning Theory. This theory was chosen because it gives credibility to the concept that graduate assistantships can enrich learning and professional development (Johns, 2001; Kolb, 1984). Data collection for this study consisted of individual interviews, a focus group and an online survey. Furthermore, data validity and reliability were enriched through strategies such as triangulation, adequate engagement in collection of data, member checking, and rich thick description (Creswell, 2014; Merriam & Tisdell, 2016; Seidman, 2013). Analysis of the data revealed topics such as professional development effectiveness, opportunities and experience, and the organizational value of graduate assistantships. This information provides concrete evidence pertaining to the benefits and value of graduate assistantships at UCM.
A Qualitative Case Study of Graduate Assistantship Experiences at the University of Central Missouri
Author: Shellie R. Hewitt
Publisher:
ISBN:
Category :
Languages : en
Pages : 341
Book Description
This qualitative case study was designed to investigate graduate assistantships at the University of Central Missouri (UCM). Specifically, the researcher sought to understand how assistantships prepare graduate students for real world practices, provide a place to perfect their leaned skills, and assist with professional goal attainment. Participants of this study included current graduate assistants, previous graduate assistants, university leadership, and supervisors of graduate assistants. The conceptual framework of this research study incorporated Kolb's (1984), Experiential Learning Theory. This theory was chosen because it gives credibility to the concept that graduate assistantships can enrich learning and professional development (Johns, 2001; Kolb, 1984). Data collection for this study consisted of individual interviews, a focus group and an online survey. Furthermore, data validity and reliability were enriched through strategies such as triangulation, adequate engagement in collection of data, member checking, and rich thick description (Creswell, 2014; Merriam & Tisdell, 2016; Seidman, 2013). Analysis of the data revealed topics such as professional development effectiveness, opportunities and experience, and the organizational value of graduate assistantships. This information provides concrete evidence pertaining to the benefits and value of graduate assistantships at UCM.
Publisher:
ISBN:
Category :
Languages : en
Pages : 341
Book Description
This qualitative case study was designed to investigate graduate assistantships at the University of Central Missouri (UCM). Specifically, the researcher sought to understand how assistantships prepare graduate students for real world practices, provide a place to perfect their leaned skills, and assist with professional goal attainment. Participants of this study included current graduate assistants, previous graduate assistants, university leadership, and supervisors of graduate assistants. The conceptual framework of this research study incorporated Kolb's (1984), Experiential Learning Theory. This theory was chosen because it gives credibility to the concept that graduate assistantships can enrich learning and professional development (Johns, 2001; Kolb, 1984). Data collection for this study consisted of individual interviews, a focus group and an online survey. Furthermore, data validity and reliability were enriched through strategies such as triangulation, adequate engagement in collection of data, member checking, and rich thick description (Creswell, 2014; Merriam & Tisdell, 2016; Seidman, 2013). Analysis of the data revealed topics such as professional development effectiveness, opportunities and experience, and the organizational value of graduate assistantships. This information provides concrete evidence pertaining to the benefits and value of graduate assistantships at UCM.
The Impact of Graduate Assistantships on the Preparation of Early Career Student Affairs Professionals
Author: Mary L. Skinner
Publisher:
ISBN:
Category :
Languages : en
Pages : 248
Book Description
This qualitative case study explored the graduate assistantship experiences of early career master's prepared student affairs professionals and examined the role these assistantships played in the preparation for their current position. The study included 10 participants who had all graduated with a master's in higher education within the past 5 years, had participated in a graduate assistantship within student affairs, and worked full-time within a student affairs department at the time of the study. Each participant took part in a one-on-one interview that was recorded, transcribed, and reviewed for themes. I followed Braun and Clarke's (2012) six-phase approach to thematic analysis to reveal eight themes: (1) Generalist Approach of the Academic Program; (2) Relationships with Faculty; (3) Value of Internships; (4) Graduate Assistants being Treated as Professionals; (5) Departments Allowing Graduate Assistants Autonomy; (6) Meaningful Connection Between the Program and the Assistantship; (7) Value of Skills from Graduate Assistantship; and (8) Significance of Professional Development. The findings showed that there was a meaningful connection between the academic program and the graduate assistantship; however, the transfer of knowledge was mostly limited to the student development theory and the legal perspectives courses. The study participants perceived internships as one of the most valuable parts of the academic program that gave them the opportunity to explore and gain skills in different student affairs areas outside of their assistantship. Professional development also proved to be significant for the participants not only for developing skills but also for building networks and support systems. Finally, the study participants identified keystone projects and experiences that allowed them to show autonomy and take ownership as the most vital aspects of their assistantships. These opportunities gave them confidence in themselves and had a positive outcome on their transition to a full-time position. The recommendations for future research and practice highlighted the importance of building a strong collaboration between the academic program and the graduate assistantships, developing a consistent and cohesive training for graduate assistants across student affairs departments, and allowing more autonomy and ownership in the assistantship experiences.
Publisher:
ISBN:
Category :
Languages : en
Pages : 248
Book Description
This qualitative case study explored the graduate assistantship experiences of early career master's prepared student affairs professionals and examined the role these assistantships played in the preparation for their current position. The study included 10 participants who had all graduated with a master's in higher education within the past 5 years, had participated in a graduate assistantship within student affairs, and worked full-time within a student affairs department at the time of the study. Each participant took part in a one-on-one interview that was recorded, transcribed, and reviewed for themes. I followed Braun and Clarke's (2012) six-phase approach to thematic analysis to reveal eight themes: (1) Generalist Approach of the Academic Program; (2) Relationships with Faculty; (3) Value of Internships; (4) Graduate Assistants being Treated as Professionals; (5) Departments Allowing Graduate Assistants Autonomy; (6) Meaningful Connection Between the Program and the Assistantship; (7) Value of Skills from Graduate Assistantship; and (8) Significance of Professional Development. The findings showed that there was a meaningful connection between the academic program and the graduate assistantship; however, the transfer of knowledge was mostly limited to the student development theory and the legal perspectives courses. The study participants perceived internships as one of the most valuable parts of the academic program that gave them the opportunity to explore and gain skills in different student affairs areas outside of their assistantship. Professional development also proved to be significant for the participants not only for developing skills but also for building networks and support systems. Finally, the study participants identified keystone projects and experiences that allowed them to show autonomy and take ownership as the most vital aspects of their assistantships. These opportunities gave them confidence in themselves and had a positive outcome on their transition to a full-time position. The recommendations for future research and practice highlighted the importance of building a strong collaboration between the academic program and the graduate assistantships, developing a consistent and cohesive training for graduate assistants across student affairs departments, and allowing more autonomy and ownership in the assistantship experiences.
A Case Study of Doctoral Research Assistantships
Author: Ewelina Niemczyk
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Cases on Building Quality Distance Delivery Programs: Strategies and Experiences
Author: Huffman, Stephanie
Publisher: IGI Global
ISBN: 1609601130
Category : Education
Languages : en
Pages : 349
Book Description
"This book targets pressing needs in distance education by connecting theory and practice, addressing emerging leadership issues, and identifying best practices in teaching and learning"--Provided by publisher.
Publisher: IGI Global
ISBN: 1609601130
Category : Education
Languages : en
Pages : 349
Book Description
"This book targets pressing needs in distance education by connecting theory and practice, addressing emerging leadership issues, and identifying best practices in teaching and learning"--Provided by publisher.
Bilingualism for All?
Author: Nelson Flores
Publisher: Multilingual Matters
ISBN: 1800410069
Category : Language Arts & Disciplines
Languages : en
Pages : 238
Book Description
It is common for scholarly and mainstream discourses on dual language education in the US to frame these programs as inherently socially transformative and to see their proliferation in recent years as a natural means of developing more anti-racist spaces in public schools. In contrast, this book adopts a raciolinguistic perspective that points to the contradictory role that these programs play in both reproducing and challenging racial hierarchies. The book includes 11 chapters that adopt a range of methodological techniques (qualitative, quantitative and textual), disciplinary perspectives (linguistics, sociology and anthropology) and language foci (Spanish, Hebrew and Korean) to examine the ways that dual language education programs in the US often reinforce the racial inequities that they purport to challenge.
Publisher: Multilingual Matters
ISBN: 1800410069
Category : Language Arts & Disciplines
Languages : en
Pages : 238
Book Description
It is common for scholarly and mainstream discourses on dual language education in the US to frame these programs as inherently socially transformative and to see their proliferation in recent years as a natural means of developing more anti-racist spaces in public schools. In contrast, this book adopts a raciolinguistic perspective that points to the contradictory role that these programs play in both reproducing and challenging racial hierarchies. The book includes 11 chapters that adopt a range of methodological techniques (qualitative, quantitative and textual), disciplinary perspectives (linguistics, sociology and anthropology) and language foci (Spanish, Hebrew and Korean) to examine the ways that dual language education programs in the US often reinforce the racial inequities that they purport to challenge.
Perspectives
Author:
Publisher:
ISBN:
Category : Historians
Languages : en
Pages : 652
Book Description
Publisher:
ISBN:
Category : Historians
Languages : en
Pages : 652
Book Description
Resources in Education
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
Book Description
Spectra
Author:
Publisher:
ISBN:
Category : Speech
Languages : en
Pages : 382
Book Description
Publisher:
ISBN:
Category : Speech
Languages : en
Pages : 382
Book Description
Research and Highlights
Author: Argonne National Laboratory
Publisher:
ISBN:
Category : Nuclear energy
Languages : en
Pages : 60
Book Description
Publisher:
ISBN:
Category : Nuclear energy
Languages : en
Pages : 60
Book Description
American Doctoral Dissertations
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description