Evaluation of the University of Tennessee Pre-Doctoral Training Program Designed to Increase Participation of Women and Minorities in Educational Research.

Autor/inn/en	Jozwiak, Wilma W.; und weitere
Titel	Evaluation of the University of Tennessee Pre-Doctoral Training Program Designed to Increase Participation of Women and Minorities in Educational Research.
Quelle	(1981), (18 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Doctoral Programs; Educational Research; Employment Potential; Females; Higher Education; Interprofessional Relationship; Mentors; Minority Groups; Productivity; Professional Development; Program Evaluation; Public Speaking; Research Proposals; Research Skills; Scholarship; Self Evaluation (Individuals); Student Experience; Student Teacher Relationship; Training Objectives; Womens Education + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Bildungsforschung; Pädagogische Forschung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Produktivität; Programme evaluation; Programmevaluation; Vortrag; Forschungsgegenstand; Forschungsleistung; Scholarships; Stipendium; Studienerfahrung; Training objectiv; Ausbildungsziel; Trainingsziel; 'Women''s education'; Frauenbildung
Abstract	The University of Tennessee Knoxville's (UTK) predoctoral training program, which is designed to increase the participation of women and minorities in educational research, is described. The program consists of six student associates (second-year doctoral in education and home economics), six field associates (individuals with doctorates who are employed in leadership positions in education in Tennessee), six faculty associates (assistant professors at UTK who need recognition of their research for promotion and tenure purposes), and six faculty mentors (faculty at UTK with established reputations as regional leaders in educational research). The following project objectives are considered: developing student associates' research skills; increasing student associates' research involvement; increasing student associates' visibility among practitioners in educational research and development; building and extending supportive networks among women and minorities in educational research; and enhancing student associates' employability in research-related jobs. The six student associates administered their own National Institute of Education grant and program evaluation as part of their training in research. Assisted by a consultant, they designed and administered instruments to provide formative and summative evaluation of four program objectives. It is suggested that project experiences in research did increase students' research productivity and self-assessments of their research skills. Several research proposals were written and funded. Each student presented at least two papers at regional or national meetings; each wrote an article for submission to a journal. One student sought employment and acquired a job in educational research. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC