Educational trajectories of graduate students in physics education research

Dusen, Ben Van; Barthelemy, Ramón S.; Henderson, Charles

doi:10.1103/physrevstper.10.020106

Cited by 9 publications

(5 citation statements)

References 6 publications

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“…На современном этапе сложился опыт лонгитюдных исследований профессиональных ориентаций молодежи во всех ведущих университетах мира [6][7][8][9][10][11][12]. Такой опыт уже имеется и у российских вузов.…”

Section: профессионально-образовательные ориентации молодежи как фактunclassified

Youth’s Professional and Educational Orientations as a Factor of Social and Labour Relations

Istomina¹

2019

Pedagogy. Theory & Practice

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В статье анализируются проблемы регуляции профессионально-образовательных ориентаций молодежи как фактора социально-трудовых отношений и безработицы в регионе. Объектом данного исследования являются критерии выбора образовательных и профессиональных траекторий в общем объеме социальных стратегий молодежи. Автором дается обоснование внедрения системы мониторинга вовлечения молодежи в трудовые отношения с целью решения проблем кадрового обеспечения, сохранения экономического, демографического, социокультурного здоровья регионов. Адрес статьи: www.

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Section: профессионально-образовательные ориентации молодежи как фактunclassified

Youth’s Professional and Educational Orientations as a Factor of Social and Labour Relations

Istomina¹

2019

Pedagogy. Theory & Practice

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“…PER postdocs have doctoral degrees in traditional physics, PER, or a social science (e.g., psychology). They enter the field at different points, often during graduate school, but some also do enter PER in their postdoctoral position [7]. Further complicating the situation, PER doctoral students can earn degrees from either physics departments or schools or colleges of education [8].…”

Section: A Postdoctoral Researchersmentioning

confidence: 99%

Experiences of postdocs and principal investigators in physics education research postdoc hiring

Knaub

Jariwala

Henderson

et al. 2018

Phys. Rev. Phys. Educ. Res.

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Postdoc positions, intended to be advanced or continued research training in a field, are a part of the physics education research (PER) enterprise yet little is known about them. PER postdocs differ from their traditional physics counterparts in that they may have different education and research experiences. This study examined the types of postdoc positions available as well as what hiring is like. To determine the types of postdoc positions available, we used the advertisements posted in PERJobs blog. To learn more about hiring practices, interviews were conducted with both principal investigators (PIs) and current and former postdocs. Results show that many PER postdoc positions have been available since 2008, with many of these advertisements indicating that the PI will consider hiring someone with a physics or a PER or science, technology, engineering, or mathematics education background. The interviews indicate that there is no typical way for hiring PER postdocs. Some aspects that PIs consider include the background of the candidates and how well the candidates fit in with the group. Postdocs likewise consider whether they like the research group when accepting offers. For both, having ties to the PER community is important for hiring. Overall, PIs and postdocs have been satisfied. Postdocs who were originally in traditional physics have felt that being a PER postdoc has allowed them to transition to PER. In giving advice, both PIs and postdocs reiterate the importance of connecting to the community, evaluating the postdoc position as a stepping stone in the career trajectory, and holistically considering candidates.

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“…26,27 As a member of the program, the teacher aided in researching her own classroom practices in addition to performing her own action research projects. 23 Because of the class' participation in this program, the classroom was outfitted with enough iPads to have one for every student, a technological affordance which dramatically changed classroom practice 28 .…”

Section: Contextmentioning

confidence: 99%

iPad Screencasts as Evidence of Accountable Disciplinary Knowledge

Sayre¹,

Fracchiolla²,

Dusen³

2016

Preprint

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We define knowledge as facts, information, and skills acquired by a person through experience or education. In turn, Disciplinary Knowledge is the knowledge related to a specific field or discipline, such as physics. Accountable Disciplinary Knowledge (ADK) is "what counts" as important to a community or discipline: the kinds of activities that participants engage in, the problems they value and solve, and methods for solving those problems 1 . Because ADK is determined on a community basis, the details of "what counts" will vary with the norms and expectations of the community. In this paper, we use the ADK framework to investigate "what counts" as solving problems well in a high school physics classroom from the perspective of the students.

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Educational trajectories of graduate students in physics education research

Cited by 9 publications

References 6 publications

Youth’s Professional and Educational Orientations as a Factor of Social and Labour Relations

Youth’s Professional and Educational Orientations as a Factor of Social and Labour Relations

Experiences of postdocs and principal investigators in physics education research postdoc hiring

iPad Screencasts as Evidence of Accountable Disciplinary Knowledge

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