Research Experiences of Doctoral Students and Publication After Graduation

Abstract

Graduates of a Special Education Program between 1975-1988 were surveyed to investigate research-related graduate experiences and rates of publication after graduation. Those students who published an article or presented a paper at a national conference published signficantly more after graduation. As expected, graduates who were employed in academic or research positions published significantly more than those in practitioner positions. Those who had research apprenticeships published significantly more than those who did not have such apprenticeships, regardless of whether they took a practitioner or academic/research position after graduation. Also, students who had research apprenticeships viewed their relationship to their faculty mentor differently than other students. Students' career goals or other variables may have affected the type of graduate program they experienced, thereby limiting our ability to draw causal relationships between graduate research experiences and later publication rates.

Translating, Research, Innovation, and Policy into Practice: Interdisciplinary Transition Leadership Training (MS #97.05)

“…A key component in the productivity of doctoral students after graduation is the availability of opportunities to apply skills as apprentices (Troup-Leasure, Eichelberger, & Zigmond, 1992). The program at Kent State involves translating transitional leadership skills learned from the classroom into action in a given area of transition.…”

L’effet de la division du travail sur la formation de nouveaux chercheurs

“…En vertu de ce choix, nous n'abordons pas les dimensions psychologiques, pédagogiques et institutionnelles de l'encadrement des étudiants aux études supérieures mais plutôt les dimensions organisationnelles. Les études peu nombreuses qui tentent d'expliquer l'issue des expériences d'études supé-rieures poursuivent généralement, en effet, des fins évaluatives et recherchent : -les facteurs de succès ou d'échec de l'expérience (Rhéaume, 1995;Holdaway, Deblois et Winchester, 1993;Baird, 1992;Troup-Leasure, Eichelberger et Zigmond, 1992;Bland et Schmitz, 1986;Hogan, 1964); -l'effet des structures des programmes, de leur organisation et de leur gestion et recommandent des améliorations (OCDE, 1995;Holdaway, 1994;Conseil des universités, 1993;Holdaway et al, 1993;Gregor et Jasmin, 1992;Bland et Schmitz, 1986).…”

An Apprenticeship Model to Recruit and Prepare Minority Students to Enter Special Education Doctoral Programs

“…They have received reinforcement for scholarly activities early in their careers, have acquired skills that will serve them throughout their professional lives, and have begun to identify areas of research upon which to build long-range research plans. As noted previously, graduates with research training are more likely to seek positions in academe than students who have not had such training (Troup-Leasure et al, 1992).…”

“…There is an additional need for leadership personnel in special education from diverse cultural and linguistic backgrounds to train teachers to meet The National Educational Goals 2000 (P. L. 103-227), to conduct research in competencies delineated in the National Goals, and to infuse those competencies into preservice special education teacher preparation programs. Furthermore, graduates with research training are more likely to seek positions in academe than students who have not had such training (Troup-Leasure, Eichelberger, & Zigmond, 1992). What is needed is a researchbased model for recruiting and preparing minority students to enter doctoral programs in special education with the explicit goal of becoming faculty members in institutions of higher education.…”

“…It should come as no surprise that students who have had only a cursory involvement in the culture of academe and little or no engagement in its most valued activities do not aspire to faculty positions. Students who participate as research apprentices are more likely to choose academic careers than those who do not participate in such a model (Troup-Leasure et al 1992). If we hope to recruit minority students into academic careers in special education, we must bring them into the fold early in their training and involve them in the socialization process of research and scholarly activity at a time when it is most likely to take hold.…”