Hardcover £37.95 (ISBN: 9781475803655) Paperback £22.95 (ISBN: 9781475803730) Reviewed by James E... more Hardcover £37.95 (ISBN: 9781475803655) Paperback £22.95 (ISBN: 9781475803730) Reviewed by James E. McCubbin This book provides the potential doctoral student with an extensive and thorough guide regarding all aspects of the doctoral journey. There have been numerous books, websites, and articles written about how to be successful at the graduate and doctoral levels, most notably Susan Gardner's (2009) book The Development of Doctoral Students. However, this book contains a synthesis of the issues facing potential and current doctoral students, an examination of the current research on doctoral student persistence, and offers advice and strategies to help students demonstrate persistence in their doctoral studies. The book contains twenty chapters and is broken down into five different sections: (a) The Entry Stage, (b) The Knowledge and Skill Development Stage, (c) The Consolidation Stage, (d) The Research and Scholarship Stage, and (e) The Completion Stage. Each section contain...
This Article is brought to you for free and open access by the School of Education at DigitalComm... more This Article is brought to you for free and open access by the School of Education at DigitalCommons@Liberty University. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of DigitalCommons@Liberty University. For more information, please contact
Research has extensively provided insight regarding best practices for designing distance learnin... more Research has extensively provided insight regarding best practices for designing distance learning courses at U.S. institutions of higher education. However, with the increase in course offerings to students abroad and with the documented challenges that international students enrolled in U.S. courses face, it is important to consider whether current frameworks for course design support the needs of international learners. Unfortunately, little research exists that examines this facet of culturally responsive course design and development. This chapter presents what is currently understood regarding international learners enrolled in U.S. courses, an overview of the most widely utilized frameworks for course design in the U.S. context, what preliminary research suggests regarding support for international learners, and practical implications and areas in need of further exploration.
Multivariate statistical analyses were used to determine if differences existed between how men a... more Multivariate statistical analyses were used to determine if differences existed between how men and women enrolled in distance education and residential doctorate of education programs in the United States managed and negotiated their family and academic lives. Results provided evidence that distance education students ( n = 106) reported having lower academic-family satisfaction and functioning, more interference between the academic and family domains, and more impermeable boundaries between the domains than their residential peers ( n = 71). Moreover, women ( n = 126) in comparison to men ( n = 51) reported poorer academic-family balance and the desire to set more rigid boundaries between their academic and family domains.
Research indicates academic integration and social integration are predictors of doctoral student... more Research indicates academic integration and social integration are predictors of doctoral student persistence at any program stage. However, researchers have not defined, operationalized, and measured academic or social integration consistently. Further, no instruments exist that specifically measure both academic and social integration of doctoral students in distance programs. The purpose of this research was to define distance doctoral program integration, and in turn, develop and analyze the structure, validity, and reliability of the Distance Doctoral Program Integration Scale. Instrument development followed a multi-step process including expert review, pilot test, and exploratory factor analysis. Instrument reliability was assessed using Cronbach’s alpha and test-retest. The results indicated a three-factor structure (i.e., faculty integration, student integration, and curriculum integration) . The 32-item instrument is valid and reliable, measuring program integration of doc...
This predictive correlational study examines to what extent the constructs of the Theory of Plann... more This predictive correlational study examines to what extent the constructs of the Theory of Planned Behavior and program factors (i.e., classification and program of study) can predict preservice teachers' intention to use technology-enabled learning (TEL), a student-centered approach to technology integration as a cognitive tool. A survey was distributed to preservice teachers enrolled in a college of education at a midsize, public teaching university. The findings of this study cohere with and extend previous research regarding preservice teachers' intention to use technology, which suggested positive attitudes toward technology and a strong sense of personal control over the decision to use technology contribute to intention to use technology. The results demonstrated that program and theoretical variables predicted preservice teachers' intention to use TEL.
Variables associated with doctoral attrition and distance education attrition are academic, socia... more Variables associated with doctoral attrition and distance education attrition are academic, social, and emotional. Thus, methods chosen to support doctoral students in the doctoral journey, and more specifically, the dissertation process, should take into account doctoral students needs on both an academic and social/ emotional level. This article examines the use of a collaborative technology, Microsoft Office SharePoint, and its ability to support distance doctoral candidates both socially and academically in the dissertation process in comparison with traditional dissertation facilitation methods.
Research indicates that peer mentoring is an effective solution for building ethnic and racial mi... more Research indicates that peer mentoring is an effective solution for building ethnic and racial minority women’s self-efficacy to persist in STEM degrees and careers. What is not known, however, is how to design a training program grounded in learning theory to build mentoring knowledge, skills, and self-efficacy in underrepresented populations in Historically Black Colleges and Universities (HBCU). This instructional design case fulfills that gap by presenting details of design challenges and decisions made while developing an eight-week online training program for both mentors and mentees participating in a STEM peer mentoring program at two HBCUs. This design case is a second iteration of the training program following an initial pilot study. Stakeholder feedback, along with a conceptual framework, including Tinto’s Institutional Departure Model and Bandura’s Theory of Self-Efficacy, guided the design work.
To address the persistent underrepresentation of women and racial and ethnic minorities in STEM, ... more To address the persistent underrepresentation of women and racial and ethnic minorities in STEM, the current study utilized a quasi-experimental posttest waitlist control group approach to examine the effect of a 1-year virtual peer mentoring program on the academic, professional, and psychosocial outcomes of graduate mentors and undergraduate mentees enrolled in STEM degree programs at two historically black institutions. The findings demonstrated that mentors and mentees participating in the mentoring program experienced increased levels of community, STEM achievement, career self-efficacy , and intent to persist in STEM degrees and careers. Mentors experienced increased interest in science, engineering, and technology, and mentees experienced increased interest in science, engineering, and mathematics. The implications of the program, especially among women and racial and ethnic minorities enrolled in historically black institutions , are discussed, as well as suggestions for future study.
International Journal of Mentoring and Coaching in Education
PurposeWhile previous research has examined the effectiveness of peer mentoring from the mentee&#... more PurposeWhile previous research has examined the effectiveness of peer mentoring from the mentee's perspective, more research is needed to uncover how and why the interplay of the peer-mentoring relationship in a virtual format, especially for racial and ethnic minority (REM) women in historically Black colleges and universities (HBCUs) seeking a science, technology, engineering and mathematics (STEM) degree, impacts STEM success. This study seeks to address weaknesses in the mentoring literature by presenting a thorough and thick description of the peer mentoring experience for REM women in HBCU pursuing STEM degrees.Design/methodology/approachA multi-site case study approach (Yin, 2014) was employed to explore to what extent, if at all, and how did participating in the virtual STEM peer-mentoring experience influence peer mentees' STEM beliefs, interests, skills and behaviors.FindingsFindings demonstrated that the experiences of undergraduate REM women mentees supported eng...
International Journal of Mentoring and Coaching in Education
PurposeThe unequitable representation among genders in science, technology, engineering and mathe... more PurposeThe unequitable representation among genders in science, technology, engineering and mathematics (STEM) degrees and careers remains a persisting challenge. Peer mentoring has been cited as one method for supporting women and racial and ethnic minorities in becoming interested in, experiencing self-efficacy in and persisting in STEM. The current study was undertaken to explore how and in what ways peer mentors' participation in the program (namely, the mentoring experience) influenced their STEM self-efficacy beliefs, interests, skills and behaviors, including their intent to persist and actual persistence in STEM.Design/methodology/approachUsing a multisite case study design, the current study implemented a blended peer mentoring program at two historically black institutions.FindingsThe experience in the peer mentoring process increased mentors' self-efficacy, career interest, perceived mentoring skill development in most areas and intent to persist in STEM. Evidence...
Abstract The purpose of this study was to review the development and evolution of the Dimensions ... more Abstract The purpose of this study was to review the development and evolution of the Dimensions of Attitudes toward Science Instrument (DAS), translate the DAS into English, and examine its psychometric properties with a U.S. sample of pre-service and in-service elementary educators. After translation and expert review, the DAS was administered to a sample of 300 U.S. in-service and pre-service teachers. Confirmatory factor analysis and fit indices values supported a seven-factor theoretical model. The entire DAS was found to have good internal consistency. This study confirmed the DAS is a valid instrument for a U.S., English-speaking elementary education teacher population.
Purpose The purpose of this paper is to develop and validate the scholar–practitioner research de... more Purpose The purpose of this paper is to develop and validate the scholar–practitioner research development scale (SPRDS), an instrument to assess research competencies of students enrolled in professional doctoral programs. Design/methodology/approach In this instrument development study, an expert panel established the content valid. A factor analysis and internal consistency analysis was used to examine the validity and reliability of the instrument. Findings An expert panel deemed the scale as content valid. Results of a factor analysis and internal consistency analysis demonstrated that the scale is both valid and reliable, consisting of five subscales. Research limitations/implications The current study provides evidence that the scholar–SPRDS is a valid and reliable instrument to assess research characteristics professional doctorate students’ research competencies, which can be used to extend research on the development of doctoral students in professional doctorate programs....
Hardcover £37.95 (ISBN: 9781475803655) Paperback £22.95 (ISBN: 9781475803730) Reviewed by James E... more Hardcover £37.95 (ISBN: 9781475803655) Paperback £22.95 (ISBN: 9781475803730) Reviewed by James E. McCubbin This book provides the potential doctoral student with an extensive and thorough guide regarding all aspects of the doctoral journey. There have been numerous books, websites, and articles written about how to be successful at the graduate and doctoral levels, most notably Susan Gardner's (2009) book The Development of Doctoral Students. However, this book contains a synthesis of the issues facing potential and current doctoral students, an examination of the current research on doctoral student persistence, and offers advice and strategies to help students demonstrate persistence in their doctoral studies. The book contains twenty chapters and is broken down into five different sections: (a) The Entry Stage, (b) The Knowledge and Skill Development Stage, (c) The Consolidation Stage, (d) The Research and Scholarship Stage, and (e) The Completion Stage. Each section contain...
This Article is brought to you for free and open access by the School of Education at DigitalComm... more This Article is brought to you for free and open access by the School of Education at DigitalCommons@Liberty University. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of DigitalCommons@Liberty University. For more information, please contact
Research has extensively provided insight regarding best practices for designing distance learnin... more Research has extensively provided insight regarding best practices for designing distance learning courses at U.S. institutions of higher education. However, with the increase in course offerings to students abroad and with the documented challenges that international students enrolled in U.S. courses face, it is important to consider whether current frameworks for course design support the needs of international learners. Unfortunately, little research exists that examines this facet of culturally responsive course design and development. This chapter presents what is currently understood regarding international learners enrolled in U.S. courses, an overview of the most widely utilized frameworks for course design in the U.S. context, what preliminary research suggests regarding support for international learners, and practical implications and areas in need of further exploration.
Multivariate statistical analyses were used to determine if differences existed between how men a... more Multivariate statistical analyses were used to determine if differences existed between how men and women enrolled in distance education and residential doctorate of education programs in the United States managed and negotiated their family and academic lives. Results provided evidence that distance education students ( n = 106) reported having lower academic-family satisfaction and functioning, more interference between the academic and family domains, and more impermeable boundaries between the domains than their residential peers ( n = 71). Moreover, women ( n = 126) in comparison to men ( n = 51) reported poorer academic-family balance and the desire to set more rigid boundaries between their academic and family domains.
Research indicates academic integration and social integration are predictors of doctoral student... more Research indicates academic integration and social integration are predictors of doctoral student persistence at any program stage. However, researchers have not defined, operationalized, and measured academic or social integration consistently. Further, no instruments exist that specifically measure both academic and social integration of doctoral students in distance programs. The purpose of this research was to define distance doctoral program integration, and in turn, develop and analyze the structure, validity, and reliability of the Distance Doctoral Program Integration Scale. Instrument development followed a multi-step process including expert review, pilot test, and exploratory factor analysis. Instrument reliability was assessed using Cronbach’s alpha and test-retest. The results indicated a three-factor structure (i.e., faculty integration, student integration, and curriculum integration) . The 32-item instrument is valid and reliable, measuring program integration of doc...
This predictive correlational study examines to what extent the constructs of the Theory of Plann... more This predictive correlational study examines to what extent the constructs of the Theory of Planned Behavior and program factors (i.e., classification and program of study) can predict preservice teachers' intention to use technology-enabled learning (TEL), a student-centered approach to technology integration as a cognitive tool. A survey was distributed to preservice teachers enrolled in a college of education at a midsize, public teaching university. The findings of this study cohere with and extend previous research regarding preservice teachers' intention to use technology, which suggested positive attitudes toward technology and a strong sense of personal control over the decision to use technology contribute to intention to use technology. The results demonstrated that program and theoretical variables predicted preservice teachers' intention to use TEL.
Variables associated with doctoral attrition and distance education attrition are academic, socia... more Variables associated with doctoral attrition and distance education attrition are academic, social, and emotional. Thus, methods chosen to support doctoral students in the doctoral journey, and more specifically, the dissertation process, should take into account doctoral students needs on both an academic and social/ emotional level. This article examines the use of a collaborative technology, Microsoft Office SharePoint, and its ability to support distance doctoral candidates both socially and academically in the dissertation process in comparison with traditional dissertation facilitation methods.
Research indicates that peer mentoring is an effective solution for building ethnic and racial mi... more Research indicates that peer mentoring is an effective solution for building ethnic and racial minority women’s self-efficacy to persist in STEM degrees and careers. What is not known, however, is how to design a training program grounded in learning theory to build mentoring knowledge, skills, and self-efficacy in underrepresented populations in Historically Black Colleges and Universities (HBCU). This instructional design case fulfills that gap by presenting details of design challenges and decisions made while developing an eight-week online training program for both mentors and mentees participating in a STEM peer mentoring program at two HBCUs. This design case is a second iteration of the training program following an initial pilot study. Stakeholder feedback, along with a conceptual framework, including Tinto’s Institutional Departure Model and Bandura’s Theory of Self-Efficacy, guided the design work.
To address the persistent underrepresentation of women and racial and ethnic minorities in STEM, ... more To address the persistent underrepresentation of women and racial and ethnic minorities in STEM, the current study utilized a quasi-experimental posttest waitlist control group approach to examine the effect of a 1-year virtual peer mentoring program on the academic, professional, and psychosocial outcomes of graduate mentors and undergraduate mentees enrolled in STEM degree programs at two historically black institutions. The findings demonstrated that mentors and mentees participating in the mentoring program experienced increased levels of community, STEM achievement, career self-efficacy , and intent to persist in STEM degrees and careers. Mentors experienced increased interest in science, engineering, and technology, and mentees experienced increased interest in science, engineering, and mathematics. The implications of the program, especially among women and racial and ethnic minorities enrolled in historically black institutions , are discussed, as well as suggestions for future study.
International Journal of Mentoring and Coaching in Education
PurposeWhile previous research has examined the effectiveness of peer mentoring from the mentee&#... more PurposeWhile previous research has examined the effectiveness of peer mentoring from the mentee's perspective, more research is needed to uncover how and why the interplay of the peer-mentoring relationship in a virtual format, especially for racial and ethnic minority (REM) women in historically Black colleges and universities (HBCUs) seeking a science, technology, engineering and mathematics (STEM) degree, impacts STEM success. This study seeks to address weaknesses in the mentoring literature by presenting a thorough and thick description of the peer mentoring experience for REM women in HBCU pursuing STEM degrees.Design/methodology/approachA multi-site case study approach (Yin, 2014) was employed to explore to what extent, if at all, and how did participating in the virtual STEM peer-mentoring experience influence peer mentees' STEM beliefs, interests, skills and behaviors.FindingsFindings demonstrated that the experiences of undergraduate REM women mentees supported eng...
International Journal of Mentoring and Coaching in Education
PurposeThe unequitable representation among genders in science, technology, engineering and mathe... more PurposeThe unequitable representation among genders in science, technology, engineering and mathematics (STEM) degrees and careers remains a persisting challenge. Peer mentoring has been cited as one method for supporting women and racial and ethnic minorities in becoming interested in, experiencing self-efficacy in and persisting in STEM. The current study was undertaken to explore how and in what ways peer mentors' participation in the program (namely, the mentoring experience) influenced their STEM self-efficacy beliefs, interests, skills and behaviors, including their intent to persist and actual persistence in STEM.Design/methodology/approachUsing a multisite case study design, the current study implemented a blended peer mentoring program at two historically black institutions.FindingsThe experience in the peer mentoring process increased mentors' self-efficacy, career interest, perceived mentoring skill development in most areas and intent to persist in STEM. Evidence...
Abstract The purpose of this study was to review the development and evolution of the Dimensions ... more Abstract The purpose of this study was to review the development and evolution of the Dimensions of Attitudes toward Science Instrument (DAS), translate the DAS into English, and examine its psychometric properties with a U.S. sample of pre-service and in-service elementary educators. After translation and expert review, the DAS was administered to a sample of 300 U.S. in-service and pre-service teachers. Confirmatory factor analysis and fit indices values supported a seven-factor theoretical model. The entire DAS was found to have good internal consistency. This study confirmed the DAS is a valid instrument for a U.S., English-speaking elementary education teacher population.
Purpose The purpose of this paper is to develop and validate the scholar–practitioner research de... more Purpose The purpose of this paper is to develop and validate the scholar–practitioner research development scale (SPRDS), an instrument to assess research competencies of students enrolled in professional doctoral programs. Design/methodology/approach In this instrument development study, an expert panel established the content valid. A factor analysis and internal consistency analysis was used to examine the validity and reliability of the instrument. Findings An expert panel deemed the scale as content valid. Results of a factor analysis and internal consistency analysis demonstrated that the scale is both valid and reliable, consisting of five subscales. Research limitations/implications The current study provides evidence that the scholar–SPRDS is a valid and reliable instrument to assess research characteristics professional doctorate students’ research competencies, which can be used to extend research on the development of doctoral students in professional doctorate programs....
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