Science educators' perceptions of the graduate preparation programs of science teachers in 1979

1980 ◽  
Vol 17 (6) ◽  
pp. 529-536 ◽  
Author(s):  
David P. Butts ◽  
Robert Yager
Keyword(s):  
Science Teachers ◽  
Preparation Programs ◽  
Graduate Preparation ◽  
Science Educators ◽  
Graduate Preparation Programs

Experiences with Diversity in the Curriculum: Implications for Graduate Programs and Student Affairs Practice

NASPA Journal ◽  
2007 ◽  
Vol 44 (1) ◽  
Author(s):  
Joy Gaston Gayles ◽  
Bridget T Kelly
Keyword(s):  
Student Affairs ◽  
Focus Group Interviews ◽  
Diversity Courses ◽  
Preparation Programs ◽  
Student Affairs Practitioners ◽  
Graduate Preparation ◽  
Theory To Practice ◽  
Diversity Issues ◽  
Group Interviews ◽  
Graduate Preparation Programs

The purpose of this study was to assess individuals’ perceptions of and experiences with diversity in the curriculum of graduate preparation programs in student affairs. We were particularly interested in how diversity is incorporated into the curriculum and how individuals have been able to apply what they learned about diversity issues to student affairs practice. Using focus group interviews, data were collected from graduate students and student affairs practitioners. Three major themes that focus on requiring diversity in the curriculum, what should be included in diversity courses, and effective ways of linking theory to practice are discussed.

scholarly journals A Conceptual Model of Professional Socialization within Student Affairs Graduate Preparation Programs

10.28945/2344 ◽  
2016 ◽  
Vol 1 ◽  
pp. 035-052 ◽  
Author(s):  
Rosemary J Perez
Keyword(s):  
Student Affairs ◽  
Conceptual Model ◽  
Doctoral Students ◽  
Professional Socialization ◽  
Full Time ◽  
Theoretical Frameworks ◽  
Preparation Programs ◽  
Graduate Preparation ◽  
Self Authorship ◽  
Graduate Preparation Programs

Prior research exploring professional socialization in student affairs has been grounded in models that do not fully capture the distinct features of the field. Moreover, these studies have primarily focused on the transition into full-time work positions, and they have captured what happens to new professionals rather than how individuals understand their socialization experiences. With these gaps in mind, this conceptual paper presents a new model of professional socialization in student affairs graduate preparation programs that draws upon literature in the helping professions (i.e., nursing, social work), research on doctoral students and pre-tenure faculty, and the theoretical frameworks of sensemaking and self-authorship to highlight the dynamic relationship between individuals and organizations during the socialization process. Specifically, this model attempts to illuminate the cognitive mechanisms that undergird how individuals interpret their professional socialization. In doing so, the model proposes different ways individuals may make sense of their student affairs graduate training experiences based on (a) whether or not they encounter discrepancies and (b) their developmental capacity for self-authorship. The conceptual model presented here has implications for shaping graduate level coursework and fieldwork within student affairs preparation programs.

Moving from Theory to Practice

2014 ◽  
pp. 165-177
Author(s):  
Melissa L. Johnson
Keyword(s):  
Student Affairs ◽  
Student Development ◽  
Student Affairs Professionals ◽  
Development Theory ◽  
Degree Programs ◽  
Preparation Programs ◽  
Graduate Preparation ◽  
Student Development Theory ◽  
Graduate Preparation Programs

While higher education grapples with new and emerging technologies that are changing the way courses and degree programs are delivered, as well as how students and faculty communicate with each other, the field of student affairs has been relatively slow to adapt to this changing landscape. The purpose of this case study is to describe the integration of technological skills and competencies into a graduate-level education course for future student affairs professionals, a relatively new phenomenon for graduate preparation courses. A brief overview of the field student affairs and student development theory is followed by an in-depth description of the adapted course, course assignments using technology, and the results of those activities. Recommendations for graduate preparation programs are provided at the conclusion of the case.

scholarly journals Understanding Islamic Education Management in Digital Era: What Experts Say

2021 ◽  
Vol 6 (1) ◽  
pp. 127-143
Author(s):  
Silvia Ekasari ◽  
Sardjana Orba Manullang ◽  
Abdul Wahab Syakhrani ◽  
Husna Amin
Keyword(s):  
Developed Countries ◽  
Islamic Education ◽  
Preparation Programs ◽  
Education Management ◽  
Graduate Preparation ◽  
Digital Era ◽  
Education Industry ◽  
The World ◽  
Almost All ◽  
Graduate Preparation Programs

Since technology changed the world, all business activities have changed completely, especially in developed countries significantly. As a result, state leaders adopted a policy that had never happened, namely the application of technology in all fields so that almost all activities in the world used technology to continue activities even though they were not fully ready. Likewise, by incorporating technology into education, which is now increasingly digital, the education industry can continue to be sustainable, more affordable, and achieve maximum goals. In particular, this study wants to understand the application of technology in Islamic education governance. For this reason, our data search efforts are carried out with electronic assistance, Google Scholar, in other applications. Our analysis then involves coding the system, evaluating, and interpreting the data in depth to produce valid and reliable findings. We conducted this study in a qualitative data review design on publications published from 2010 to 2021 to find the most recent data. Based on the discussion of the findings data, it can be concluded that these findings have answered several questions, including that the management of Islamic education institutions appreciates and appreciates the use of digital technology or websites in graduate preparation programs that have the same knowledge and upskills balance between the interests of the world and the preparation for the hereafter.

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