A view from within: How doctoral students in educational administration develop research knowledge and identity

Studies in Higher Education

Volumn 38, Issue 2, 2013, Pages 256-271

  Murakami Ramalho, Elizabeth ^a   Militello, Matthew ^b   Piert, Joyce ^c  

^a UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

^b NORTH CAROLINA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF MICHIGAN FLINT   (United States)

Author keywords

doctoral preparation programs; educational administration; research identity; research knowledge

Indexed keywords

EID: 84873913517     PISSN: 03075079     EISSN: 1470174X     Source Type: Journal    
DOI: 10.1080/03075079.2011.578738     Document Type: Article

References (29)

1. Austin, A. E. 2002. Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 73: 94-122.
2. Austin, J., Cameron, T., Glass, M., Kosko, K., Marsh, F., Abdelmagid, R. and Burge, P. L. 2009. First semester experiences of professionals transitioning to full-time doctoral study. The College Student Affairs Journal, 27: 195-214.
3. Baker, V. and Lattuca, L. 2010. Developmental networks and learning: Toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35: 807-27.
4. Barnacle, R. and Mewburn, I. 2010. Learning networks and the journey of 'becoming doctor'. Studies in Higher Education, 35: 433-44.
5. Cumming, J. 2010. Contextualised performance: Reframing the skills debate in research education. Studies in Higher Education, 35: 405-19.
6. Deem, R. and Brehony, K. 2000. Doctoral students' access to research cultures: Are some more unequal than others?. Studies in Higher Education, 25: 149-65.
7. Freire, P. 2003. The pedagogy of the oppressed. 30th Anniversary ed. New York: Continuum
8. Harris, J. B., Freeman, T. L. and Aerni, P. W. 2009. On becoming educational researchers: The importance of cogenerative mentoring. Mentoring & Tutoring: Partnership in Learning, 17: 23-39.
9. Hopwood, N. 2010. Doctoral experience and learning from a sociocultural perspective. Studies in Higher Education, 35: 829-43.
10. Lee, A. 2008. How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33: 267-81.
11. Levin, A. 2005. Educating school leaders, Washington, DC: The Education School Project.
12. Martinsuo, M. and Turkulainen, V. 2011. Personal commitment, support and progress in doctoral studies. Studies in Higher Education, 36: 103-20.
13. Metz, M. H. 2001. Intellectual border crossing in graduate education: A report from the field. Educational Researcher, 30: 12-18.
14. Murakami-Ramalho, E., Piert, J. and Militello, M. 2008. The wanderer, the chameleon, and the warrior: Experiences of doctoral students of color developing a research identity in educational administration. Qualitative Inquiry, 14: 806-34.
15. Neumann, A., Pallas, A. M. and Peterson, P. L. 1999. "Preparing educational practitioners to practice educational research". In Issues in education research: Problems and possibilities, Edited by: Lagemann, Ellen C. and Shulman, Lee S. 247-88. San Francisco, CA: Jossey-Bass.
16. Neumann, R. and Rodwell, J. 2009. The 'invisible' part-time research students: A case study of satisfaction and completion. Studies in Higher Education, 34: 55-68.
17. Organisation for Economic Cooperation and Development. 2010. PISA 2009 results: What students know and can do-student performance in reading, mathematics and science (Volume I). http://dx.doi.org/10.1787/9789264091450-en
18. Padilla, R. V. 1993. "Using dialogical research methods in group interviews". In Successful focus group methods: Advancing the state of an art, Edited by: Morgan, David L. 152-66. Newbury Park, CA: Sage.
19. Page, R. N. 2001. Reshaping graduate preparation in educational research methods: One school's experience. Educational Researcher, 30: 19-25.
20. Pallas, A. M. 2001. Preparing education doctoral students for epistemological diversity. Educational Researcher, 30: 6-11.
21. Rapp, D., Silent, X. and Silent, Y. 2001. The implications of raising one's voice in educational leadership programs: Women's stories of fear, retaliation, and silence. Journal of School Leadership, 11: 279-85.
22. Schoenfeld, A. H. 1999. Looking toward the 21st century: Challenges of educational theory and practice. Educational Researcher, 28: 4-14.
23. Servage, L. 2009. Alternative and professional doctoral programs: What is driving the demand?. Studies in Higher Education, 34: 765-80.
24. Sparks, A. 1998. Narratives of self as an occasional conspiracy. Sociology of Sport Onlinehttp://physed.otago.ac.nz/sosol/v1i1/v1i1a3.htm (accessed October 13, 2004)
25. Taylor, A. 2007. Learning to become researching professionals: The case of the doctorate of education. International Journal of Teaching and Learning in Higher Education, 19: 154-166.
26. Trafford, V. N. and Leshem, S. 2009. Doctorateness as a threshold concept. Innovations in Educational and Teaching International, 46: 305-16.
27. Walker, V. S. 1999. "Culture and commitment: Challenges for the future training of education researchers". In Issues in education research: Problems and possibilities, Edited by: Lagemann, Ellen C. and Shulman, Lee S. 224-44. San Francisco, CA: Jossey-Bass.
28. Yin, R. K. 2003. Case study research: Design and methods, 3, Thousand Oaks, CA: Sage.
29. Young, L. J. 2001. Border crossings and other journeys: Re-envisioning the doctoral preparation of education researchers. Educational Researcher, 30(5): 3-5.