The McNair Scholars Program continues to be pivotal towards increasing diversity within graduate schools in the USA, particularly within doctoral programmes. The programme provides underrepresented undergraduate students with opportunities to learn about research and applying to graduate schools, which otherwise might not be available for these…

Research-intensive universities around the world are increasingly drawing upon leading practitioners in professional fields as adjunct faculty to deliver high quality student learning experiences in diverse undergraduate and graduate program contexts. To support effective professional development in these contexts, many universities have developed…

The Open University of Catalonia (UOC) was established as public, online university and thus has grown quickly with the global interest in online courses. However, like other dedicated distance-education institutions, UOC has had challenges adapting to MOOCs, and the emergent world of Web 2.0 learning technologies. To meet these challenges, UOC…

This paper reports on the introduction of a "clinical model" of teacher education at the University of Glasgow in 2011. The account is set against the backdrop of a review of major contemporary developments in teacher education. The common focus in this work is on such themes as the key function of the practicum, on "teaching…

In Fall 2009 and Spring 2010, 30 teaching residency programs received funding through one of 28 Teacher Quality partnership grants awarded to establish or expand residency programs. These programs follow a model of teacher preparation in which prospective teachers complete graduate-level coursework alongside a year-long fieldwork experience in the…

In Fall 2009 and Spring 2010, 30 teaching residency programs received funding through one of 28 Teacher Quality partnership grants awarded to establish or expand residency programs. These programs follow a model of teacher preparation in which prospective teachers complete graduate-level coursework alongside a year-long fieldwork experience in the…

This monograph seeks to inform faculty, staff, administrators, and students about the nature of and structure in doctoral programs that lead to doctoral student development. It is accomplished through succeeding chapters, focusing first on an overview of existing student development theory and then on the structure of doctoral education and its…

Describes and contrasts selected graduate programs so that patterns and directions of this emerging field can be examined by the community of educational researchers, and reviews the programs of a few major institutions in an attempt to define general characteristics among, and differences between them. (Author/JEG)

In eight years of operation, the Texas Association for Graduate Education and Research (TAGER) Television Instructional Network, composed of nine North Central Texas Colleges, has offered 1,132 academic courses. A total of 25,591 students have taken these courses. All instruction is live and features a talk-back system by which students may…

Since graduate students in education are expected to direct educational inquiry at the termination of their doctorates, the program to prepare educational inquirers at Indiana University stresses critical understanding as well as mastery of techniques or methods. There are two essential aspects of the Indiana University Program in Educational…

Reports on a 1982 survey of journalism graduate studies indicating considerable variation in research methods requirements and emphases in 23 universities offering doctoral degrees in mass communication. (HOD)

Reports on a survey of U.S. and Canadian graduate programs in art education. Examines responses from 124 programs to determine the location, scope, and nature of graduate programs in art education including the content and strategies that are addressed. Presents detailed findings and general conclusions. (DSK)

This study identified the 10 most outstanding graduate programs in higher education by a sample of professors and then described and analyzed the characteristics of the exemplary programs. Faculty was cited as the most commonly mentioned strength of the programs. Major changes anticipated in the next five years concerned research and curricula.…

Presents the author's personal impression of his one-year participation (1976-77) in the science education program at the University of California at Berkeley. The German author's suggestions for the adaptation of such program in West Germany or Europe are also discussed. (HM)

Urges a reassessment of research on graduate programs in art education produced by Anderson, Eisner, and McRorie (1998). Asks how master's programs centered on studio art will produce teachers capable of meeting new national standards, and how highly specialized doctoral programs will produce people capable of teaching K-12 instructors. (DSK)