(Download) "Chapter 14: Rethinking Residency: Thoughts for Enriching Doctoral Programs in Education (Volume 11 Part I)" by Curriculum and Teaching Dialogue * eBook PDF Kindle ePub Free
eBook details
- Title: Chapter 14: Rethinking Residency: Thoughts for Enriching Doctoral Programs in Education (Volume 11 Part I)
- Author : Curriculum and Teaching Dialogue
- Release Date : January 01, 2009
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 83 KB
Description
There is a problem within many doctoral programs in education. The residency component of these programs, which could serve a powerful teaching and learning purpose, instead seems to be often overlooked and certainly under-imagined. Residency, where schools even require it, most often takes one of two forms, either as a period of full-time study or less often it is full-time study plus additional requirements. In either of these forms, residency seems to occupy a relatively small space within doctoral programs. Yet, as argued below, residency holds rich potential for serving a meaningful function in doctoral programs and should not be overlooked. Students commonly fulfill a number of requirements towards earning a doctoral degree: coursework, assorted comprehensive exams, various dissertation demands, and so forth. These requirements generally exist within two discrete, progressive spaces--the dissertation space and the coursework space. These spaces have boundaries: not necessarily walls, but rather established institutional borders within which these spaces take meaning. Courses usually have fixed objectives and parameters outlined by instructors. Courses about science methods, for example, however much they might explore, say, the social construction of curriculum as it relates to science, are still about science methods. And for good reason; that focus helps deepen exploration of given topics. The dissertation space also has its own sort of narrowing boundaries. Dissertations usually focus on manageable size topics, such as investigating how a first year teacher learned to have a curriculum voice, how ESOL teachers' prior beliefs about students impact their teaching, or any countless other examples. Again, such focus serves students in their ability to identify a manageable research topic that further enhances their field of study through focused, in-depth treatment.
 "Chapter 14: Rethinking Residency: Thoughts for Enriching Doctoral Programs in Education (Volume 11 Part I)" by Curriculum and Teaching Dialogue * eBook PDF Kindle ePub Free){kind=link}