Education student research paradigms and emerging scholar identities: a mixed-methods study created by Patrick D. Hales, Rebecca A. Croxton and Christopher J. Kirkman

By:

Hales, Patrick D [author]

Contributor(s):

Material type: Text

TextSeries: Journal on excellence in college teaching ; Volume 27, number 3 ,Canada: Miami University, 2016Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

1052-4800

Subject(s):

Student research -- Models -- Scholarship

LOC classification:

LB1778 JOU

Abstract: Using a mixed-methods approach, this study sought to understand a general sense of paradigm confidence and to see how this confidence relates to doctoral student identities as emerging scholars. Identity development was explored among 46 education doctoral students at a midsized public university in the Southeast. Researchers examined students' emerging scholar identities, sense of belonging, and confidence in understanding their research paradigms. Key findings suggest that being able to demonstrate confidence in research paradigms is important to scholar development as it reflects the internal identity of the researcher and the external position of the scholar in the academic field.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1778 JOU (Browse shelf(Opens below))	Vol. 27, no.3 (pages79-110)	Not for loan	For in house use only

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Using a mixed-methods approach, this study sought to understand a general sense of paradigm confidence and to see how this confidence relates to doctoral student identities as emerging scholars. Identity development was explored among 46 education doctoral students at a midsized public university in the Southeast. Researchers examined students' emerging scholar identities, sense of belonging, and confidence in understanding their research paradigms. Key findings suggest that being able to demonstrate confidence in research paradigms is important to scholar development as it reflects the internal identity of the researcher and the external position of the scholar in the academic field.

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