000			01615nam a22002537a 4500
003			ZW-GwMSU
005			20241125081153.0
008			241125b |||||||| |||| 00| 0 eng d
022			_a1052-4800
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1778 JOU
100	1		_aHales, Patrick D. _eauthor
245	1	0	_aEducation student research paradigms and emerging scholar identities: _ba mixed-methods study _ccreated by Patrick D. Hales, Rebecca A. Croxton and Christopher J. Kirkman
264	1		_aCanada: _bMiami University, _c2016.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal on excellence in college teaching _vVolume 27, number 3 ,
520	3		_aUsing 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.
650			_aStudent research _vModels _xScholarship
700	1		_aCroxton, Rebecca A. _eco-author
700	1		_aKirkman, Christopher J. _eco-author
942			_2lcc _cJA
999			_c168353 _d168353