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|a (OCoLC)000054179
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|c BTCTA
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|d NSB
|d YBM
|d U@S
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|a U@SA
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| 050 |
1 |
4 |
|a LB2386
|b .G37 2009
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| 100 |
1 |
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|a Gardner, Susan K.
|q (Susan Kristina),
|d 1974-
|
| 245 |
1 |
4 |
|a The development of doctoral students :
|b phases of challenge and support /
|c Susan K. Gardner.
|
| 260 |
|
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|a San Francisco, Calif. :
|b Jossey-Bass,
|c c2009.
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| 300 |
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|a xvii, 127 p. :
|b ill. ;
|c 23 cm.
|
| 490 |
1 |
|
|a ASHE higher education report,
|x 1551-6970 ;
|v v. 34, no. 6
|
| 504 |
|
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|a Includes bibliographical references (p. 107-118) and indexes.
|
| 505 |
0 |
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|a Development of Doctoral Students: Phases of Challenge and Support -- Why do we need to understand doctoral students' development? -- Why have doctoral students been forgotten? -- How do doctoral students develop? -- A model of doctoral student development -- Organization of the monograph -- Student Development Theory: a Primer -- Defining student development -- Psychosocial development -- Social identity development -- Racial identity development -- Cognitive development -- Understanding Doctoral Education -- Doctoral degrees and their purposes -- The structure of the doctoral program -- Today's doctoral students -- Key constituencies in the doctoral program -- Phase I: Entry -- Challenge: the initial transition -- Support: orientation -- Challenge: coursework --
|
| 505 |
0 |
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|a Challenge: changes in thinking -- Challenge: the transition from undergraduate to graduate school expectations -- Support: initial relationships with peers and faculty -- Student departure in phase I -- Phase II: Integration -- Challenge: coursework -- Support: peer relationships -- Support: advisor relationship -- Challenge: examinations -- Challenge: changing role -- Student departure in phase II -- Phase III: Candidacy -- Challenge: transition to candidacy -- Challenge: the dissertation experience -- Challenge: isolation -- Support: the dissertation advisor -- Challenge: the job search -- Challenge: transition to professional role -- Student departure in phase III -- Summary and Recommendations -- Implications for phases I, II, III -- Implications for future research -- Details of research conducted to construct the model.
|
| 650 |
|
0 |
|a Doctoral students
|z United States.
|
| 650 |
|
0 |
|a Universities and colleges
|z United States
|x Graduate work.
|
| 710 |
2 |
|
|a American Association for Higher Education.
|
| 830 |
|
0 |
|a ASHE higher education report ;
|v v. 34, no. 6.
|