Crossing Scholarly Divides: Barriers and Bridges for Doctoral Students Attending Scholarly Conferences

Autor/inn/en	Chapman, Diane D.; Wiessner, Colleen Aalsburg; Morton, Janet; Fire, Nancy; Jones, Leslie Stevenson; Majekodunmi, Deke
Titel	Crossing Scholarly Divides: Barriers and Bridges for Doctoral Students Attending Scholarly Conferences
Quelle	In: New Horizons in Adult Education & Human Resource Development, 23 (2009) 1, S.6-24 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-4225
Schlagwörter	Career Development; Doctoral Programs; Learning Experience; Educational Strategies; Conferences (Gatherings); Observation; Interviews; Pretests Posttests; Attendance; Graduate Students; Barriers; Expectation; Student Participation; Student Experience; Participant Satisfaction; Scholarship + Suchen Sie Ihr Suchwort? Berufsentwicklung; Doktorandenprogramm; Lernerfahrung; Lehrstrategie; Beobachtung; Interviewing; Interviewtechnik; Anwesenheit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Expectancy; Erwartung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studienerfahrung; Scholarships; Stipendium
Abstract	Scholarly conferences are one mechanism by which doctoral students can enter into their profession as practitioners and scholars. Unfortunately, research about the effectiveness of this career development strategy is limited. This paper explores learning experiences of doctoral students at a scholarly conference. Theories about learning communities, communities of practice, and knowledge creation frame student experiences. Special attention is given to how legitimate peripheral participation describes interactions of students with the scholarly community of practice during the conference. Recommendations for students, faculty, other scholars, and program planners are given in order to promote improved access to and participation in the scholarly community. Such changes can provide doctoral students with a smoother transition from academic learning to learning in the scholarly community of a professional conference. (As Provided).
Anmerkungen	Florida International University College of Education. 11200 SW 8th Street, ZEB 361A, Miami, FL 33199. Tel: 305-348-6151; Fax: 305-348-1515; e-mail: horizons@fiu.edu; Web site: http://education.fiu.edu/newhorizons
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10