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Full-Text Articles in Education
Positive Leadership Theory For Online Dissertation Mentoring, Lee Stadtlander
Positive Leadership Theory For Online Dissertation Mentoring, Lee Stadtlander
Journal of Educational Research and Practice
A number of theoretical models have been suggested for how to mentor doctoral students. However, they tend to rely on hierarchical and authoritarian relationships between the faculty and students. Such models tend to create dependency and fear of the faculty, resulting in a reluctance in coming to the mentor for guidance. Such models do not tend to work well with online adult doctoral students with jobs and families. This paper proposes a model of positive leadership for online doctoral mentors, where mentors are accessible and create an environment where success is assumed and social support is provided by both the …
Community As A Sustaining Force: Strategies For Online Scholarly Support, Bonnie Mullinix, Alison Binger, Michael Lees
Community As A Sustaining Force: Strategies For Online Scholarly Support, Bonnie Mullinix, Alison Binger, Michael Lees
Journal of Educational Research and Practice
This paper discusses the ways that community connections serve to sustain and support scholarly growth, retention, and success, particularly in longer-term online contexts. These strategies are seen through the reflective experience of a faculty mentor and two recent graduates who co-developed community support strategies that help doctoral students stay motivated, connected, and succeed over many years of what might otherwise be a long, individual, and lonely journey—particularly when undertaken online. A matrix of strategies, apps, and online tools emerged from this process and is offered for consideration.
Transitioning To College: Experiences Of Successful First-Generation College Students, Jonathan R. Ricks, Jeffrey M. Warren
Transitioning To College: Experiences Of Successful First-Generation College Students, Jonathan R. Ricks, Jeffrey M. Warren
Journal of Educational Research and Practice
This qualitative study explored the high school to college transition experiences of ten successful first-generation college students (FGCS). Participants were college seniors at an historically black university in the United States. A generic qualitative research design was used, including in-depth, semi-structured interviews to collect and analyze data. Participants reported that the transition experience led to confusion with academic and financial procedures, various emotions including anxiety and fear, the realization that they had deficits in academic skills, and the receipt of support from family members and others. Cultural and social capital appeared to play key roles in their success. Student affairs …