Education Commons^™

Asking The Big Questions That Guide Small Decisions: Developing Academic Library Infrastructure In Support Of Graduate Students’ Qualitative Research, Jessica Hagman

Transforming Libraries for Graduate Students

A primary task of graduate education is developing students who are able to ask valuable questions and use systematic research methods to develop new knowledge. By the end of most graduate programs, students are expected to be able to plan, implement, and share the results of an independent research process and make new knowledge claims. As such, they learn to make - and justify - the many decisions embedded in the research process. Academic libraries support graduate students’ development into independent researchers by providing both collections materials and library services related to the research process.

In this presentation, we turn …

Extracurricular Undergraduate Research: Student Perspectives And Experiences, Steven Goetz, Matthew Romero, Michael Robertson

ASA Multidisciplinary Research Symposium

This qualitative research examined the experiences and perspectives of undergraduate researchers to understand why they engaged in their research, what benefits they gained from the experience, and what challenges they faced in the conduct of their research.

Adult Learner Perceptions And Experiences In A Community College Engaged In Intensive Student Success Reforms, Susan J. Barcinas, Tracy A. Kachur, Duane Akroyd, Heidi N. Mccann, Yaxin Zheng

Adult Education Research Conference

This qualitative study is based upon 200 hours of observation and 30 participant interviews aiming to deeply describe and analyze adult learner perceptions of community college intensive student success reform initiatives.

Florida's Voluntary Prekindergarten (Vpk) Program's Influence On Preschool Teachers' Beliefs And Practices, Laura J. Monsalvatge

South Florida Education Research Conference

Three veteran preschool teachers told their stories about navigating the implementation of VPK. Even with parents' misconceptions about VPK's goals, teachers were able to meet its standards by continuing to embrace a play-based, hands-on philosophy that also emphasized children's social and emotional needs.