A Narrative Inquiry on Campus Life and Career Decision Process of Foreign Graduate Students: Focusing on Social Network of Chinese Students in the Department of Education at “P” University in Busan

2021 ◽  
Vol 14 (2) ◽  
pp. 1-24
Author(s):  
Youngjoo Seo
Keyword(s):  
Social Network ◽  
Graduate Students ◽  
Narrative Inquiry ◽  
Decision Process ◽  
Chinese Students ◽  
Career Decision ◽  
Department Of Education ◽  
Campus Life

Clinical Decision Processes and Criteria for Social Validity

1983 ◽  
Vol 53 (3) ◽  
pp. 775-778 ◽  
Author(s):  
Richard W. Millard ◽  
Ian M. Evans
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
Decision Process ◽  
Social Validity ◽  
Clinical Decision ◽  
Decision Processes ◽  
Order Problem ◽  
Dangerous Behavior ◽  
Fixed Order ◽  
Parametric Analyses

A sample of 12 clinical psychologists and 12 graduate students in clinical psychology performed an analogue task to investigate decision processes with respect to the judged salience of criteria for social validity. Six child cases were considered by all; each card contained information describing a dangerous behavior, information accompanied by an explicit normative refererence, the same information without a normative reference, or unrelated filler comments. Non-parametric analyses indicated that subjects consistently evaluated information about dangerous behavior as being more serious than any other concern; dangerousness was ranked first 94.4% of the time. Subjects did not distinguish between information with explicit normative referents and the same information without any such referents. Students and clinicians did not differ in their response to these categories of information. The results demonstrate the application of a fixed-order problem-solving method to study the clinical-decision process and suggest the importance of criteria for social validity in this sequence.

scholarly journals What Does Being a Settler Ally in Research Mean? A Graduate Students Experience Learning From and Working Within Indigenous Research Paradigms

2018 ◽  
Vol 17 (1) ◽  
pp. 160940691877048 ◽  
Author(s):  
Kathy Snow
Keyword(s):  
Graduate Students ◽  
Narrative Inquiry ◽  
Indigenous Peoples ◽  
Doctoral Dissertation ◽  
Indigenous Research ◽  
Research Paradigms ◽  
Social Contracts ◽  
Indigenous Groups ◽  
Institutional Expectations ◽  
Conducting Research

Research with Indigenous peoples is fraught with complexity and misunderstandings. The complexity of negotiating historical and current issues as well as the misunderstandings about what the issues really mean for individuals and communities can cause non-Indigenous researchers to shy away from working with Indigenous groups. In conducting research for my doctoral dissertation, I was a novice researcher faced with negotiating two very different sets of social contracts: the Western Canadian university’s and my Indigenous participants’. Through narrative inquiry of my experience, this article explores issues of ethics, institutional expectations, and community relationships. Guided by Kirkness and Barnhardt’s “Four R’s” framework of respect, relevance, reciprocity, and responsibility, I aimed to meet the needs of both the groups, but it was not without challenges. What do you do when needs collide? This article shares my process of negotiating the research, the decisions made, and how I came to understand my role in the process as a Settler Ally. It closes with some implications for other researchers who are considering their own roles as Settler Allies.

New Technologies, New Horizons

2011 ◽  
pp. 23-41
Author(s):  
Hiller A. Spires ◽  
Meixun Zheng ◽  
Manning Pruden
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Graduate Students ◽  
Network Analysis ◽  
New Technologies ◽  
Interaction Patterns ◽  
Teaching With Technology ◽  
Graduate Course ◽  
Pedagogical Content ◽  
New Horizons

The purpose of this chapter is to present graduate students’ views of their Technological Pedagogical Content Knowledge (TPACK) development. These graduate students are also teachers. Data was collected using a mixed method approach founded on the TPACK Framework and social network analysis. Koehler and Mishra (2006) claim that effective teaching with technology requires TPACK, or an ability to integrate content, pedagogy and technology flexibly during the act of teaching. As part of a graduate course on new literacies and media, participants were required to design and implement lessons that incorporated a range of technologies, produce written reflections about their experiences, and engage in online interactions with participants in the class. Qualitative results from participants’ written reflections revealed four themes relative to TPACK. Additionally, a social network analysis demonstrated a positive relationship between participants’ views on their TPACK development and their interaction patterns within the online learning environment. This study shows that the TPACK framework can be a useful tool, giving educators a productive way to think about technology integration as they navigate the rapid changes prompted by emerging technologies.

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