Research-Practice Partnerships With University-Partnered Community Schools as Contexts for Doctoral Student Training

In this chapter, the authors examine the ways in which equity-focused research-practice partnerships (RPPs) in two university-partnership schools served as contexts for their professional learning as educational researchers. They found that our participation in RPPs were characterized by access to a cross-disciplinary learning community, opportunities to collaborate with school stakeholders through research project life cycles, and pathways to become increasingly agentic facilitators of RPPs. Through such processes and structures, they expanded their social justice-oriented researcher positionalities, impacted local educational practices, and communicated their findings to a diverse set of audiences. They discuss the implications of these findings for graduate student education pedagogy, specifically for preparing doctoral students for the emerging professoriate.

Listen Up! Be Responsible! What Graduate Students Hear About University Teaching, Graduate Education and Employment

What we hear at universities and in public conversations is that there is a crisis in graduate student education and employment. We are interested here in the (re)circulation of the discourses of crisis and responsibility. What do graduate students hear about their education, their career prospects, and their responsibilities? How does work in educational development contribute to these conversations? We explore these questions through an analysis of two data sets: the course outlines for multidiscipline graduate courses on university teaching, and popular and academic press articles on graduate education and employment. Through this discursive analysis, we first examine what graduate students hear through these two archives of writing. We then unpack two key discourses that emerge across the archives: the privileging of practice over theory, and the desire to assign responsibility for how the crisis of graduate education and employment should be resolved and by whom.

Study on Classified Collaborative Training Mode of the Applied Graduate

With the economic and social development, the classified cultivation of graduate students is the inevitable requirement of high-level personnel supply, and at the same time, it is the opportunity for the self-improvement and self-renewal of higher education. In this paper, the present situation and the problems of the classification training of graduate student are analyzed.Taking the graduate training practice of Sichuan agricultural university as an example. The paper discusses about how to improve the quality of graduate student education more effectively and the comprehensive ability of applied graduate students. Finally this paper comes up with the classified collaborative training mode.