Do You Qualify For A Fund

Could keeping more girls in a classroom than boys be beneficial to both sexes?

“In an unpublished paper, Prof. Schlosser concluded that classes with more than 55 percent of girls resulted in better exam results and less violent outbursts overall. “It appears that this effect is due to the positive influence the girls are adding to the classroom environment,” says Prof. Schlosser. She carried out the study while on a post-doctoral fellowship at Princeton University, and will study the effects of gender in higher education lecture halls next.”

It would likely have one of two effects:
1. The boys will get better grades to impress the girls….making a more mature environment for the girls to learn in and thus resulting in higher grades all around.
2. The boys will only want to undress the girls with their eyes, keeping them from learning, and making the girl too uncomfortable to pay attention.

The Critical Role of High Quality Early Education in Improving Educational Outcomes

Grants for Grad & Post-Doc Study 5th ed (Peterson’s Grants for Graduate & Postdoctoral Study) $32.95 Covering 1,900 grants, scholarships, awards, fellowships, and prizes targeted exclusively to graduate students, postdoctoral scholars, and beginning researchers, PETERSON’S GRANTS FOR GRADUATE & POSTDOCTORAL STUDY helps those seeking financial aid find what they need….

Directory of Internshipo and Post-Doctoral Fellowships in Clinical Child: Pediatric Psychology $34.42 This directory was created to assist psychology graduate students, faculty, and clinical supervisors in identifying predoctoral internships and post-doctoral fellowships that provide specific training emphases in clinical child and/or pediatric psychology. The directory is not intended as a substitute for the Directory of Internship and Post-Doctoral Programs in Professional Psychology published b…

Fellowships have sailed: New Jersey Legislature defunds the Minority Academic Careers program, making financing doctoral study a heavier burden for … from: Diverse Issues in Higher Education $9.95 This digital document is an article from Diverse Issues in Higher Education, published by Cox, Matthews & Associates on December 9, 2010. The length of the article is 1581 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.Citation DetailsTitle: Fellowships…

Educating Scholars: Doctoral Education in the Humanities $33.94 Despite the worldwide prestige of America’s doctoral programs in the humanities, all is not well in this area of higher education and hasn’t been for some time. The content of graduate programs has undergone major changes, while high rates of student attrition, long times to degree, and financial burdens prevail. In response, the Andrew W. Mellon Foundation in 1991 launched the Graduate Education Initiative (GEI), the largest effort ever undertaken to improve doctoral programs in the humanities and related social sciences. The only book to focus exclusively on the current state of doctoral education in the humanities, "Educating Scholars" reports on the GEI’s success in reducing attrition and times to degree, the positive changes implemented by specific graduate programs, and the many challenges still to be addressed. Over a ten-year period, the Foundation devoted almost eighty-five million dollars through the GEI to provide support for doctoral programs and student aid in fifty-four departments at ten leading universities. The authors examine data that tracked the students in these departments and in control departments, as well as information gathered from a retrospective survey of students. They reveal that completion and attrition rates depend upon financial support, the quality of advising, clarity of program requirements, and each department’s expectations regarding the dissertation. The authors consider who earns doctoral degrees, what affects students’ chances of finishing their programs, and how successful they are at finding academic jobs. Answering some of the most important questions being raised about American doctoral programs today, "Educating Scholars" will interest all those concerned about our nation’s intellectual future.

Contesting the Culture of the Doctoral Degree $156.13 This study is situated within the changing role and value of Higher Education in the 21st century, particularly in a renewed focus on the importance of practical research. It explores candidates experiences of the culture of three doctoral research degrees: the thesisbased Doctor of Philosophy, the practicebased Doctor of Philosophy by project and the professionbased Doctor of Education. Differences and similarities were identified, focusing on the norms and practices of candidates, their needs and expectations, and their various notions of research and practice. Analysis followed Bourdieus theory of practice, which provides new understandings by allowing candidates experiences and the doctoral structures within which their practice resides to be viewed through one critical lens. It contests current understandings of doctoral candidates experiences by highlighting complexities in the process. The book adds to the literature aimed at increasing understanding of candidates trajectories toward success in the doctoral field, thereby informing supervisor and learning support pedagogy and providing valuable knowledge to those managing postgraduate research programs. Author: Maxwell, Judith Binding Type: Paperback Number of Pages: 200 Publication Date: 2010/01/06 Language: English Dimensions: 5.98 x 9.01 x 0.45 inches

Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline: Carnegie Essays on the Doctorate $50.9 The development of students as "stewards of the discipline" should be the purpose of doctoral education. A steward is a scholar in the fullest sense of the term–someone who can imaginatively generate new knowledge, critically conserve valuable and useful ideas, and responsibly transform those understandings through writing, teaching, and application. Stewardship also has an ethical and moral dimension; it is a role that transcends a collection of accomplishments and skills. A steward is someone to whom the vigor, quality, and integrity of the field can be entrusted. The most important period of a steward’s formation occurs during formal doctoral education. "Envisioning the Future of Doctoral Education" is a collection of essays commissioned for the Carnegie Initiative on the Doctorate. The question posed to the essayists in this volume was, "If you could start "de novo," what would be the best way to structure doctoral education in your field to prepare stewards of the discipline?" The authors of the essays are respected thinkers, researchers, and scholars who are experienced with and thoughtful about doctoral education.

The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century $35.86 This groundbreaking book explores the current state of doctoral education in the United States and offers a plan for increasing the effectiveness of doctoral education. Programs must grapple with questions of purpose. The authors examine practices and elements of doctoral programs and show how they can be made more powerful by relying on principles of progressive development, integration, and collaboration. They challenge the traditional apprenticeship model and offer an alternative in which students learn while apprenticing "with" several faculty members. The authors persuasively argue that creating intellectual community is essential for high-quality graduate education in every department. Knowledge-centered, multigenerational communities foster the development of new ideas and encourage intellectual risk taking.

Executive Education in Canadian Firms: A Doctoral Dissertation $7.11 A doctoral dissertation about Executive Education involving case study research, and comprising data from interviews with executives in Canada; information about nine universities in Canada, the USA and Europe; and the author’s own experience of executive learning. This data and the resulting conclusions and recommendations that flow from them will be of useful interest to practising executives, consultants and business schools providing executive education. "Bruce Fowler’s dissertation tackles an important topic, the further education of executives in important Canadian companies, with a view to understanding better what actually goes on in programs designed to make executives better at what they do, keep them up to date, and encourage their imagination on the job. In this he succeeds admirably. His use of Alfred North Whitehead’s educational philosophy as a background theoretical vantage point for his work is unusual and very wisely chosen. It enables him to organize his thoughts around a simple, clear and plausible view of the aims and dynamic structure of education at its best" (Dr. Ian Winchester, University of Calgary). "This dissertation’s originality and contribution to the discipline lie in the adoption of Whitehead’s philosophical framework as a lense through which to reach a synthesis about executive education, which when combined with the author’s own business experience give the reader a unique perspective on the issues involved (Dr. H. Woodhouse, University of Saskatchewan). "This research has the potential to make a valuable contribution to the field of executive and business education" (Dr. N. Dudley, University of Calgary).