Emphasizes that the heart of a graduate sociology curriculum should be research training, including practicums and internships. The curriculum should include coverage of basic areas with specialities based on faculty expertise and other strengths of the university. The selection of worthwhile research problems and how to communicate results are…

Relevant research topics, adequate utilization of research methodologies and tools, and systematic training of graduate students for historical research are generally absent from history doctoral programs. (MB)

This book is a practical guide to researching and writing the doctoral dissertation or master's thesis. Part 1 offers seven chapters on preparatory steps: laying the groundwork for the thesis and dissertation; finding a research problem; conducting a focused review of the literature; making a preliminary choice of methodology; organizing and…

A fieldwork procedure that enables students to design and conduct meaningful evaluation research in one semester is described. The procedure has been used in a 13-week program evaluation course in a master's program in community psychology and industrial/organizational psychology. About 2 months before the course begins, administrative units…

A pilot project sought to learn how, at the time of admission, graduate schools of social work can begin to identify levels of potential and flair for, and interest in, doing research. Data of 353 students were obtained before these students had any classroom training in research. Data on 263 students were obtained after the course was completed.…

A core staff was assembled at the University of Massachusetts in 1966 to establish doctoral level programs to train individuals for applied research positions within the pedagogical community. These programs attempted to develop curriculum and instruction research, research evaluation, and research diffusion competencies. A total of 45 individuals…

Includes exercises developed to assist industrial education graduate educators and students in developing essential research competencies. These competencies are (1) using resource tools, (2) identifying and analyzing research problems, (3) evaluating research studies, and (4) applying editorial criteria to research. (JOW)

For many practitioners, reading about or doing research is not seen as a viable means by which to learn about human behavior. In reaction to the non-utility view of research, a number of writers have questioned the validity of the scientist-practitioner model, or reinterpreted the model, or asked psychologists to reconsider the philosophy of…

The authors focus on evaluation as opposed to research, showing that the skills and processes are not the same and that therefore the graduate training should not be the same. Necessary evaluation skills include a knowledge of research design, instrument construction, effective consultation, practical experience, maturity and communication. (LA)

Results of questionnaire survey on research courses in library schools. (KP)

Describes a successful workshop for graduate teaching assistants which focused on the "notebook method" of writing scholarly papers. This method transforms writing a paper into managing a project. The method is linked to the pragmatic theory of inquiry developed by Charles Sander Peirce and John Dewey. (DB)

This study evaluated a program for science teachers conducted at the University of Wisconsin. Teachers and supervisory professors who participated in the programs between 1959-1966 were sent questionnaires (1) to determine the program's influence on teachers' employment status, subsequent academic preparation, and professional image, and (2) to…

The role of institutional research is examined as well as the essential qualities and tasks of the research personnel. The need to draw into the field able and analytical persons of integrity with strong backgrounds and experiences in various disciplines is cited. (Author/SF)

Describes how research training in Australia is shaped by the knowledge economy and emphasis on "fast" supervision that results in timely degree completion. This pressure limits development of subject-specific methods skills, general research skills, and employability skills. Reconfiguration of the research culture may be necessary. (SK)