Analyzing and Synthesizing Artcles

Expanded Comparison Matrix

Title/Author(s)

SOCIALIZATION OF DOCTORAL STUDENTS/John C. Weidman and Elizabeth L. Stein

Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study / Vicki L. Bakera and Lisa R. Lattucab

Critical Thinking in Distance Education and Traditional Education/Lyn Visser, Yusra Laila Visser and Charles Schlosseer.

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Purpose of the study

What is the author's rationale for selecting this topic? Does he build a strong case?

The authors used the framework for professional and graduate student socialization to address the doctoral students' socialization to the academic rules of scholarship and research. The study presents data about the doctoral students' perceptions regarding the discipline of social science as well as in the foundations of education. The authors also presented data on the social relationships of the students with peers and faculty. The framework is supported by a multivariate analysis that affirms the emphasis of social interaction between faculty and the students. The main purpose of the study was to recognize the perceived structures of academic departments' climate linked with the socialization of students to faculty. It aims to help create a supportive structure towards learning in graduate programs by involving academics, legislation, licensing formats to prepare universities raise professional practitioners.

The authors discuss two theory families which are sociocultural perspectives and developmental networks in establish an interdisciplinary way to doctoral education study as a way towards professoriate. The authors talk about the main points of the sociocultural perspectives and developmental networks before studying their alignments and analyzing the combinations. The authors' discus theory and research and state that the education of doctoral is going through major changes which would continue in the future. This change resulted in the raise of students who are accepting careers that are nonacademic while also raising professional doctorates. The framework presented in the article was pointed in addressing the concerns of some scholars and by combing theory, the authors have tried to connect the academics and development of identity in the doctoral students who are looking for academic careers. The focus of the authors was to study the relationship of the students both outside and within academics.

Critical thinking is seen as a disciplined manner of thinking by the authors that are used by a person to analyze the validity of a perception. The authors state that the habit and behavior of the minds is linked with critical thinking which includes tolerating confusion, avoiding simplification, analyzing biases and assumptions, analyzing the evidence, problem defining and asking questions. According to the authors, critical thinking involves the understanding of problems that are under investigation but at the same time it also needs flexibility i.e. the need to change someone's opinion as a result of reexamining facts and ideas. The authors state that while thinking critically, one is playing an important role at every educational level especially at a graduate level. It is assumed by the authors that critical thinking brings a different perspective to the learner which also helps in adapting to the changes in the environment. It can be seen as a learning outcome as well as a mediating mechanism.

Research Question(s)

What question(s) does the author present?

What is Socialization in a graduate School?

How might a Schematic representation of a Graduate and Professional Student Socialization Process look?

How does a Socialization perspective help to Identify changes that should be considered to develop more effective Graduate Degree Programs?

What are the differences in Students' experiences Across Graduate programs?

What role do relationships play in doctoral students' professional identity development?

N/A

Literature Review

How is this organized? What are the main themes found in the review? Who are the main authors used?

The authors start with discussions of different aspects of scholarly role and practice which has been studied by different sociologists including Bowen and Schuster, 1986; Finkelstein,

1984; Light, 1974;Weidman et al., 2001. Secondly, 'license to practice' is discussed researched by the author Light, 1974. Most of the literature review gives emphasis to the behavior of a single part of the scholar role while also debates about the significance of research and teaching. Study conducted by Light (1974) is mainly used in the literature review along with Weidman and colleagues.

The authors have used a large number of authors in the literature review. Roberts Review (2002) questioned the training of the doctoral students while Huisman, de Weert and Bartels (2002) widened this scope and debated about the careful routinization of the faculty members. Boud and Lee 2005; Golde 2000; Green 1991; Paglis, Green, and Bauer 2006; Tenenbaum, Crosby, and Gliner 2001 state that the doctoral researches mostly emphasize on the students' socialization. Studies of Austin and McDaniels (2006) have been used which provides a direction that the socialization of the students gives them an opportunity to engage with the faculty and learn about the responsibilities and roles that they would face.

The main themes of the study included the 'factors affecting the integration of critical thinking in traditional higher education.' Another theme included 'factors that may inhibit critical thinking in distance education.' Thirdly, 'Learner Attributes and Cultural Dynamics in Distance Education' was discussed. The main authors used in the study were Bransford, Brown & Cocking, 2000, ADEC, 2001, Paul, Elder & Bartell, 1997, Fisher, 2001, and Scriven and Paul, 2000.

Sample Population(s)

What group(s) is/are being studied?

The groups under study were doctoral students and the questionnaire was sent to all of the eighty three doctoral students who were enrolled in the 2 departments in the main university of public research. 43 belonged to the Educational Foundations Program while 40 were based in the Department of Sociology.

The authors studied the doctoral students by a theoretical approach of sociocultural perspectives on learning and developmental networks

N/A

Limitations

What are the limitations of the study? Why can it only encompass so much?

The characteristic of the department that impacts the socialization was assessed by relying on the perceptions of the students which could be biased.

Student participation in the scholarly activities was not satisfactory.

Enough effort was not made to develop a clear relationship between the roles of the students and scholars.

Several departmental climate elements that impact socialization were not discussed.