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This is an Open Access Journal

Open Access journal
ISSN (Print) 2049-9558 - ISSN (Online) 2049-9558
Published by U of London

[5 journals]

Editorial
- Authors: . Editorial Board
  PubDate: 2019-02-11
  Issue No: Vol. 18 (2019)
Perceived Challenges Facing Doctoral Students and Perceptions of the
Professoriate
- Authors: Mohammed S Alkathiri, Myrna R Olson
  Abstract: Ten doctoral students in two doctoral programs at a midwestern university took part in this qualitative study. The study was conducted using an ethnographic case study approach with multiple data collection methods that included observation, semi-structured interviews, and member checking. Findings fell into two major categories, including: (1) perceived challenges facing doctoral students in their studies; and (2) perceptions of the professoriate (i.e., perceptions of professors’ work and roles, nature of work, and attributes for success). The study highlighted the opportunities and issues that doctoral students perceived with respect to success in the professoriate. The current study suggests that doctoral programs should provide students with planned opportunities to equip them with the knowledge and skills necessary for their success in the professoriate. Recommendations for future research are offered.
  PubDate: 2019-02-10
  Issue No: Vol. 18 (2019)
“The teachers were just annoyed because I couldn’t say anything”:
English language experiences of Polish migrants in UK schools
- Authors: Sara Young
  Abstract: Poland’s accession to the European Union in 2004 resulted in an exponential increase in Polish migration to the UK, and a subsequent rise in the number of Polish children in UK schools. As part of my doctoral study investigating ethnic and linguistic identity construction amongst Polish-born adolescents (aged 11-16) living in the UK, I explored the participants’ accounts of their experiences of attending mainstream state schools. This paper sets out findings of the study which suggest that the adolescents’ initial lack of English was often viewed as problematic, with participants recounting accounts of overt hostility from some teachers. The adolescents’ experiences of language learning and language use within school appear to adhere to the monolingual ideology found in UK schools, and to reflect the idea of ‘deficiency’, whereby a lack of English language skills positions the individual as deficient, and a knowledge of other languages is seen as a hindrance to the acquisition of English. The paper also suggests that however a school may endeavour to embrace students’ multilingual identities, it nonetheless appears confined by the wider ideology of monolingualism.
  PubDate: 2019-02-10
  Issue No: Vol. 18 (2019)
Validity in Educational and Psychological Assessment
- Authors: Lydia May Townsend
  PubDate: 2019-02-10
  Issue No: Vol. 18 (2019)
Doctoral Poster Conference Abstracts 2018
- Authors: . .
  Abstract: Doctoral Poster Conference Abstracts 2018
  PubDate: 2019-02-03
  Issue No: Vol. 18 (2019)
Doctoral Summer Conference 2018
- Authors: . .
  Abstract: Abstracts of Doctoral Summer Conference 2018
  PubDate: 2019-02-03
  Issue No: Vol. 18 (2019)

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