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Publishing rates of graduated education Ph.D. and Ed.D. students: A longitudinal study of University of California schools.

机译：研究生教育博士论文发表率和Ed.D.学生：对加州大学学校的纵向研究。

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摘要

This study investigated the publishing rates for Ed.D. and education Ph.D. graduates from 1999 to 2003 in the University of California school system as a function of degree type, campus location, student gender, and advisor gender. Random sampling resulted in 409 archival records from a dissertation database. A set of multi-journal databases were searched for publications by the authors of those 409 records, published within plus or minus 2 (+/-2) years of their graduation. This study provided the first opportunity to compare the publishing rates of Ed.D. and Ph.D. degrees in the same large school system.;There were twice the number of Ph.D. graduates (68.0%) compared to Ed.D. graduates (32.0%). Graduates were most commonly female (63.8%) while advisors were most often male (58.2%). Most of the graduates came from either UC Los Angeles (39.1%) or UC Berkeley (25.2%).;The research found 102 (36.7%) of the 278 Ph.D. graduates published 241 articles in the 5-year study range for a publishing rate of 0.472 publications per graduate per year. The alpha level for this study was set at alpha = .05. The most significant finding revealed that 36.7% of the Ph.D. graduates published at least one article, compared to 13.7% of the Ed.D. graduates. This was significant at the p = .001 level. This was also true for the male-only subsample and the female-only subsample. Male Ed.D. students published at a significantly lower rate than did the female Ed.D. students. The opposite was found for Ph.D. students but was not statistically significant. A significant difference was also found in publishing rates between Ed.D. and Ph.D. graduates within the same-gender and cross-gender student-advisor combinations.;There were no significant differences among graduating years, campus locations, or between genders. The percentage of graduates who published from 1999 to 2003 varied from 24.3% to 32.1%. Inter-campus publishing rates varied from 0.0% to 66.7%. By gender, 24.6% of males and 31.4% of females published at least one paper. No significant differences in publishing rates were noted for student-advisor gender match.
机译：这项研究调查了Ed.D.和教育博士学位从1999年至2003年在加利福尼亚大学的学校系统中毕业，其程度取决于学位类型，校园位置，学生性别和顾问性别。随机抽样从学位论文数据库获得409个档案记录。这409条记录的作者搜索了一组多期刊数据库，以查找在其毕业后正负2（+/- 2）年内发布的出版物。这项研究为比较Ed.D.出版率提供了第一个机会。和博士学位在同一大型学校系统中获得博士学位。应届毕业生（68.0％）毕业生（32.0％）。毕业生最常见的是女性（63.8％），而顾问最常见的是男性（58.2％）。大多数毕业生来自加州大学洛杉矶分校（39.1％）或加州大学伯克利分校（25.2％）。；研究发现278名博士中有102名（36.7％）。毕业生在5年研究范围内发表了241篇文章，每位研究生每年的发表率为0.472篇出版物。这项研究的alpha水平设置为alpha = 0.05。最重要的发现表明，博士学位占36.7％。毕业生发表了至少一篇文章，相比于教育版的13.7％。毕业生。这在p = .001的水平上很显着。对于仅男性的子样本和仅女性的子样本也是如此。男版学生出版的速度明显低于女性教育。学生们。发现与博士相反。学生，但没有统计学意义。在Ed.D.之间的出版率上也发现了显着差异。和博士学位同性别和跨性别学生顾问组合中的毕业生。毕业年份，校园位置或性别之间没有显着差异。从1999年到2003年出版的毕业生百分比从24.3％到32.1％不等。校园间发布率从0.0％到66.7％。按性别，至少有一篇论文发表在男性的24.6％和女性的31.4％。对于学生与顾问的性别匹配，发布率没有显着差异。

著录项

  • 作者

    Mallette, Leo Albert.;

  • 作者单位

    Pepperdine University.;

  • 授予单位 Pepperdine University.;
  • 学科 Education Higher.
  • 学位 Ed.D.
  • 年度 2006
  • 页码 170 p.
  • 总页数 170
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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