Comparison Matrix Outline

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EXPANDED COMPARRISON MATRIX PAPER Grand Canyon University Doctoral Studies in Psychology Psychology 801 Dr. Joe Millett March 19, 2015 COMPARISON MATRIX OUTLINE I. INTRODUCTION Throughout the beginning of the 21st century, our views on doctoral socialization and academic identity have drastically changed. It was once thought that doctoral learners were primarily shaped by the institutions in which they studied, but with the advent of the Internet, a world-wide community was introduced. This included distance education and with that, an opportunity to move away from Fordist thinking and facilitate true critical thought. Identifying and effectively managing these socialization opportunities may hold the key to prepare doctoral students to develop academic identities, grow into scholarly roles, and become critical thinkers. II. COMPARISON OF RESEARCH QUESTIONS A. Article 1 research questions/hypotheses The authors of article 1 ask whether instructors assist their students in becoming critical thinkers in both traditional and distance learning classrooms. They assert that the term “critical thinking” is somewhat elusive to most university faculty; how can these purveyors of higher learning exemplify the critical thought process? B. Article 2 research questions/hypotheses The authors of the second article ask if instructors can aid doctoral students in developing an academic identity. They assert that the deliberate development of sociocultural networks within the scope of doctoral learning will foster academic and post-doctoral identity. C. Article 3 research questions/hypotheses The authors of the third article ask if students are prepared for a scholarly role through the aid of socialization. They assert that the socialization of doctoral students to the academic norms of research and scholarship will positively shape their

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