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- W2317604519 abstract "PROBABLY FOR OBVIOUS REASONS, undergraduate teachers dominate the teaching literature. People who identify themselves primarily as graduate teachers or empirical researchers rarely see the pathway to academic success as paved with articles in teaching journals. Still, it may be too strong to conclude that graduate-level teachers fail to think deeply about their courses and seminars. It may be true, as the authors of Rethinking the Graduate Seminar argue, that surprisingly little attention has been paid to the teaching of these graduate seminars, but only if the evidence is limited to the indices of journals such as Teaching Sociology. We would hypothesize that a survey of teachers would lead to a rather different conclusion: that as" @default.
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- W2317604519 date "1999-04-01" @default.
- W2317604519 modified "2023-10-02" @default.
- W2317604519 title "Socialization and the Graduate Seminar. Response to Rethinking the Graduate Seminar" @default.
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- W2317604519 doi "https://doi.org/10.2307/1318705" @default.
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