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Encouraging Academic Careers: One of Many Desirable Career Options for Doctoral School Psychologists

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Title: Encouraging Academic Careers: One of Many Desirable Career Options for Doctoral School Psychologists
Language: English
Authors: Stark, Kevin D., Perfect, Michelle, Simpson, Jane
Source: School Psychology Quarterly. Dec 2004 19(4):382-397.
Availability: Guilford Press, 72 Spring Street, New York, NY 10012. Tel: 800-365-7006, ext. 3 (Toll Free); Tel: 212-431-9800, ext. 3; Fax: 212-966-6708; e-mail: news@guilford.com.
Peer Reviewed: Y
Page Count: 15
Publication Date: 2004
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Descriptors: Career Choice, School Psychologists, College Faculty, Surveys, Doctoral Degrees, Student Attitudes
ISSN: 1045-3830
Abstract: The training environment of a graduate program can impact students' decisions about pursuing an academic position. This article describes the training environment at The University of Texas at Austin. Results of a survey of current students and graduates who have pursued academic careers are presented. Outcomes of the survey suggest that students are attracted to academia because of the variety of job responsibilities. Students who choose applied practice do so because they want to work directly with children, adolescents, and families. Students who choose either career path do so because of the desirable aspects of that career rather than because they are trying to avoid the undesirable aspects of the other career. Implications for training doctoral students who are interested in academic positions are discussed.
Abstractor: Author
Entry Date: 2005
Access URL: https://www.extenza-eps.com/extenza/loadHTML?objectIDValue=53505&type=abstract
Accession Number: EJ688785
Database: ERIC
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  Data: The training environment of a graduate program can impact students' decisions about pursuing an academic position. This article describes the training environment at The University of Texas at Austin. Results of a survey of current students and graduates who have pursued academic careers are presented. Outcomes of the survey suggest that students are attracted to academia because of the variety of job responsibilities. Students who choose applied practice do so because they want to work directly with children, adolescents, and families. Students who choose either career path do so because of the desirable aspects of that career rather than because they are trying to avoid the undesirable aspects of the other career. Implications for training doctoral students who are interested in academic positions are discussed.
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