"Accurate, clearly written, and easy to understand even for the beginning researcher, with equal coverage of both qualitative and quantitative research. This is the only book to combine a textbook approach with a how-to approach." -Carol Roberts, Professor, University of La Verne Author, The Dissertation Journey "This is a very practical book and will be immediately usable for graduate students at any stage in their research. The multitude of examples is wonderful, and the content is very current." -Mary Betsy Brenner, Professor of Education University of California, Santa Barbara The advice and resources you need to complete your thesis or dissertation! No matter what state or stage your project is in, this how-to manual provides comprehensive guidance to help you tackle your master's thesis or doctoral dissertation. Covering both quantitative and qualitative research methods, this essential resource offers direction for every step of the process. Drawing on 40 years of experience supervising dissertations, the authors provide examples from 100 completed projects to guide readers through: Choosing a topic and writing research hypotheses Selecting a chair or committee Ensuring a successful proposal and oral defense Adapting the finished product for publication Using the Internet and desktop publishing effectively With a conversational style suitable for both faculty and students, Writing a Successful Thesis or Dissertation demystifies the writing experience and presents step-by-step directions for successfully completing your project.

Although educational theories are presented in a variety of textbooks and in some discipline-specific handbooks and encyclopedias, no publication exists which serves as a comprehensive, consolidated collection of the most influential and most frequently quoted and consulted theories. There is a need to place such theories into a single, easily accessible volume. A unique feature of the Handbook of Educational Theories is the way in which it conveys the 101 theories presented by 152 authors and 17 editors distributed among its 13 sections. These authors and editors represent 10 countries, including Argentina, Australia, Austria, Canada, Dubai (An Emirate of the United Arab Emirates), England, Norway, Scotland, United States (28 states represented), and Wales.The organization of the chapters within each section makes the volume easy to use. It includes understandable reference tools for researchers and practitioners to use at they seek theories to guide their research and practice and as they develop theoretical frameworks. In addition to the traditional theories presented, the Handbook includes emerging theories for the 21st Century. Practical examples are presented on the use of these theories in research from dissertations and published articles. Section I provides the introduction with a focus on Philosophical Educational Constructs. The remaining sections include: Learning Theory, Instructional Theory, Curriculum Theory, Literacy and Language Acquisition Theory, Counseling Theory, Moral Development Theory, Classroom Management Theory, Assessment Theory, Organizational Theory, Leadership and Management Theory, Social Justice Theory, and Teaching and Education Delivery Theory. Each section consists of an overview written by the section editor of the general theoretical concepts addressed by the chapter authors. Each chapter within the section includes (a) a description of the theory with goals, assumptions, and aspects particular to the theory, (b) the original development of and interactions of the theory, (c) validation of the theory, (d) generalizability of the theory across cultures, ethnicities, and genders, (e) the use and application of the theory, (f) critiques of the theory, (g) any instruments associated with the theory, and (h) two to five particular studies exemplifying particular theories as individuals have used them in theoretical framework of dissertations or published articles. Some theories are presented by the original theorist(s) or by prominent contributors to the theory. The Handbook of Educational Theories is intended for graduate students enrolled in research courses or completing theses and dissertations. Additionally, professors of all educational disciplines in the social sciences may be interested in this book. There is also potential use of the text as administrators, counselors, and teachers in schools use theory to guide practice. As more inquiry is being promoted among school leaders, this book also holds promise for practitioners.

Training School Principals as Talent Developers: An International Perspective focuses on how to prepare school principals to lead their schools by training and supporting teachers in their craft. The main goal of schools is improving teaching and learning in order to maximize students' potential to be college ready and career ready. Principals play significant role in improving the instructions which improves students' learning. In order to do so, we need inspiring principals to be talent developers. The book is comprised of chapters written by faculty and researchers from various countries and offers multiple perspectives on training and developing principals to be talent developers. In the ten chapters of this edited book, we wanted to address the perspectives of "who is the role model of a principal, what are the qualities needed to make a good principal and what are the challenges that the talent developer principals encounter to achieve their goals. We also wanted to broaden the lens by addressing these perspectives in the United States and globally.

Though there has been a rapid increase of women's representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women's progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.

The 11 chapters in this book provide a glimpse into the journeys thatwomen from diverse backgrounds and ethnic differences take in their higher education undergraduate or graduate careers. The diverse women include ethnicities of Arabic, Asian, African-American, American Indian, and Latina.

Talent management (TM) and talent development (TD) are of the most important areas of focus for organizational leaders and scholars around the world (Machado, 2015). Geographic boundaries have become increasingly permeable, with talent considerations being a key factor in the decision of where organizations locate their operations (Farndale, Scullion, & Sparrow, 2010). These changes in global market conditions have lead organizations to develop robust global talent management and development strategies that help organizations attract and retain the best talent (Nilsson & Ellstroem, 2012). Still, most international TM and TD initiatives can be described as ad hoc, non-strategic, or based on exported models from the West (Machado, 2015). From an operational perspective, although there is a surge in research on TM and TD practices across different regions, most of what we know about these topics is based on government and practitioners' reports. Nowadays, organizations are operating in diverse environments catalyzed by globalization, economic openness, and governmental smart visions and practical policies. Governments and organizations alike, are aspiring to become talent magnet destination, attracting expatriates from all over the world. The question we try to answer in this book is whether entities are able to continue their growth through current TM and TD practices or whether a more strategic approach is needed in order to address the current TM and TD challenges and to meet the needs of individuals, organizations, and governments. In particular, in this book we provide different perspectives of current status of TM and TD practices in select countries across the world. Our aim is to provide scholars and practitioners interested in the topic with a better understanding of TM and TD practices, and an overview of factors that affect these practices. Once we understand the different challenges, practitioners and leaders can use TM and TD as a source of power, or a strategy, that can lead people and organizations into success.

Talent management (TM) and talent development (TD) are of the most important areas of focus for organizational leaders and scholars around the world (Machado, 2015). Geographic boundaries have become increasingly permeable, with talent considerations being a key factor in the decision of where organizations locate their operations (Farndale, Scullion, & Sparrow, 2010). These changes in global market conditions have lead organizations to develop robust global talent management and development strategies that help organizations attract and retain the best talent (Nilsson & Ellstroem, 2012). Still, most international TM and TD initiatives can be described as ad hoc, non-strategic, or based on exported models from the West (Machado, 2015). From an operational perspective, although there is a surge in research on TM and TD practices across different regions, most of what we know about these topics is based on government and practitioners' reports. Nowadays, organizations are operating in diverse environments catalyzed by globalization, economic openness, and governmental smart visions and practical policies. Governments and organizations alike, are aspiring to become talent magnet destination, attracting expatriates from all over the world. The question we try to answer in this book is whether entities are able to continue their growth through current TM and TD practices or whether a more strategic approach is needed in order to address the current TM and TD challenges and to meet the needs of individuals, organizations, and governments. In particular, in this book we provide different perspectives of current status of TM and TD practices in select countries across the world. Our aim is to provide scholars and practitioners interested in the topic with a better understanding of TM and TD practices, and an overview of factors that affect these practices. Once we understand the different challenges, practitioners and leaders can use TM and TD as a source of power, or a strategy, that can lead people and organizations into success.

Our increasingly globalized world is driven by shared knowledge, and nowhere is that knowledge more important than in education. Now more than ever, there is a demand for technology that will assist in the spread of knowledge through customized, self-paced, and on-demand learning. The Handbook of Research on Innovative Technology Integration in Higher Education provides an international perspective on the need for information and communication technology in education and training. Highlighting the use of technology in both formal and informal learning, this book is an essential reference for academics, corporate leaders, government agencies, profit and non-profit organizations, policymakers, or anyone interested in the use of technology to educate and share information.

Although educational theories are presented in a variety of textbooks and in some discipline-specific handbooks and encyclopedias, no publication exists which serves as a comprehensive, consolidated collection of the most influential and most frequently quoted and consulted theories. There is a need to place such theories into a single, easily accessible volume. A unique feature of the Handbook of Educational Theories is the way in which it conveys the 101 theories presented by 152 authors and 17 editors distributed among its 13 sections. These authors and editors represent 10 countries, including Argentina, Australia, Austria, Canada, Dubai (An Emirate of the United Arab Emirates), England, Norway, Scotland, United States (28 states represented), and Wales.The organization of the chapters within each section makes the volume easy to use. It includes understandable reference tools for researchers and practitioners to use at they seek theories to guide their research and practice and as they develop theoretical frameworks. In addition to the traditional theories presented, the Handbook includes emerging theories for the 21st Century. Practical examples are presented on the use of these theories in research from dissertations and published articles. Section I provides the introduction with a focus on Philosophical Educational Constructs. The remaining sections include: Learning Theory, Instructional Theory, Curriculum Theory, Literacy and Language Acquisition Theory, Counseling Theory, Moral Development Theory, Classroom Management Theory, Assessment Theory, Organizational Theory, Leadership and Management Theory, Social Justice Theory, and Teaching and Education Delivery Theory. Each section consists of an overview written by the section editor of the general theoretical concepts addressed by the chapter authors. Each chapter within the section includes (a) a description of the theory with goals, assumptions, and aspects particular to the theory, (b) the original development of and interactions of the theory, (c) validation of the theory, (d) generalizability of the theory across cultures, ethnicities, and genders, (e) the use and application of the theory, (f) critiques of the theory, (g) any instruments associated with the theory, and (h) two to five particular studies exemplifying particular theories as individuals have used them in theoretical framework of dissertations or published articles. Some theories are presented by the original theorist(s) or by prominent contributors to the theory. The Handbook of Educational Theories is intended for graduate students enrolled in research courses or completing theses and dissertations. Additionally, professors of all educational disciplines in the social sciences may be interested in this book. There is also potential use of the text as administrators, counselors, and teachers in schools use theory to guide practice. As more inquiry is being promoted among school leaders, this book also holds promise for practitioners.

Women Leaders: Advancing Careers recognizes that while the majority of students enrolled in educational leadership preparation programs continue to be women; women's advancement to top school executive roles is still not comparable to that of men. Despite significant gains in the past decade, the biased treatment of women continues to be a barrier to their advancement to key administrative positions. The authors in Women Leaders: Advancing Careers have contributed significantly to the growing body of literature aimed at assisting the career advancement of women. Their research indicates that the concepts presented herein are critical to women's leadership preparations, advancement, and success. Women Leaders: Advancing Careers melds history, theory, research, and practice to provide guidance to aspiring women administrators in developing a career path and in attaining and successfully performing in executive roles.

Women Leaders: Advancing Careers recognizes that while the majority of students enrolled in educational leadership preparation programs continue to be women; women's advancement to top school executive roles is still not comparable to that of men. Despite significant gains in the past decade, the biased treatment of women continues to be a barrier to their advancement to key administrative positions. The authors in Women Leaders: Advancing Careers have contributed significantly to the growing body of literature aimed at assisting the career advancement of women. Their research indicates that the concepts presented herein are critical to women's leadership preparations, advancement, and success. Women Leaders: Advancing Careers melds history, theory, research, and practice to provide guidance to aspiring women administrators in developing a career path and in attaining and successfully performing in executive roles.

Over the past two decades greater numbers of courses and programs in colleges and universities have emerged that explore the lives and roles of women who have been engaged in shaping and determining the cultural contexts in which we live, yet parity for women and girls within schools, the workplace, and the academy have changed only slightly. The differential treatment between males and females in classrooms from the nursery school to the postdoctoral experience impact females' academic and career opportunities, social treatment, and participation in power structures. Simultaneous to the growth in courses, there has been a growing faction within the academy who have voiced the belief that the work on and for women and education has been accomplished. Perhaps because of this pervasive belief and because inequities have taken a subtler, but deeper form of expression, we have never been in greater need of a book series devoted to Research on Women and Education.

Over the past two decades greater numbers of courses and programs in colleges and universities have emerged that explore the lives and roles of women who have been engaged in shaping and determining the cultural contexts in which we live, yet parity for women and girls within schools, the workplace, and the academy have changed only slightly. The differential treatment between males and females in classrooms from the nursery school to the postdoctoral experience impact females' academic and career opportunities, social treatment, and participation in power structures. Simultaneous to the growth in courses, there has been a growing faction within the academy who have voiced the belief that the work on and for women and education has been accomplished. Perhaps because of this pervasive belief and because inequities have taken a subtler, but deeper form of expression, we have never been in greater need of a book series devoted to Research on Women and Education.

Student learning is the main reason for the school's existence. The focus on results, the focus on student learning, and the focus on students learning at high levels can happen only if teaching and learning become the central focus of the school and the central focus of the principal. The emphasis on student learning (the outcome rather than the process of schooling) coupled with federal legislation to that end, has placed more demands on the role of the principal than ever before in our nation's history. To address the heightened demands on the principal for greater accountability for student learning, The Principalship uses a learning-centered approach, one that emphasizes the role of the principal as the steward of the school's vision: learning for all. The critical aspects of the teaching-learning process are addressed in our text including teaching; learning; student motivation; individual differences; classroom management; assessing student learning; and developing, maintaining, and changing school culture. In addition, we include in our book several topics not found in many other principalship texts. These topics include school safety, special education, gifted education, bilingual education, nontraditional organizational structures, gender-inclusive theories, women and minorities in the principalship, ethics, the political and policy context, human resource management, ethics, legal issues, and collective bargaining. Our book is documented extensively throughout and grounded in the latest research and theory with suggestions for applying theory to practice. We believe that our text reflects cutting edge research and topical issues facing principals in schools today.

The 11 chapters in this book provide a glimpse into the journeys thatwomen from diverse backgrounds and ethnic differences take in their higher education undergraduate or graduate careers. The diverse women include ethnicities of Arabic, Asian, African-American, American Indian, and Latina.

Though there has been a rapid increase of women's representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women's progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.

"Accurate, clearly written, and easy to understand even for the beginning researcher, with equal coverage of both qualitative and quantitative research. This is the only book to combine a textbook approach with a how-to approach." -Carol Roberts, Professor, University of La Verne Author, The Dissertation Journey "This is a very practical book and will be immediately usable for graduate students at any stage in their research. The multitude of examples is wonderful, and the content is very current." -Mary Betsy Brenner, Professor of Education University of California, Santa Barbara The advice and resources you need to complete your thesis or dissertation! No matter what state or stage your project is in, this how-to manual provides comprehensive guidance to help you tackle your master's thesis or doctoral dissertation. Covering both quantitative and qualitative research methods, this essential resource offers direction for every step of the process. Drawing on 40 years of experience supervising dissertations, the authors provide examples from 100 completed projects to guide readers through: Choosing a topic and writing research hypotheses Selecting a chair or committee Ensuring a successful proposal and oral defense Adapting the finished product for publication Using the Internet and desktop publishing effectively With a conversational style suitable for both faculty and students, Writing a Successful Thesis or Dissertation demystifies the writing experience and presents step-by-step directions for successfully completing your project.

Updated Edition of Best Seller!

Frequently, people who want to advance in their careers or to change careers need assistance. To meet this need, the authors of The Principal Portfolio have expanded one of its chapters into The Career Advancement Portfolio?a powerful marketing tool for the educator seeking better job opportunities.

If you are about to begin a job search, perhaps you are not looking forward to developing a portfolio. Perhaps it appears to be an overwhelming task, and if you are not certain of just how to go about it, trying to create a portfolio can be a frustrating and intimidating experience. The Career Advancement Portfolio is designed to make developing your portfolio manageable and rewarding. The step-by-step process outlined in the book will enable you to create, in a sequential and stress-free manner, a Career Advancement Portfolio which highlights your abilities and accomplishments and enhances your professional image.