A workbook on the process of writing research and the journey a dissertation researcher has to take. Underlying themes are scholarship, thinking and writing.

Aimed at students completing Master's degrees, doctoral candidates and also supervisors of research.

A productive writer writes regularly, produces goal-directed written work and enjoys the process. Productive writing addresses the problem of why some people publish with ease and others struggle, and seeks to take the non-productive writer and turn him or her into a prolific one. Important themes in the book are dealing with writer's block, procrastination and making time to write. An array of explanations, research and activities is presented to encourage exploring, thinking, speculating, testing, documenting, questioning and developing authority. Crafting the document itself is just one part of the writing spectrum. The increasing focus on research and publishing at universities and universities of technology makes this book an important contribution to the available literature on research. Addressing throughput for postgraduate students and output for academic staff, the book is aimed at both these categories. Productive writing complements two earlier research books by Cecile Badenhorst, Research writing and Dissertation writing, and focuses on important aspects of research that are not covered in those books.

Inspiration and Innovation in Teaching and Teacher Education is an edited collection that offers a variety of conceptual and research-based discussions on teaching and teacher education in Canada and internationally. The ideas, research, and practices presented in the book focus on three broad themes: the essence of teacher education, innovative practices in teacher education, and emerging issues in teacher education. The book includes chapter contributions from a group of international scholars, teacher educators, and teachers who are adopting innovation in how they are conceptualizing teaching and teacher education and in how they are engaging in the practices of teaching and teacher education. The contributions examine emerging issues that have far-reaching implications for what we do in teacher education, elucidating the successes, opportunities, and challenges inherent in teacher education. The contributors to this book are inspiring others to examine their own beliefs and practices about what constitutes effective teacher education.

Debates about researcher education emphasise the dramatic changes facing higher education in the twenty-first century. Post/graduate students must learn often-hidden research literacies with very limited support. Research Literacies and Writing Pedagogies for Masters and Doctoral Writersexplores the challenges students face when engaging in research writing. The chapters offer insights into effective pedagogies, ranging from direct, scaffolded instruction to peer learning, in face-to-face and online interventions. Themes extend from genre approaches, threshold concepts and publishing pedagogies through to the emotional aspects of post/graduate writing, writing groups, peer learning and relational collaborations, employing both online and digital technologies. Throughout, authors have revealed how research literacies and writing pedagogies, in situated contexts around the globe, demonstrate practices that are constantly changing in the face of personal, institutional and broader influences. With contributions from: Nick Almond, Cecile Badenhorst, Agnes Bosanquet, Marcia Z. Buell, Jayde Cahir, Mary Davies Turner, Robert B. Desjardins, Gretchen L. Dietz, Jennifer Dyer, Shawana Fazal, Marilia Mendes Ferreira, Amanda French, Clare Furneaux, Cally Guerin, Pejman Habibie, Devon R. Kehler, Muhammad Ilyas Khan, Kyung Min Kim, Sally S. Knowles, Stephen Kuntz, Tara Lockhart, Michelle A. Maher, Muhammad Iqbal Majoka, Cecilia Moloney, Zinia Pritchard, Janna Rosales, Brett H. Say, Natalia V. Smirnova, Natalie Stillman-Webb, Joan Turner, John Turner, Gina Wisker, and K. Hyoejin Yoon.

La titularisation est une etape marquante dans le monde academique. Une fois acquise, elle procure la securite et la permanence, de maniere a accroitre la liberte intellectuelle dans la poursuite de recherches et d'interets importants, a la fois pour l'etablissement et pour la societe. Si le parcours vers la titularisation est tres personnel, la periode de titularisation elle-meme procure une tribune pour engager la conversation avec ses pairs. Cela implique des defis, surtout dans un milieu ou la liberte intellectuelle est encouragee. Les auteurs doivent faire des choix qui leur permettront d'atteindre leurs objectifs personnels tout en repondant aux mandats et aux politiques institutionnels. En meme temps, apres des annees de titularisation, ils continuent d'evoluer en tant qu'universitaires, en poursuivant leur cheminement personnel ou en cherchant des changements au sein du monde academique. Cet ouvrage rassemble les experiences vecues d'universitaires qui explorent la relation complexe entre eux, le monde academique en tant qu'ideal et les universites en tant que realisation de cet ideal durant la periode menant a la titularisation. Publie en Anglais.

The Academic Gateway: Understanding the Journey to Tenure investigates the experiences of professors employed in tenure-track positions who are starting their career within a university environment, but have not yet attained the affirmation and permanence that tenure offers. The role that they have taken on entails the preparation of students within a professional school. Some of them have very limited professional experience, while others bring multiple years of experience with them in their transition to a faculty of education. The contributors speak to the three key components of their faculty role: teaching, service, and research. Addressing organizational structures and differences relative to prior roles, they examine how these changes have assisted, confused or altered the way they conduct their day-to-day work. They speak about relevant prior experiences, the preparation they received through graduate school, and the details of the learning curve as they entered into their tenure track role. Have they been successful? The reader will experience the same uncertainty and anticipation every professor goes through during their journey to tenure. This approach amplifies the realism of not knowing whether issues that are spoken about will ultimately be overcome and enhances the validity of their experiences by not biasing the contributions towards those who expect success.

La titularisation est une etape marquante dans le monde academique. Une fois acquise, elle procure la securite et la permanence, de maniere a accroitre la liberte intellectuelle dans la poursuite de recherches et d'interets importants, a la fois pour l'etablissement et pour la societe. Si le parcours vers la titularisation est tres personnel, la periode de titularisation elle-meme procure une tribune pour engager la conversation avec ses pairs. Cela implique des defis, surtout dans un milieu ou la liberte intellectuelle est encouragee. Les auteurs doivent faire des choix qui leur permettront d'atteindre leurs objectifs personnels tout en repondant aux mandats et aux politiques institutionnels. En meme temps, apres des annees de titularisation, ils continuent d'evoluer en tant qu'universitaires, en poursuivant leur cheminement personnel ou en cherchant des changements au sein du monde academique. Cet ouvrage rassemble les experiences vecues d'universitaires qui explorent la relation complexe entre eux, le monde academique en tant qu'ideal et les universites en tant que realisation de cet ideal durant la periode menant a la titularisation. Publie en Anglais.

Inspiration and Innovation in Teaching and Teacher Education is an edited collection that offers a variety of conceptual and research-based discussions on teaching and teacher education in Canada and internationally. The ideas, research, and practices presented in the book focus on three broad themes: the essence of teacher education, innovative practices in teacher education, and emerging issues in teacher education. The book includes chapter contributions from a group of international scholars, teacher educators, and teachers who are adopting innovation in how they are conceptualizing teaching and teacher education and in how they are engaging in the practices of teaching and teacher education. The contributions examine emerging issues that have far-reaching implications for what we do in teacher education, elucidating the successes, opportunities, and challenges inherent in teacher education. The contributors to this book are inspiring others to examine their own beliefs and practices about what constitutes effective teacher education.