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Service is increasingly recognized as a crucial part of academic
life, and in this incredibly competitive industry, trustworthy best
practice guides are notably missing. Even with supportive mentors,
many emergent scholars are left to learn these lessons the hard
way. In this straightforward and thorough book, Joy Egbert and Mary
Roe address the most common challenges facing academics at all
stages of their careers as they navigate the world of professional
service. Illuminating the unspoken rules behind book reviewing,
anticipating the difficulties of collaborating, offering support on
chairing, mentoring, and graduate student committees chairmanship,
and more, this book is a must-have for anyone starting an academic
career in Education, and for veteran academics who want to polish
their skills.
For both new academics and those with some experience, writing
articles of publishable quality can be particularly challenging.
Developing the necessary skill set requires useful information,
hard work, and the type of direction infrequently offered in
research methods courses, leaving researchers to piece together
resources on their own. This book addresses this critical topic in
a format that is easy to teach and understand. It is a practical
volume that teaches researchers how to identify their audience,
clearly state the nature of their work, provide exceptional
literature reviews, cite appropriately, and explicate their
research. Beginning each chapter with reviewer comments, Writing
Education Research is designed to help scholars understand both how
to write effective research reports and how to get published.
Practice exercises and resource lists in each chapter offer
easy-to-access information about the review and publication
process. A perfect accompaniment to standard research courses, this
practical book demystifies the writing process for anyone looking
to publish articles, chapters, or papers in education.
For both new academics and those with some experience, writing
articles of publishable quality can be particularly challenging.
Developing the necessary skill set requires useful information,
hard work, and the type of direction infrequently offered in
research methods courses, leaving researchers to piece together
resources on their own. This book addresses this critical topic in
a format that is easy to teach and understand. It is a practical
volume that teaches researchers how to identify their audience,
clearly state the nature of their work, provide exceptional
literature reviews, cite appropriately, and explicate their
research. Beginning each chapter with reviewer comments, Writing
Education Research is designed to help scholars understand both how
to write effective research reports and how to get published.
Practice exercises and resource lists in each chapter offer
easy-to-access information about the review and publication
process. A perfect accompaniment to standard research courses, this
practical book demystifies the writing process for anyone looking
to publish articles, chapters, or papers in education.
Service is increasingly recognized as a crucial part of academic
life, and in this incredibly competitive industry, trustworthy best
practice guides are notably missing. Even with supportive mentors,
many emergent scholars are left to learn these lessons the hard
way. In this straightforward and thorough book, Joy Egbert and Mary
Roe address the most common challenges facing academics at all
stages of their careers as they navigate the world of professional
service. Illuminating the unspoken rules behind book reviewing,
anticipating the difficulties of collaborating, offering support on
chairing, mentoring, and graduate student committees chairmanship,
and more, this book is a must-have for anyone starting an academic
career in Education, and for veteran academics who want to polish
their skills.
Now in its second edition, Foundations of Education Research
defines, discusses, and offers applications for the central
components of educational research, providing both novice and
experienced researchers with a common ground from which to work.
Fully updated throughout, the second edition adds a glossary of
terms, additional examples, and includes a discussion of
similarities and differences in education research. Eight concise,
accessible chapters cover conceptual framework, epistemology,
paradigm, theory, theoretical framework, and methodology/method.
This unique primer demystifies jargon and makes the theoretical
components of research accessible, giving students the tools they
need to understand existing education research literature and to
produce theoretically-grounded work of their own. Each chapter
begins with perspectives from both novice and experienced
researchers, whose guiding questions assist researchers engaging
with theory for the first time and those looking to improve their
understanding of the fundamentals. Practice exercises, examples,
and suggested reading lists at the end of each chapter offer
students resources they can apply to their own research and
thinking in concrete ways. A perfect accompaniment to standard
research courses, this book is designed to help students achieve a
deeper understanding of what is expected of them and ideas about
how to achieve it.
Now in its second edition, Foundations of Education Research
defines, discusses, and offers applications for the central
components of educational research, providing both novice and
experienced researchers with a common ground from which to work.
Fully updated throughout, the second edition adds a glossary of
terms, additional examples, and includes a discussion of
similarities and differences in education research. Eight concise,
accessible chapters cover conceptual framework, epistemology,
paradigm, theory, theoretical framework, and methodology/method.
This unique primer demystifies jargon and makes the theoretical
components of research accessible, giving students the tools they
need to understand existing education research literature and to
produce theoretically-grounded work of their own. Each chapter
begins with perspectives from both novice and experienced
researchers, whose guiding questions assist researchers engaging
with theory for the first time and those looking to improve their
understanding of the fundamentals. Practice exercises, examples,
and suggested reading lists at the end of each chapter offer
students resources they can apply to their own research and
thinking in concrete ways. A perfect accompaniment to standard
research courses, this book is designed to help students achieve a
deeper understanding of what is expected of them and ideas about
how to achieve it.
The goal of this text is to help teachers in diverse classrooms
understand the importance of students' culture, languages, and
schooling experiences to curriculum, assessment, and student
achievement. Readers will learn about aspects of specific cultures
and languages that are important to their understanding of their
students, and they will discover that cultures that are often
considered similar may not be so (and why they aren't). Finally,
the text focuses on how teachers can integrate languages and
cultures into classrooms and how to account for students'
backgrounds and funds of knowledge when devising tasks. The text
starts with an introduction to language and culture that presents a
research?based explanation of why these concepts are important for
teachers to understand (Chapter 1). Then, the middle 28 chapters
each address one country/culture. Each chapter starts with a school
scenario in the US. Part 2 of each chapter includes evidence?based
demographic and background data on the country, including
historical events that may have an impact on our students and their
families. Part 3 includes a look at education, schooling, and
culture, including famous people, contributions to the world,
personal characteristics, important religious information, focal
customs, and other aspects that are important to cultural insiders.
Part 4 is about language and literacy traditions and how they
relate to the culture, a number of words that teachers can learn
(e.g., yes, no, thank you, please, hello), how the language is
different from and similar to English, and what those differences
and similarities might mean for English language learners from that
culture. Part 5 comprises advice, resources, and ideas for teachers
(for example, if it is an oral culture, the teacher might consider
working with students on oral storytelling before transitioning to
written stories, or incorporate both using technology). Each
chapter also contains recommended readings and resources and short
exercises that extend the chapter information. The final chapter
presents parting notes for teachers and additional suggestions for
addressing diversity.
The goal of this text is to help teachers in diverse classrooms
understand the importance of students' culture, languages, and
schooling experiences to curriculum, assessment, and student
achievement. Readers will learn about aspects of specific cultures
and languages that are important to their understanding of their
students, and they will discover that cultures that are often
considered similar may not be so (and why they aren't). Finally,
the text focuses on how teachers can integrate languages and
cultures into classrooms and how to account for students'
backgrounds and funds of knowledge when devising tasks. The text
starts with an introduction to language and culture that presents a
research?based explanation of why these concepts are important for
teachers to understand (Chapter 1). Then, the middle 28 chapters
each address one country/culture. Each chapter starts with a school
scenario in the US. Part 2 of each chapter includes evidence?based
demographic and background data on the country, including
historical events that may have an impact on our students and their
families. Part 3 includes a look at education, schooling, and
culture, including famous people, contributions to the world,
personal characteristics, important religious information, focal
customs, and other aspects that are important to cultural insiders.
Part 4 is about language and literacy traditions and how they
relate to the culture, a number of words that teachers can learn
(e.g., yes, no, thank you, please, hello), how the language is
different from and similar to English, and what those differences
and similarities might mean for English language learners from that
culture. Part 5 comprises advice, resources, and ideas for teachers
(for example, if it is an oral culture, the teacher might consider
working with students on oral storytelling before transitioning to
written stories, or incorporate both using technology). Each
chapter also contains recommended readings and resources and short
exercises that extend the chapter information. The final chapter
presents parting notes for teachers and additional suggestions for
addressing diversity.
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