Increasing numbers of adults are enroling in doctoral programmes, but their earlier college lives often do not prepare them for the rules of the academic game. Many have no idea what a dissertation looks like, how it gets that way, or what options are available to them. This book is a practical guide for students who need help in progressing from the decision to write a dissertation to the planning, writing and defending of it. It includes samples of proposals and dissertations that have been accepted and data drawn from a number of sources, including focus groups with doctoral students and graduates and responses to an open-ended questionnaire from doctoral students across the United States.

"Succeeding at Your Interview: A Practical Guide for Teachers" uses an effective interactive format to present core information about interviewing for a teaching job, document a wide variety of interview processes, guide teacher candidates in developing strategies for interviewing, and increase their confidence in communicating their professional knowledge. In a spiral process, readers are asked to consider scenarios, respond to questions, contemplate the perspective offered by the authors, and modify their responses. The goal is to help teacher candidates develop and articulate a clear idea of their own professional knowledge and of the culture of the schools at which they are interviewing.
Special features:
*Eleven detailed chapters and five interview scenarios engage the reader in continuous reflective practice in the multifaceted activities integral to interviewing--beginning with organizing the job search and proceeding through the entire interview process.
*The scenarios implicitly develop knowledge and the chapters explicitly detail the information.
*Specific interview situations engage readers in articulating their professional knowledge, linking theory and practice.
*"Keep in Mind" comments, Margin Notes, and Decision Trees provide opportunities to reflect on the issues and develop personal responses.
*Sample documents, formats, questions, and responses enhance understanding of evaluation processes.
*Graphic organizers at the beginning and end of each chapter provide visual representations of the concepts and concerns addressed in each chapter, assisting the reader in identifying chapters relevant to their current needs in the job search and in synthesizing, organizing, and reviewing the information contained in the chapter.

Increasing numbers of adults are enroling in doctoral programmes, but their earlier college lives often do not prepare them for the rules of the academic game. Many have no idea what a dissertation looks like, how it gets that way, or what options are available to them.
This book is a practical guide for students who need help in progressing from the decision to write a dissertation to the planning, writing and defending of it. It includes samples of proposals and dissertations that have been accepted and data drawn from a number of sources, including focus groups with doctoral students and graduates and responses to an open-ended questionnaire from doctoral students across the United States.

eBook available with sample pages: 0203024575

As society has changed over the last century, the need for change in education methodology is ever increasing, if schooling is to be a pleasure rather than an endurable experience. The author questions the reasons behind the pervasive focus on "facts" and suggests that exam oriented learning trivializes the importance of the process of education in its entirety. This book is intended to help educators to understand that well-intentioned plans may have gone awry, and puts forward an agenda for changing schooling practices away from now rejected theories of learning - that is, theories which advocated isolated drill work and the automatic presentation and memorization of information - to a more recent belief in learning occurring when individuals are engaged in purposeful, collaborative tasks.

As society has changed over the last century, the need for change in education methodology is ever increasing, if schooling is to be a pleasure rather than an endurable experience. The author questions the reasons behind the pervasive focus on "facts" and suggests that exam oriented learning trivializes the importance of the process of education in its entirety. This book is intended to help educators to understand that well-intentioned plans may have gone awry, and puts forward an agenda for changing schooling practices away from now rejected theories of learning - that is, theories which advocated isolated drill work and the automatic presentation and memorization of information - to a more recent belief in learning occurring when individuals are engaged in purposeful, collaborative tasks.

Brause and Mayher's powerful message is that many teachers do not realize their potential as educators because they lack sound knowledge to back up and properly implement their ideas. They provide guidance on how to read research and how to conduct research in the classroom. They aim to engender in teachers an awareness of the possibility of research to broaden their outlook of their profession.

Brause and Mayher's powerful message is that many teachers do not realize their potential as educators because they lack sound knowledge to back up and properly implement their ideas. They provide guidance on how to read research and how to conduct research in the classroom. They aim to engender in teachers an awareness of the possibility of research to broaden their outlook of their profession.