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An explosive growth in research on how people learn has revealed many ways to improve teaching and catalyse learning at all ages. The purpose of this book is to present this new science of learning so that educators can creatively translate the science into exceptional practice. The book is highly appropriate for the preparation and professional development of teachers and college faculty, but also parents, trainers, instructional designers and psychology students. Based on a popular Stanford University course, The ABCs of How We Learn uses a novel format that is suitable as both a textbook and a popular read. With everyday language, engaging examples, a sense of humour and solid evidence, it describes 26 unique ways that students learn. Each chapter offers a concise and approachable breakdown of one way people learn, how it works, how we know it works, how and when to use it and what mistakes to avoid. The book presents learning research in a way that educators can creatively translate into exceptional lessons and classroom practice. The book covers field-defining learning theories ranging from behaviourism (R is for Reward) to cognitive psychology (S is for Self-Explanation) to social psychology (O is for Observation). The chapters also introduce lesser-known theories exceptionally relevant to practice, such as arousal theory (X is for eXcitement). Together the theories, evidence and strategies from each chapter can be combined endlessly to create original and effective learning plans and the means to know if they succeed.
(source: Nielsen Book Data)

• 1. Developing the Problem Statement for Your Dissertation Proposal :
• Introduction
• The Doctoral Experience
• The Problem Is the Problem
• Finding a Good Research Problem
• Characteristics of a Good Problem
• Writing the Problem Statement
• The Problem Statement as Part of a Dissertation Proposal
• Summary of Chapter One
• Do You Understand These Key Words and Phrases?
• Let's Start Writing Our Own Proposal
• 2. Writing Purpose Statements, Research Questions, and Hypotheses :
• Introduction
• The Quantitative Purpose Statement
• Purpose Statements for Qualitative Studies
• Defining and Describing a Research Question
• The Methodological Point of Departure
• Research Questions Will Ultimately Lead to the Study's Research Method
• Getting Back to Stating Our Research Question
• A Word of Caution!
• Putting It Together: Problem Statements, Purpose Statements, and Research Questions
• Problem Statements, Purpose Statements, and Research Questions in the Literature
• Stating Hypotheses for Your Research Study
• An Example of Stating Our Hypotheses
• Understanding the Four Basic Rules for Hypotheses
• The Direction of Hypotheses
• Hypotheses Must Be Testable via the Collection and Analysis of Data
• Research versus Null Hypotheses
• All Hypotheses Must Include the Word "Significant"
• Other Parts of
• Chapter 1 of the Dissertation
• Summary of Chapter Two
• Do You Understand These Key Words and Phrases?
• Review Questions
• Progress Check for
• Chapter 1 of the Dissertation Proposal: The Introduction
• Let's Continue Writing Our Own Dissertation Proposal
• 3. Writing the Review of Literature for Your Study :
• Introduction
• What Is a Review of Literature and What Is Its Purpose?
• There Isn't a Magic Formula for Writing a Review of Literature
• Phase
• 1. Getting Ready to Write a Review of Literature
• Phase
• 2. Writing the Review of Literature
• Summary of Chapter Three
• Do You Understand These Key Words and Phrases?
• Review Questions
• Progress Check for
• Chapter 3 of the Dissertation Proposal: The Review of Literature
• Let's Continue Writing Our Own Dissertation Proposal
• 4. The First Part of Your Dissertation Research Method :
• Introduction
• Philosophy 101
• The Research Paradigm
• Nonrandom (Nonprobabalistic) Sampling
• Identifying the Population and a Sample for Your Study
• Summary of the Sampling Process
• Data Collection Instruments
• Instruments for Quantitative Research
• Instruments for Qualitative Research
• Reliability and Validity
• Plans for Data Analysis
• Ethical Considerations
• Plans for Presenting the Results
• Summary of Your Proposal
• Summary of Chapter Four: The First Part of Your Dissertation Research Method
• Do You Understand These Key Words and Phrases?
• Review Questions
• 5. Quantitative Research Methods :
• Introduction
• Different Types of Data
• Quantitative Research Designs
• Survey Research
• Correlational Research
• Causal-Comparative Research
• Hypothesis Testing
• Experimental Research
• The Validity of Your Study
• Threats to the Internal Validity of Your Study
• Threats to the External Validity of Your Study
• Experimental Research Designs
• Preexperimental Designs
• Quasi-Experimental Designs
• Experimental Designs
• Putting This All Together for the Quantitative Dissertation Proposal
• Chapter 3 of a Quantitative Dissertation Proposal
• Our First Example of
• Chapter 3 of a Proposal
• Summary of Chapter Five
• Do You Understand These Key Words and Phrases?
• Review Questions
• Progress Check for
• Chapter 3 of a Quantitative Dissertation Proposal
• Let's Continue Writing Our Own Dissertation Proposal
• Appendix 5.1. Example of a Descriptive Research Study
• Appendix 5.2. Example of a Correlational Research Study
• Appendix 5.3. Example of a Quasi-Experimental Research Study
• Appendix 5.4. Example of an Experimental Research Study
• Appendix 5.5. Threats to the Validity of an Experimental Study
• 6. Qualitative Research Methods :
• Introduction
• An Overview of Qualitative Methodologies
• The Role of the Researcher
• The Format of a Qualitative Dissertation Proposal
• Chapter 1 of a Qualitative Dissertation Proposal: The Introduction
• Chapter 3 of a Qualitative Dissertation Proposal: Research Methods
• Choosing the Right Qualitative Research Method
• Participants and Sampling
• Instruments
• Research Procedures
• Plans for Data Analysis
• The Validity and Reliability of a Qualitative Study
• Ethical Considerations
• Plans for Presenting the Results
• Summary
• Summary of Chapter Six
• Do You Understand These Key Words and Phrases?
• Review Questions
• Progress Check for
• Chapter 3 of a Qualitative Dissertation Proposal
• Let's Continue Writing Our Own Dissertation Proposal
• Appendix 6.1. Narrative Study Procedures: The Case of the Unfortunate Departure
• Appendix 6.2. Phenomenological Study Procedures: The Case of Sending Your Child to Safety
• Appendix 6.3. Ethnographic Study Procedures: The Case of Climbing the Mountain
• Appendix 6.4. Case Study Procedures: The Case of the Standardized Test
• Appendix 6.5. Grounded Theory Procedures: The Case of Homelessness
• Appendix 6.6. Content Analysis Procedures: The Case of the Eye Witness
• 7. Mixed Methods Research Designs :
• Introduction
• An Overview of Mixed Methods Research
• The Format of a Mixed Methods Proposal
• Chapter 1 of a Mixed Methods Study: The Introduction
• Background, Statement of the Problem, and Significance of the Study
• The Central Purpose of the Study
• Research Questions
• Hypotheses for Mixed Methods Studies
• Chapter 2 of a Mixed Methods Dissertation Proposal: The Review of Literature
• Chapter 3 of a Mixed Methods Dissertation Proposal: Research Methods
• The Mixed Methods Paradigm
• Research Design
• The Three Major Mixed Methods Designs
• Participants and Sampling
• Instruments
• Research Procedures
• Plans for Data Analysis
• Ethical Considerations
• Plans for Presenting the Results
• Summary of Chapter Seven
• Do You Understand These Key Words and Phrases?
• Review Questions
• Progress Check for
• Chapter 3 of a Mixed Methods Dissertation Proposal: The Research Methods
• Appendix 7.1. Sequential Explanatory Design: The Case of the Tutors
• Appendix 7.2. Sequential Exploratory Design: The Case of the Academies
• Appendix 7.3. Convergent Design: The Case of Calling It In
• Epilogue: Have We Accomplished What We Set Out to Do?
• Appendix A. Progress Check for
• Chapter 1 of a Dissertation Proposal: The Introduction
• Appendix B. Progress Check for
• Chapter 2 of a Dissertation Proposal: The Review of Literature
• Appendix C. Progress Check for
• Chapter 3 of a Quantitative Dissertation Proposal
• Appendix D. Progress Check for
• Chapter 3 of a Qualitative Dissertation Proposal
• Appendix E. Progress Check for
• Chapter 3 of a Mixed Methods Dissertation Proposal.

"This user-friendly guide helps students get started on--and complete--a successful doctoral dissertation proposal by accessibly explaining the process and breaking it down into manageable steps. Steven R. Terrell demonstrates how to write each chapter of the proposal, including the problem statement, purpose statement, and research questions and hypotheses; literature review; and detailed plan for data collection and analysis. Of special utility, end-of-chapter exercises serve as building blocks for developing a full draft of an original proposal. Numerous case study examples are drawn from across the social, behavioral, and health science disciplines. Appendices present an exemplary proposal written three ways to encompass quantitative, qualitative, and mixed-methods designs. Pedagogical Features: *"Let's Start Writing" exercises leading up to a complete proposal draft. *"Do You Understand" checklists of key terms plus an end-of-book glossary. *End-of-chapter quizzes with answers. *Case study examples from education, psychology, health sciences, business, and information systems. *Sample proposal with three variants of the methods chapter: quantitative, qualitative, and mixed methods"-- Provided by publisher.

• Starting out. Do not think about why you are applying ; Ignore the market ; Stay at the same university ; Follow the money blindly ; Do an unfunded PhD ; Do an interdisciplinary PhD ; Believe advertised completion times ; Ignore the information the university provides you ; Expect the money to take care of itself
• Supervisors . Go it alone and stay quiet ; Choose the coolest supervisor ; Have co-supervisors ; Do not clarify the supervisor's (or your own) expectations ; Avoid your supervisor and committee ; Stay in a bad relationship ; Expect people to hold your hand
• Managing your program. Concentrate only on your thesis ; Expect to write the perfect comprehensive exam ; Select a topic for entirely strategic reasons ; Do not teach, or teach a ton of courses ; Do not seek teaching instruction ; Move away from the university before finishing your degree ; Postpone those tedious approval processes ; Organize everything only in your head ; Do not attend conferences, or attend droves of conferences
• Your work and social life. Concentrate solely on school ; Expect friends and family to understand ; Socialize only with your clique ; Get a job!
• Writing. Write only your PhD thesis ; Postpone publishing ; Cover everything ; Do not position yourself ; Write only to deadlines ; Abuse your audience
• Your attitude and actions. Expect to be judged only on your work ; Have a thin skin ; Be inconsiderate ; Become "that" student ; Never compromise ; Gossip ; Say whatever pops into your head on social media
• Delicate matters. Assume that the university is more inclusive than other institutions ; Insist on your rights ; Get romantically involved with faculty ; Cheat and plagiarize
• Am I done yet?: on finishing. Skip job talks ; Expect to land a job in a specific university ; Expect people to hire you to teach your thesis ; Turn down opportunities to participate in job searches ; Neglect other people's theses ; Get an unknown external examiner ; Do not understand the endgame ; Be blase about your defense ; Do not plan for your job interview ; Persevere at all costs ; Consider a non-academic career a form of failure ; Final thoughts.

Don't think about why you're applying. Select a topic for entirely strategic reasons. Choose the coolest supervisor. Write only to deadlines. Expect people to hold your hand. Become "that" student. When it comes to a masters or PhD program, most graduate students don't deliberately set out to fail. Yet, of the nearly 500,000 people who start a graduate program each year, up to half will never complete their degree. Books abound on acing the admissions process, but there is little on what to do once the acceptance letter arrives. Veteran graduate directors Kevin D. Haggerty and Aaron Doyle have set out to demystify the world of advanced education. Taking a wry, frank approach, they explain the common mistakes that can trip up a new graduate student and lay out practical advice about how to avoid the pitfalls. Along the way they relate stories from their decades of mentorship and even share some slip-ups from their own grad experiences. The litany of foul-ups is organized by theme and covers the grad school experience from beginning to end: selecting the university and program, interacting with advisors and fellow students, balancing personal and scholarly lives, navigating a thesis, and creating a life after academia. Although the tone is engagingly tongue-in-cheek, the lessons are crucial to anyone attending or contemplating grad school. 57 Ways to Screw Up in Grad School allows you to learn from others' mistakes rather than making them yourself.
(source: Nielsen Book Data)

• Preface
• Section I. Issues
• Chapter 1. The Issues and Demographic Data
• Chapter 2. Issues Confronting Athletic Administrators
• Section II. Institutional and Societal Cultures
• Chapter 3. Institutional and Societal Cultures
• Section III. Career Pathways
• Chapter 4. A Tale of Two Professors
• Chapter 5. A Career in Science
• Chapter 6. Creating My Own Path
• Chapter 7. Pathways in Athletic Administrators
• Section IV. Transitioning
• Chapter 8. From Student to Full Professor
• Chapter 9. From Faculty to Chair
• Section V. Mentoring
• Chapter 10. Mentoring
• Chapter 11. African American Researchers in Computing Sciences: Expanding the Pool of Participation
• Section VI. Professor Support Networks
• Chapter 12. Professor Support Networks.
• (source: Nielsen Book Data)

Navigating Academia: A Guide for Women and Minority STEM Faculty explores the infrastructure of the academy and provides a systematic account of where and why women and minorities fall behind men in the preparation for and development of their academic careers. This book offers useful strategies for recruiting, retaining, and advancing women and minorities. Chapters include testimonials from faculty and administrators about how they made their ascent within the academy. Navigating Academia: A Guide for Women and Minority STEM Faculty also discusses how to modify and expand faculty recruiting programs, how to diversify search committees, how to encourage intervention by deans, and how to assess past hiring efforts. This guide is an important resource for women and minorities seeking success in the academy as well as for administrators focused on faculty and professional development.
(source: Nielsen Book Data)

• Acknowledgments Preface
• 1. Introducing Research
• 2. Selecting a Topic, Formulating a Research Question, and Developing a Conceptual Framework
• 3. Gathering and Evaluating Relevant Literature
• 4. Writing the Literature Review
• 5. Defining a Research Methodology
• 6. Creating a Research Proposal
• 7. Looking Ahead to Next Steps References Index.
• (source: Nielsen Book Data)

This book provides researchers with the skills and knowledge needed to successfully accomplish milestones during the early stages of research activity. Specifically, it assists researchers in developing a skill set that includes developing a research question, writing the literature review, choosing a methodology, and creating a research proposal.
(source: Nielsen Book Data)

The book is designed primarily for graduate students (or advanced undergraduates) who are learning psychometrics, as well as professionals in the field who need a reference for use in their practice. We would assume that users have some basic knowledge of using SAS to read data and conduct basic analyses (e.g., descriptive statistics, frequency distributions). In addition, the reader should be familiar with basic statistical concepts such as descriptive statistics (e.g., mean, median, variance, standard deviation), percentiles and the rudiments of hypothesis testing. They should also have a passing familiarity with issues in psychometrics such as reliability, validity and test/survey scoring. The authors do not assume any more than basic familiarity with these issues, and devote a portion of each chapter (as well as the entire first chapter) to reviewing many of these basic ideas for those not familiar with them. This book will be useful either as a primary text for a course on applied measurement where SAS is the main platform for instruction, or as a supplement to a more theoretical text. The readership will include graduate students, faculty members, data analysts and psychometricians responsible for analysis of survey response data, as well as educational and psychological assessments. This book aims to provide readers with the tools necessary for assessing the psychometric qualities of educational and psychological measures as well as surveys and questionnaires. Each chapter covers an issue pertinent to psychometric and measurement practice, with an emphasis on application. Topics are briefly discussed from a theoretical/technical perspective in order to provide the reader with the background necessary to correctly use and interpret the statistical analyses that is presented subsequently. Readers are then presented with examples illustrating a particular concept (e.g., reliability). These examples include a discussion of the particular analysis, along with the SAS code necessary to conduct them. The resulting output is then discussed in detail, focusing on the interpretation of the results. Finally, examples of how these results might be written up is also included in the text. This mixture of theory with examples of actual practice will serve the reader both as a pedagogical tool and as a reference work.
(source: Nielsen Book Data)

• 1 Front Matter-- 2 1 Introduction-- 3 2 Background to Change-- 4 3 Getting Started-- 5 4 The Tenure Track and Beyond-- 6 5 Moving into Retirement-- 7 6 The Other Academe-- 8 7 Looking Ahead-- 9 Appendix A: Workshop Agenda-- 10 Appendix B: Speakers' Biographies.
• (source: Nielsen Book Data)

America's research universities have undergone striking change in recent decades, as have many aspects of the society that surrounds them. This change has important implications for the heart of every university: the faculty. To sustain their high level of intellectual excellence and their success in preparing young people for the various roles they will play in society, universities need to be aware of how evolving conditions affect their ability to attract the most qualified people and to maximize their effectiveness as teachers and researchers. Gender roles, family life, the demographic makeup of the nation and the faculty, and the economic stability of higher education all have shifted dramatically over the past generation. In addition, strong current trends in technology, funding, and demographics suggest that change will continue and perhaps even accelerate in academe in the years to come. One central element of academic life has remained essentially unchanged for generations, however: the formal structure of the professorial career. Developed in the mid-nineteenth and early twentieth centuries to suit circumstances quite different from today's, and based on traditions going back even earlier, this customary career path is now a source of strain for both the individuals pursuing it and the institutions where they work. The Arc of the Academic Research Career is the summary of a workshop convened by The Committee on Science, Engineering, and Public Policy in September 2013 to examine major points of strain in academic research careers from the point of view of both the faculty members and the institutions. National experts from a variety of disciplines and institutions discussed practices and strategies already in use on various campuses and identified issues as yet not effectively addressed. This workshop summary addresses the challenges universities face, from nurturing the talent of future faculty members to managing their progress through all the stages of their careers to finding the best use of their skills as their work winds down.
(source: Nielsen Book Data)

• Machine generated contents note:
• AcknowledgementsIntroduction1. Why do a PhD?2. Decisions to be Made3. When to do a PhD4. Ways of doing a PhD5. Stages of a PhD
• 6. Your Project and Supervisors7. Sources of Support and Working Conditions8. Additional Demands on Your Time9. Life Outside of the PhDSummaryUseful Websites.

• Entering graduate school
• An academic career or not?
• Being an assistant professor
• Academic midlife
• The endgame.

More people than ever are going to graduate school to seek a PhD these days. When they get there, they discover a bewildering environment: a rapid immersion in their discipline, keen competition for resources, and uncertain options for their future, whether inside or outside of academia. Life with a PhD can begin to resemble an unsolvable puzzle. In Behind the Academic Curtain, Frank F. Furstenberg offers a clear and user-friendly map to this maze. Drawing on decades of experience in academia, he provides a comprehensive, empirically grounded, and, most important of all, practical guide to academic life. While the greatest anxieties for PhD candidates and postgrads are often centered on getting that tenure-track dream job, each stage of an academic career poses a series of distinctive problems. Furstenberg divides these stages into five chapters that cover the entire trajectory of an academic life, including how to make use of a PhD outside of academia. From finding the right job to earning tenure, from managing teaching loads to conducting research, from working on committees to easing into retirement, he illuminates all the challenges and opportunities an academic can expect to encounter. Each chapter is designed for easy consultation, with copious signposts, helpful suggestions, and a bevy of questions that all academics should ask themselves throughout their career, whether at a major university, junior college, or a non-academic organization. An honest and up-to-date portrayal of how this life really works, Behind the Academic Curtain is an essential companion for any scholar, at any stage of his or her career.
(source: Nielsen Book Data)

A little more than seventy-five years ago, Kate L. Turabian drafted a set of guidelines to help students understand how to write, cite, and formally submit research writing. Seven editions and more than nine million copies later, the name Turabian has become synonymous with best practices in research writing and style. Her "Manual for Writers" continues to be the gold standard for generations of college and graduate students in virtually all academic disciplines. Now in its eighth edition, "A Manual for Writers of Research Papers, Theses, and Dissertations" has been fully revised to meet the needs of today's writers and researchers. The Manual retains its familiar three-part structure, beginning with an overview of the steps in the research and writing process, including formulating questions, reading critically, building arguments, and revising drafts. Part II provides an overview of citation practices with detailed information on the two main scholarly citation styles (notes-bibliography and author-date), an array of source types with contemporary examples, and detailed guidance on citing online resources. It offers authoritative guidance on all matters of style, updated to reflect "The Chicago Manual of Style", sixteenth edition. It contains thorough coverage of scholarly citation: standard practices, an expanded array of digital sources, and hundreds of new examples. It includes comprehensive guidelines - vetted by dissertation officials nation-wide - for formatting research papers, theses, and dissertations and preparing them for submission. The final section treats all matters of editorial style, with advice on punctuation, capitalization, spelling, abbreviations, table formatting, and the use of quotations. Style and citation recommendations have been revised throughout to reflect the sixteenth edition of "The Chicago Manual of Style". With an appendix on paper format and submission that has been vetted by dissertation officials from across the country and a bibliography with the most up-to-date listing of critical resources available, "A Manual for Writers" remains the essential resource for students and their teachers.
(source: Nielsen Book Data)

• Preface--
• 1. Introduction--
• 2. Compilation--
• 3. Front cover illustration--
• 4. Title--
• 5. Abstract--
• 6. Quotations--
• 7. Thesis at a glance--
• 8. Abbreviations--
• 9. List of publications--
• 10. Contributors--
• 11. Popularized summary--
• 12. Acknowledgements--
• 13. General introduction--
• 14. Aims--
• 15. Methods--
• 16. Results--
• 17. General discussion--
• 18. Copyright--
• 19. A dissertation worth considering-- Appendix-- Index.
• (source: Nielsen Book Data)

The article-based thesis is becoming increasingly common, especially in the 'hard' sciences such as biology, medicine and technology, and is beginning to replace the traditional monograph. Format guidelines vary among universities. This is the first book to summarise the main features, showing the PhD student how to prepare a thesis in such a format. The suggestions are highly practical; both its good and bad examples from published theses support the author's wise advice on all aspects of such theses. Poor figures are not only scrutinised in detail but also redrawn for comparison. Guidance also covers the issues of reprint permissions and copyright. This informative and accessible book, from the author of How to Write and Illustrate a Scientific Paper, has been developed through the author's extensive teaching experience in scientific writing and also his experience as a journal editor. It is therefore an indispensable guide to article-based thesis success.
(source: Nielsen Book Data)

• Machine generated contents note: pt. I Style and Substance
• 1.Rules of Engagement
• 2.On Being Disciplined
• 3.A Guide to the Style Guides
• pt. II The Elements of Stylishness
• 4.Voice and Echo
• 5.Smart Sentencing
• 6.Tempting Titles
• 7.Hooks and Sinkers
• 8.The Story Net
• 9.Show and Tell
• 10.Jargonitis
• 11.Structural Designs
• 12.Points of Reference
• 13.The Big Picture
• 14.The Creative Touch.

Elegant data and ideas deserve elegant expression, argues Helen Sword in this lively guide to academic writing. For scholars frustrated with disciplinary conventions, and for specialists who want to write for a larger audience but are unsure where to begin, here are imaginative, practical, witty pointers that show how to make articles and books a pleasure to read-and to write. Dispelling the myth that you cannot get published without writing wordy, impersonal prose, Sword shows how much journal editors and readers welcome work that avoids excessive jargon and abstraction. Sword's analysis of more than a thousand peer-reviewed articles across a wide range of fields documents a startling gap between how academics typically describe good writing and the turgid prose they regularly produce. Stylish Academic Writing showcases a range of scholars from the sciences, humanities, and social sciences who write with vividness and panache. Individual chapters take up specific elements of style, such as titles and headings, chapter openings, and structure, and close with examples of transferable techniques that any writer can master.
(source: Nielsen Book Data)
Elegant ideas deserve elegant expression. Sword dispels the myth that you can't get published without writing wordy, impersonal prose. For scholars frustrated with disciplinary conventions or eager to write for a larger audience, here are imaginative, practical, witty pointers that show how to make articles and books enjoyable to read-and to write.
(source: Nielsen Book Data)

Building on the success of the first, this new edition has been updated to cover the latest hiring trends, changing economic circumstances, and feedback from readers. The authors have expanded the book to deal with issues faced by minority candidates, and have added contributions from scientists to cover such issues as negotiating faculty contracts to ensure adequate lab space and resources. They give more emphasis to applying for non-academic jobs and offer case study scenarios of candidates who have followed both academic and non academic paths. The authors urge readers to go develop a philosophy statement for research and service, as well as for teaching. They explain what's involved in applying for joint positions, offer advice on applying for administrative jobs outside the academy, and prepare the reader for first year academic and corporate performance reviews. They have updated the resources, references, examples and scenarios. This book covers the process for Master's- and Ph.D.-level job-seekers of all disciplines: from identifying sources of information about positions, to advising on the preparation of effective CVs and portfolios, through guidance on the process of interview to final negotiation of terms. Its invaluable advice is informed by the authors' experiences in both academic and corporate arenas, as well as by the narratives of current and recent job seekers. The authors cover the full spectrum of potential positions--adjunct, visiting, temporary and tenure-track faculty appointments--at-year and 2-year institutions. This book includes sample application letters and vitae, a model for job search workshop, and a rich list of resources both in print and on-line. An accompanying Web site offers a wealth of information on locating job postings, complete with hot links to major sites, both general and discipline-specific; presents eight sample application packets by successful humanities, social sciences, and sciences candidates, with accompanying comments on key features by the book's authors; and an extensive listing of useful books and online resources. While being realistic about the trends in higher education, the decline in tenure-track positions, and greater competition for available positions, the authors actively combat the gloom and doom approach of competing books by emphasizing that readers have it in their power to adopt strategies, and take actions and choices, that can greatly improve their chances of success. The authors aim to help candidates see what they already have and how to get that across as clearly as possible to potential hiring committees. Contact the Authors: Share your story! We hope to continue collecting timely narratives to keep Job Search useful, and we welcome your e-mails. Dawn can be reached at dformo@csusm.edu and Cheryl at drcreed@catsforchange.org. We also welcome the opportunity to offer job search workshops and individual coaching in person and online.
(source: Nielsen Book Data)

• The Contributions of Paul Holland.- Algebraic Statistics for p1 Random Graph Models.- Mr. Holland's Networks: A Brief Review of the Importance of Statistical Studies of Local Subgraphs or One Small Tune in a Large Opus.- Some of My Favorite Things About Working at ETS.- Bayesian Analysis of a Two-Group Randomized Encouragement Design.- The Role of Nonparametric Analysis in Assessment Modeling: Then and Now.- What Aspects of the Design of an Observational Study Affect Its Sensitivity to Bias From Covariates That Were Not Observed?.- The Origins of Procedures for Using Differential Item Functioning Statistics at Educational Testing Service.- Why I Left ETS and Returned.- Cause or Effect? Validating the Use of Tests for High-Stakes Inferences in Education.- Propensity Score Matching to Extract Latent Experiments From Nonexperimental Data: A Case Study.- Returning to ETS from Berkeley.- Loglinear Models as Smooth Operators: Holland's Statistical Applications and Their Practical Uses.- Chain Equipercentile Equating and Frequency Estimation Equipercentile Equating: Comparisons Based on Real and Simulated Data.- An Observed-Score Equating Framework.- Great Colleagues Make a Great Institution.- An Exploratory Analysis of Charter Schools.- Holland's Advice for the Fourth Generation of Test Theory: Blood Tests Can Be Contests.
• (source: Nielsen Book Data)

In 2006, Paul W. Holland retired from Educational Testing Service (ETS) after a career spanning five decades. In 2008, ETS sponsored a conference, Looking Back, honoring his contributions to applied and theoretical psychometrics and statistics. Looking Back attracted a large audience that came to pay homage to Paul Holland and to hear presentations by colleagues who worked with him in special ways over those 40+ years. This book contains papers based on these presentations, as well as vignettes provided by Paul Holland before each section. The papers in this book attest to how Paul Holland's pioneering ideas influenced and continue to influence several fields such as social networks, causal inference, item response theory, equating, and DIF. He applied statistical thinking to a broad range of ETS activities in test development, statistical analysis, test security, and operations. The original papers contained in this book provide historical context for Paul Holland's work alongside commentary on some of his major contributions by noteworthy statisticians working today.
(source: Nielsen Book Data)

• Introduction-- Part I. Setting the Scene--
• 1. Teaching, Learning and Taking Risks--
• 2. Supervising Social and Academic Practices in a Political Context-- Part II. Key Perspectives--
• 3. Completing: Slaying the Dragon--
• 4. Current Students: Making Progress and Experiencing Supervision--
• 5. Alternative Views-- Part III. Supervisors - Old and New--
• 6. Supervision: A Shared View?--
• 7. Learning to be a Supervisor--
• 8. The Voice of Experience-- Supervisor Courses: Training and Development-- References-- Index.
• (source: Nielsen Book Data)

This book explores the experience of supervision and the PhD, drawing on a range of key viewpoints to further understanding of this complex educational experience. Providing a complex and challenging education in research, the PhD is unlike other degrees and at its heart is the key educational role of supervisor. "Understanding Supervision and the PhD" explores doctoral research as a real life experience, as understood from the perspective of key participants, including those who have successfully completed their PhD, those who are currently studying towards their PhD, those who are new to supervision, and experienced supervisors. "Understanding Supervision and the PhD" is written in the belief that supervisors' professional development is enriched by recognising the variety of perspectives, experiences and forms of PhD that shape the doctoral experience. This realistic approach places the complexity of the supervisor role at the centre of analysis, recognising the risks that accompany the achievements of the task. Topical and relevant implications are drawn and questions are raised for supervision throughout. This valuable approach enables supervisors to apply these accounts to their own disciplinary and academic settings; in particular, the book recognises that there are no simple answers to supervisory challenges.
(source: Nielsen Book Data)

• List of Figures, Tables, and Exhibits. Foreword (Richard E. Mayer). Acknowledgments. About the Authors. Introduction Bridging Learning Research and Teaching Practice.
• 1 How Does Students' Prior Knowledge Affect Their Learning?
• 2 How Does the Way Students Organize Knowledge Affect Their Learning?
• 3 What Factors Motivate Students to Learn?
• 4 How Do Students Develop Mastery?
• 5 What Kinds of Practice and Feedback Enhance Learning?
• 6 Why Do Student Development and Course Climate Matter for Student Learning?
• 7 How Do Students Become Self-Directed Learners? Conclusion Applying the Seven Principles to Ourselves. Appendices. Appendix A What Is Student Self-Assessment and How Can We Use It? Appendix B What Are Concept Maps and How Can We Use Them? Appendix C What Are Rubrics and How Can We Use Them? Appendix D What Are Learning Objectives and How Can We Use Them? Appendix E What Are Ground Rules and How Can We Use Them? Appendix F What Are Exam Wrappers and How Can We Use Them? Appendix G What Are Checklists and How Can We Use Them? Appendix H What Is Reader Response/Peer Review and How Can We Use It? References. Name Index. Subject Index.
• (source: Nielsen Book Data)

Distilling the research literature and translating the scientific approach into language relevant to a college or university teacher, this book introduces seven general principles of how students learn. The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation. Integrating theory with real-classroom examples in practice, this book helps faculty to apply cognitive science advances to improve their own teaching.
(source: Nielsen Book Data)

• Preface. The Author. Part One: A Conceptual Framework for Understanding Student Engagement.
• 1 What Does Student Engagement Mean? 2 Student Engagement and Motivation. 3 Student Engagement and Active Learning. 4 Promoting Synergy Between Engagement and Active Learning. 5 Additional Facets to Consider. 6 From Theory to Practice: Teachers Talk About Student Engagement. Part Two: Tips and Strategies.
• 7 Tips and Strategies for Fostering Motivation. T/S 1 Expect engagement. T/S 2 Develop and display the qualities of engaging teachers. T/S 3 Use behaviorist-based strategies to reward learning rather than behavior. T/S 4 Use praise and criticism effectively. T/S 5 Attend to students' basic needs so that they can focus on the higher-level needs required for learning. T/S 6 Promote student autonomy. T/S 7 Teach things worth learning. T/S 8 Integrate goals, activities, and assessment. T/S 9 Craft engaging learning tasks. T/S 10 Incorporate competition appropriately. T/S 11 Expect students to succeed. T/S 12 Help students expect to succeed. T/S 13 Try to rebuild the confidence of discouraged and disengaged students. 8 Tips and Strategies for Promoting Active Learning. T/S 14 Be clear on your learning goals. T/S 15 Clarify your role. T/S 16 Orient students to their new roles. T/S 17 Help students develop learning strategies. T/S 18 Activate prior learning. T/S 19 Teach in ways that promote effective transfer. T/S 20 Teach for retention. T/S 21 Limit and chunk information. T/S 22 Provide opportunities for guided practice and rehearsal. T/S 23 Organize lectures in ways that promote active learning. T/S 24 Use reverse or inverted classroom organization. T/S 25 Use rubrics to give learners frequent and useful feedback. 9 Tips and Strategies for Building Community. T/S 26 Move away from an authoritarian role. T/S 27 Promote class civility. T/S 28 Create a physical or online course environment that supports community. T/S 29 Reduce anonymity: Learn students' names and help students learn each other's names. T/S 30 Use icebreakers to warm up the class. T/S 31 Use technology to extend or reinforce community. T/S 32 Be consciously inclusive. T/S 33 Subdivide large classes into smaller groupings. T/S 34 Involve all students in discussion. T/S 35 Use group work effectively. T/S 36 Revisit icebreaker kinds of activities later in the term. T/S 37 Celebrate community. 10 Tips and Strategies for Ensuring Students Are Appropriately Challenged. T/S 38 Assess students' starting points. T/S 39 Monitor class pacing. T/S 40 Help students learn to self-assess. T/S 41 Differentiate course elements to meet individual student needs. T/S 42 Use scaffolding to provide assistance for complex learning. 11 Tips and Strategies for Teaching for Holistic Learning. T/S 43 Pick up the pace to hold attention. T/S 44 Offer options for non-linear learning. T/S 45 Use principles of universal design. T/S 46 Incorporate games. T/S 47 Teach so that students use multiple processing modes. T/S 48 Incorporate multiple domains when identifying learning goals. T/S 49 Include learning activities that involve physical movement. T/S 50 Consider creating a "graphic syllabus". Part Three: Student Engagement Techniques (SETs). Category I. Techniques to Engage Students in Learning Course-Related Knowledge and Skills. 12 Knowledge, Skills, Recall, and Understanding. SET 1 Background Knowledge Probe. SET 2 Artifacts. SET 3 Focused Reading Notes. SET 4 Quotes. SET 5 Stations. SET 6 Team Jeopardy. SET 7 Seminar. 13 Analysis and Critical Thinking. SET 8 Classify. SET 9 Frames. SET 10 Believing and Doubting. SET 11 Academic Controversy. SET 12 Split-Room Debate. SET 13 Analytic Teams. SET 14 Book Club. SET 15 Small Group Tutorials. 14 Synthesis and Creative Thinking. SET 16 Team Concept Maps. SET 17 Variations. SET 18 Letters. SET 19 Role Play. SET 20 Poster Sessions. SET 21 Class Book. SET 22 WebQuests. 15 Problem Solving. SET 23 What's the Problem? SET 24 Think Again. SET 25 Think-Aloud-Pair-Problem Solving (TAPPS). SET 26 Proclamations. SET 27 Send-a-Problem. SET 28 Case Studies. 16 Application and Performance. SET 29 Contemporary Issues Journals. SET 30 Hearing the Subject. SET 31 Directed Paraphrase. SET 32 Insights-Resources-Application (IRAs). SET 33 Jigsaw. SET 34 Field Trips. Category II. Techniques for Developing Learner Attitudes, Values, and Self-Awareness. 17 Attitudes and Values. SET 35 Autobiographical Reflections. SET 36 Dyadic Interviews. SET 37 Circular Response. SET 38 Ethical Dilemmas. SET 39 Connected Communities. SET 40 Stand Where You Stand. 18 Self-Awareness as Learners. SET 41 Learning Logs. SET 42 Critical Incident Questionnaire (CIQ). SET 43 Go for the Goal. SET 4 Post-test Analysis. 19 Learning and Study Skills. SET 4 In-class Portfolio. SET 46 Resource Scavenger Hunt. SET 47 Formative Quiz. SET 48 Crib Cards. SET 49 Student-Generated Rubrics. SET 50 Triad Listening. Appendix A: Key to Courses and Professors in SET Examples. Appendix B: NSSE/SET Crosswalk Tables. References. Index.
• (source: Nielsen Book Data)

Keeping students involved, motivated, and actively learning is challenging educators across the country, yet good advice on how to accomplish this has not been readily available. Student Engagement Techniques is a comprehensive resource that offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers from a wide variety of disciplines and institutions motivate and connect with their students. The ready-to-use format shows how to apply each of the book's techniques in the classroom and includes purpose, preparation, procedures, examples, online implementation, variations and extensions, observations and advice, and key resources. "Given the current and welcome surge of interest in improving student learning and success, this guide is a timely and important tool, sharply focused on practical strategies that can really matter." Kay McClenney, director, Center for Community College Student Engagement, Community College Leadership Program, the University of Texas at Austin "This book is a 'must' for every new faculty orientation program; it not only emphasizes the importance of concentrating on what students learn but provides clear steps to prepare and execute an engagement technique. Faculty looking for ideas to heighten student engagement in their courses will find usefultechniques that can be adopted, adapted, extended, or modified." Bob Smallwood, cocreator of CLASSE (Classroom Survey of Student Engagement) and assistant to the provost for assessment, Office of Institutional Effectiveness, University of Alabama "Elizabeth Barkley's encyclopedia of active learning techniques (here called SETs) combines both a solid discussion of the research on learning that supports the concept of engagement and real-life examples of these approaches to teaching in action." James Rhem, executive editor, The National Teaching & Learning Forum.
(source: Nielsen Book Data)