Assessing research-doctorate programs : a methodology study / / Jeremiah P. Ostriker and Charlotte V. Kuh, editors, assisted by James A. Voytuk ; Committee to Examine the Methodology for the Assessment of Research-Doctorate Programs, Policy and Global Affairs Division, National Research Council of the National Academies

• Record Nr.: UNINA9911096246003321
• Pubbl/distr/stampa: Washington, D.C., : The National Academies Press, c2003
• ISBN: 9786610179466; 9781280179464; 1280179465; 9780309527088; 0309527082
• Edizione: [1st ed.]
• Descrizione fisica: xii, 165 p
• Altri autori (Persone): OstrikerJ. P; KuhCharlotte V; VoytukJames A
• Disciplina: 507/.2/073
• Soggetti: Research - United States - Evaluation; Doctor of philosophy degree - United States - Evaluation; Science - Study and teaching (Higher) - United States - Evaluation; Engineering - Study and teaching (Higher) - United States - Evaluation; Humanities - Study and teaching (Higher) - United States - Evaluation
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: FrontMatter -- Acknowledgments -- Contents -- List of Tables and Charts -- Executive Summary -- 1 Introduction -- 2 How the Study Was Conducted -- 3 Taxonomy -- 4 Quantitative Measures -- 5 Student Education and Outcomes -- 6 Reputation and Data Presentation -- 7 General Conclusions and Recommendations -- References -- Appendixes -- Appendix A Committee and Panel Member Biographical Sketches -- Appendix B Program-Initiation Consultation with Organizations -- Appendix C Meetings and Participants -- Appendix D Sample Questionnaires -- Appendix E ; Taxonomy of Fields and Their Subfields -- Appendix F Fields for Ph.D.s Granted During 1996-2001 -- Appendix G Technical and Statistical Techniques -- Alternate Ways to Present Rankings: Random Halves and Bootstrap Methods -- Correlates of Reputation Analysis.
• Sommario/riassunto: How should we assess and present information about the quality of research-doctorate programs? In recommending that the 1995 NRC rankings in Assessing the Quality of Research-Doctorate Programs: Continuity and Change be updated as soon as possible, this study presents an improved approach to doctoral program assessment which will be useful to administrators, faculty, and others with an interest in improving the education of Ph.D.s in the United States. It reviews the methodology of the 1995 NRC rankings and recommends changes, including the collection of new data about Ph.D. students, additional data about faculty, and new techniques to present data on the qualitative assessment of doctoral program reputation. It also recommends revision of the taxonomy of fields from that used in the 1995 rankings.

Developing writers across the primary and secondary years : growing into writing / / edited by Helen Lewis, Debra Myhill, Honglin Chen

• Record Nr.: UNINA9911146528003321
• Pubbl/distr/stampa: Abingdon, Oxon ; ; New York, NY : , : Routledge, Taylor & Francis Group, , 2020
• ISBN: 1-00-301885-8; 1-000-04105-0; 1-000-04095-X; 1-003-01885-8; 9781003018858
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (xviii, 266 pages) : illustrations
• Disciplina: 808.04207; 808.042071
• Soggetti: English language - Rhetoric - Study and teaching
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Includes index.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: 1. Developing writers in primary and secondary school years / Debra Myhill and Honglin Chen -- 2. Children learning to write in early primary classrooms / Lisa Kervin, Brabara Comber and Annette Woods -- 3. Writing before school: The role of families in supporting children's early writing development / Cathy Nutbrown -- 4. Bringing more than a century of practice to writing pedagogy in the early years / Susan Feez -- 5. Teaching writing in digital times: Stories from the early years / Clare Dowdall -- 6. Developing textual competence: Primary students' mastery of noun groups in two factual text types / Helen Lewis -- 7. Apprenticing authors: Nurturing children's identities as writers / Teresa Cremin -- 8. Developing confident writers: Fostering audience awareness in primary school writing classrooms / Honglin Chen and Emma Rutherford Vale --; 9. Developing a pedagogy of empowerment: Enabling primary school writers to make meaningful linguistic choices / Susan Jones -- 10. Writing their futures: Students' stories of development and difference / Erika Matruglio and Pauline Jones -- 11. Wordsmiths and sentence-shapers: Linguistic and metalinguistic development in secondary writers / Debra Myhill -- 12. Growing into the complexity of mature academic writing / Beverly Derewianka -- 13. Articulating authorial intentions: Making meaningful connections between reading and writing in the secondary classroom / Helen Lines.
• Sommario/riassunto: Writing development and pedagogy is a high priority area, particularly with standardised testing showing declines in writing across time and through the years of schooling. However, to date there are relatively few texts for teachers and teacher educators which detail how best to enable the children to become confident, autonomous and agentic writers of the future. Developing Writers Across the Primary and Secondary Years provides cumulative insights into how writing develops and how it can be taught across years of compulsory schooling. This edited collection is a timely and original contribution, addressing a significant literacy need for teachers of writing across three key stages of writing development, covering early (4-7 years old), primary (7-12 years old) and secondary years (12-16 years old) in Anglophone countries. Each section addresses two broader themes -- becoming a writer with a child-oriented focus and writing pedagogy with a teacher-oriented focus. Together, the book brings to bear rigorous research and deep professional understanding of the writing classroom. It offers a novel approach conceiving of writing development as a dynamic and multidimensional concept. Such an integrated interdisciplinary understanding enables pedagogical thinking and development to address more holistically the complex act of writing.