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1. Dispute at New Mexico State Worsens Amid New Claims (EJ806200)
Author(s):
Carlson, Scott
Source:
Chronicle of Higher Education, v54 n45 pA15 Jul 2008
Pub Date:
2008-07-18
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
No
Descriptors: College Faculty; State Universities; Dismissal (Personnel); Plagiarism; Social Discrimination; Conflict; Masters Theses; Administrator Behavior; College Presidents
Abstract: This article reports that two married professors, John Moraros and Yelena Bird, whose contracts were not renewed by New Mexico State University, in what they say was a case of discrimination and retaliation, now say they are also the victims of baseless allegations of plagiarism by the university's president. Administrators at New Mexico State, who have been dogged by bad press over the incidents, are looking closely at the professors' 2004 master's theses. A senior public-health professor at the university says that President Michael V. Martin, who will soon become chancellor of Louisiana State University at Baton Rouge, visited his office brandishing copies of the professors' theses and urged him to look at passages he thought were similar in the two. The senior professor, Robert Buckingham, who has supported the dismissed professors, said Mr. Martin angrily told him that he had collected unflattering information about Mr. Buckingham's past that could be released to the public. The events make up merely the latest round in a complicated case in which allegations have been lobbed among the university, the professors, and their supporters. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Researching Pupils, Schools and Oneself. Teachers as Integrators of Theory and Practice in Initial Teacher Education (EJ800774)
Maaranen, Katriina; Krokfors, Leena
Journal of Education for Teaching: International Research and Pedagogy, v34 n3 p207-222 Aug 2008
2008-08-00
Journal Articles; Reports - Research
Yes
Descriptors: Preservice Teachers; School Culture; Theory Practice Relationship; Masters Theses; Teacher Researchers; Case Studies; Preservice Teacher Education; Foreign Countries; Reflective Teaching
Abstract: Researching can be viewed as a way of analysing issues of schooling by linking theoretical knowledge with perceptions of educational reality already during teacher education. Not only does practicing teaching provide a context for analysing instruction, learning, school culture, diversity, or any other issue related to schooling, also researching these issues provides future teachers opportunity to view schooling as complex and problematic. This case study surveyed and interviewed a group of recently graduated teachers who had worked as teachers during their education. The interest was on their experiences of M.A. thesis research as well as the integration of theory and practice during the education. The respondents had experienced researching as useful as well as meaningful, although they also had development ideas concerning it. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Autoethnography: A Method of Research and Teaching for Transformative Education (ED501840)
Belbase, Shashidhar; Luitel, Bal Chandra; Taylor, Peter Charles
Online Submission
2008-07-00
Reports - Evaluative
N/A
Descriptors: Constructivism (Learning); Mathematics Education; Teaching Methods; Ethnography; Methods Research; Research Methodology; Masters Theses; Phenomenology; Transformative Learning; Personal Narratives
Abstract: This paper discuses the thesis that autoethnography as tool in research provides the researcher to examine his or her pedagogical and research practices from his or lived evocative experiences that helps him or her in envisioning future research and instructional practices. The essence of this paper is to seek the possibilities of linking autoethnography as a method of inquiry that catalyses the transformative pedagogy positively in mathematics education. It is an outcome of my dissertation of Masters of Philosophy (M.Phil.) in Education on "My Journey of Learning and Teaching Mathematics from Traditionalism to Constructivism: A Portrayal of Pedagogical Metamorphosis". The authors have highlighted the importance of autoethnography in research in a way that permits researchers to apply flexible modes of inquiry from their life experiences with motives of change to take place in educational institutions and classroom practices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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4. "How Far down Can You Go? Can You Get Reincarnated as a Floorboard?" Religious Education Pedagogy, Pupil Motivation and Teacher Intelligence (EJ811239)
O'Grady, Kevin
Educational Action Research, v16 n3 p361-376 Sep 2008
2008-09-00
Descriptors: Cues; Action Research; Ethnography; Motivation; Foreign Countries; Religious Education; Student Motivation; Early Adolescents; Epistemology; Masters Theses; Doctoral Programs; Higher Education; Interviews; Creativity; Intergroup Relations; Religion
Abstract: A doctoral study is reported, of action research on the motivation of 12-14-year-old religious education pupils in England. An earlier master's dissertation gives the basis and cues a developed conceptual framework including adolescence, creativity, ethnography, pedagogy and iterativity. Four cycles of praxis are traced. The emergent factors in pupil motivation are dialogue with difference, existential and ethical interest and personal significance. Recommendations for religious education pedagogy are advanced but their epistemological status as possibilities for change, subject to assessment and refinement in successive contexts, is kept in view. A critical discussion integrates the recommendations with elements of current religious education debate and then reviews the study's methodology in the light of current discussions of the nature of action research. The article concludes with remarks on the power of action research as a teacher development tool. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Graduate Programs: The Wild West of Outcomes Assessment (EJ798490)
Orzoff, Jordan H.; Peinovich, Paula E.; Riedel, Eric
Assessment Update, v20 n3 p1-2, 14-16 May-Jun 2008
2008-00-00
Descriptors: Graduate Students; Graduate Study; Doctoral Degrees; Higher Education; Accountability; Academic Achievement; Outcomes of Education; Scoring Rubrics; Portfolio Assessment; Accreditation (Institutions); Doctoral Dissertations; Masters Theses; Undergraduate Students; Undergraduate Study
Abstract: Graduate education is an increasingly diverse segment of higher education. The master's degree is replacing the baccalaureate as the new standard for adult learners, and professional doctorates all signal an expanding domain. Graduate programs are not exempt from requirements for assessment of outcomes, yet standards and best practices for assessment in graduate programs are few and far between. In this article, the authors describe the community and local institutional barriers related to accountability and assessment of student achievement. They discuss some measures of process outcomes and learning outcomes for graduate programs. Promising approaches to measuring graduate student learning outcomes include rubrics and student portfolios. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Readers Not Wanted: Student Writers Fight to Keep Their Work off the Web (EJ797161)
Foster, Andrea L.
Chronicle of Higher Education, v54 n36 pA14 May 2008
2008-05-16
Descriptors: Graduate Students; Masters Theses; Writing for Publication; Student Publications; Electronic Publishing; Access to Information; Information Policy; Intellectual Property; Creative Writing
Abstract: Mark Brazaitis worries that his university may sabotage the literary careers of his students. As director of the creative-writing program at West Virginia University, Mr. Brazaitis oversees the training of about 30 graduate students, who hope to become published authors. At the end of their three years in the program, they hand in their magnum opuses, master's theses that could one day appear in print in literary journals or books. For now, creative-writing students can submit their theses on paper. But starting next fall, the coordinator of the campuswide electronic-thesis program wants to require those students, like others at West Virginia, to submit their writing projects electronically and make them publicly available after five years. That policy could hurt students because publishers will not accept poems, short stories, or novels that are already freely available for everyone to read online. This article reports that tension about how theses should be disseminated is brewing on other campuses, too. Open-access advocates, often scientists and librarians, are pressing for the scholarly works to be made publicly available online. Professors of writing and their students, however, argue that literary projects are fundamentally different from laboratory experiments. They say student authors should be the ones to control how their work is distributed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. A Discourse Analysis of Master's Theses across Disciplines with a Focus on Introductions (EJ796654)
Samraj, Betty
Journal of English for Academic Purposes, v7 n1 p55-67 Jan 2008
2008-01-00
Journal Articles; Reports - Evaluative
Descriptors: Form Classes (Languages); Discourse Analysis; Masters Theses; Biology; Intellectual Disciplines; Academic Discourse; Philosophy; Linguistics; Interviews; Specialists; Citations (References); Graduate Students; Student Research
Abstract: There have been a growing number of discourse studies in recent years on written academic genres produced by students. However, the master's thesis has not received as much attention as the PhD dissertation. This investigation of master's theses from three disciplines, biology, philosophy and linguistics, employs both discourse analysis and interviews with subject specialists. An analysis of the overall organization of the thesis with a focus on the structure of introductions reveals discourse features that distinguish this genre from research articles and also points to disciplinary variation within this genre. An analysis of the use of citations and the first person pronoun in the introductions shows that philosophy students create a much stronger authorial presence but establish weaker intertextual links to previous research than the biology students do in these texts. The linguistics students occupy a more central position in terms of these dimensions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Nexus of Reading, Writing and Researching in the Doctoral Undertaking of Humanities and Social Sciences: Implications for Literature Reviewing (EJ784552)
Kwan, Becky S.C.
English for Specific Purposes, v27 n1 p42-56 2008
Descriptors: Graduate Students; Research Methodology; Social Sciences; Literature Reviews; Data Analysis; Humanities; Reading Processes; Writing Processes; Masters Theses; Doctoral Dissertations; Academic Discourse; Teaching Methods
Abstract: One indispensable task in the doctoral undertaking in the humanities and social sciences is that of reviewing the literature. To many graduate students, finding the "right" direction of reviewing is a particularly grueling experience, a practical concern seldom addressed in thesis manuals and studies of the doctoral thesis. This paper is an attempt to fill this void; it reports on a study that examined how a group of doctoral students (n = 16) determined the focuses of reading for their theses. Stories collected from the students suggest that their awareness of what to review was implicated by various exigencies that emerged in their pilot studies, data collection and data analysis as well as drafting of the literature reviews for their proposals, qualifying reports and theses. The stories run counter to the common demarcation view of the processes of reading, writing and researching. This paper argues for a nexus approach to the three processes in instruction in thesis writing and reading for the thesis. Other pedagogical implications are also discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. As Can Be Seen: Lexical Bundles and Disciplinary Variation (EJ784487)
Hyland, Ken
English for Specific Purposes, v27 n1 p4-21 2008
Descriptors: Academic Discourse; Intellectual Disciplines; Masters Theses; Doctoral Dissertations; English (Second Language); Phrase Structure; Computational Linguistics; English for Academic Purposes; Second Language Learning; Second Language Instruction
Abstract: An important component of fluent linguistic production is control of the multi-word expressions referred to as clusters, chunks or bundles. These are extended collocations which appear more frequently than expected by chance, helping to shape meanings in specific contexts and contributing to our sense of coherence in a text. Bundles have begun to attract considerable attention in corpus studies in EAP, although the extent to which they differ by discipline remains an open question. This paper explores the forms, structures and functions of 4-word bundles in a 3.5 million word corpus of research articles, doctoral dissertations and Master's theses in four disciplines to learn something of disciplinary variations in their frequencies and preferred uses. The analysis shows that bundles are not only central to the creation of academic discourse, but that they offer an important means of differentiating written texts by discipline. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Student Perspectives on the Dissertation Process in a Masters Degree Concerned with Professional Practice (EJ784102)
Anderson, Charles; Day, Kate; McLaughlin, Pat
Studies in Continuing Education, v30 n1 p33-49 Mar 2008
2008-03-00
Descriptors: Supervisor Supervisee Relationship; Graduate Study; Masters Programs; Masters Theses; Interviews; Part Time Students; Teacher Education Programs; Student Experience; Student Attitudes; Task Analysis; Critical Incidents Method; Student Research
Abstract: Despite the proliferation of taught masters courses, the experiences of masters students in general have received comparatively little attention within the research literature, and the dissertation process in particular has not been investigated extensively. The present article focuses on the findings of detailed interviews with 15 professionals studying part time who had recently completed a masters dissertation in a faculty of education, and is part of a larger study that examined both student and staff perspectives. A central facet of these students' experiences of researching and writing-up a dissertation was their representation of their own agency and how this was connected to a particular sense of personhood and a strategic approach, whilst being enabled by supervisors and supportive others. The normative order that study participants believed should prevail within the supervisory relationship is delineated and issues concerning the conceptualisation of student agency are addressed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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