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Close The classic counterpart to a CV, cover letters are standard in almost all job applications.Academic cover letters are typically allowed to be longer than in other sectors, but this latitude comes with its own pitfalls.

For one, many cover letters are written as if they were simply a retelling in full sentences of everything on the CV How to purchase thesis proposal education theories confidentially AMA Academic Editing British.For one, many cover letters are written as if they were simply a retelling in full sentences of everything on the CV.

Selectors will have skimmed through your CV already, and they don't want to re-read it in prose form.Instead, approach your cover letter as a short essay.It needs to present a coherent, evidence-based response to one question above all: why would you be an excellent hire for this position? 1) Start with a clear identity Consider this sentence: "My research interests include Thomas Mann, German modernist literature, the body, the senses, Freudian psychoanalysis, queer theory and performativity, poststructuralism, and Derridean deconstruction.

" In my experience, this type of sentence is all too common who can help me write my constitutional law case study American double spaced Business." In my experience, this type of sentence is all too common.Who is this person? What do they really do? If I'm asking myself these questions after more than a few lines of your cover letter, then you've already fallen into the trap of being beige and forgettable.To get shortlisted, you need to stand out.Your opening paragraph should answer the following questions: What is your current job and affiliation? What's your research field, and what's your main contribution to it? What makes you most suitable for this post? 2) Evidence, evidence, evidence It's generally accepted that, in job applications, we need to 'sell' ourselves, but how to do this can be a source of real anxiety.

Where's the line between assertiveness, modesty and arrogance? The best way to guard against self-aggrandisement or self-abnegation is to focus on evidence.For example, "I am internationally recognised as an expert in my field" is arrogant, because you are making a bold claim and asking me to trust your account of yourself.By contrast, "I was invited to deliver a keynote talk at top international conference " is tangible and verifiable.If you can produce facts and figures to strengthen your evidence, then your letter will have even more impact, for example "I created three protocols which improved reliability by N%.These protocols are now embedded in my group's experiments and are also being used by ABC".

Remember that your readers need you to be distinctive and memorable.Never cite the job description back at the selectors.If they have asked for excellent communication skills, you're going to need to do better than merely including the sentence "I have excellent communication skills." What is your evidence for this claim? 3) It's not an encyclopaedia Because everything you say must be supported with evidence, you can't include everything.I find that many people are prone to an encyclopaedic fervour in their cover letters: they slavishly address each line of the job description, mention every single side project which they have on the go, every book chapter and review article they've ever written, and so on.

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Letters like this just end up being plaintive, excessively tedious, and ineffective.Instead, show that you can distinguish your key achievements (eg.top publications, grants won, invited talks) from the purely nice-to-have stuff (eg Theories of Mobile Learning. The literature on mLearning points to a variety of benefits that mobile phones could have on the educational sector. For heuristic purposes, the impacts of mobile phones on educational outcomes that are identified in the mLearning literature can be classified into two broad categories. On the  .top publications, grants won, invited talks) from the purely nice-to-have stuff (eg.

seminar series organised, review articles, edited collections).Put your highlights and best evidence in the letter – leave the rest to the CV.

4) Think holistically There's no need to try to make each application document do all the work for you.If there's a research proposal, why agonise over a lengthy paraphrase of the proposal in the cover letter? If there's a teaching statement, why write three more teaching paragraphs in your letter as well? Give me a quick snapshot and signpost where the rest of the information can be found, for example: "My next project will achieve X by doing Y.Further details, including funding and publication plans related to the project, are included in my research proposal.

" 5) Two sides are more than enough There is no reason why your cover letter should need to go beyond two sides.In fact, I've seen plenty of people get shortlisted for fellowships and lectureships using a cover letter that fitted on to a single side of A4.It can be done – without shrinking the font and reducing the margins, neither of which, I'm sorry to break it to you, is an acceptable ruse.Besides, please have some sympathy for your readers: they have jobs to do and lives to lead; they will appreciate pith.6) Writing about your research: why, not what In almost every conceivable kind of academic application, fellowships included, it's very high risk to write about your research in such a way that it can only be understood by an expert in your field.

It's far safer to pitch your letter so that it's comprehensible to a broader readership.You need to show a draft of your letter to at least one person who, as a minimum requirement, is outside your immediate group or department.Do they understand your research? Crucially, do they understand its significance? Before the selectors can care about the details of what you do, you have to hook their interest with why you do it.Bad: "I work on the lived experiences of LGB people in contemporary Britain why? .I look particularly at secondary school children why? , and I use mixed methods to describe their experiences of homophobic bullying vague .

My PhD is the first full-length study of this topic so what? ." Better: "In recent years, significant progress has been made towards equality for lesbian, gay, and bisexual (LGB) people living in Britain.

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However, young people aged 11-19 who self-identify as LGB are more likely to experience verbal and physical bullying, and they are at significantly greater risk of self-harm and suicide.In my dissertation, I conduct an ethnographic study of a large metropolitan secondary school, in order to identify the factors which lead to homophobic bullying, as well as policies and initiatives which LGB young people find effective in dealing with it." 7) Mind the gap Be aware that "nobody has studied this topic before" is a very weak justification for a project The privately derived but popular Carnegie Classification organizes U.S. institutions according to different schemes. For more information, see: http://www.carnegiefoundation.org/Classification/ The U.S. higher education system is characterized by accessibility, diversity, and autonomy and is known for both its size and  .

" 7) Mind the gap Be aware that "nobody has studied this topic before" is a very weak justification for a project.

Nature may abhor a vacuum, but academia does not.Does it even matter that no previous scholarship exists on this precise topic? Perhaps it never merited all that money and time.What are we unable to do because of this gap? What have we been getting wrong until now? What will we be able to do differently once your project has filled this void? 8) Writing about teaching: avoid list-making Avoid the temptation of list-making here, too Best website to buy a thesis proposal education theories single spaced Platinum US Letter Size Business.What are we unable to do because of this gap? What have we been getting wrong until now? What will we be able to do differently once your project has filled this void? 8) Writing about teaching: avoid list-making Avoid the temptation of list-making here, too.You don't need to itemise each course you have taught, because I've already read this on your CV, and there's no need to detail every module you would teach at the new department.Similarly, you don't need to quote extensively from student feedback in order to show that you're a great teacher; this smacks of desperation how to write a ecology laboratory report Editing 68 pages / 18700 words 14 days.

Similarly, you don't need to quote extensively from student feedback in order to show that you're a great teacher; this smacks of desperation.

A few examples of relevant teaching and the names of some courses you would be prepared to teach will suffice.You should also give me an insight into your philosophy of teaching.What do students get out of your courses? What strategies do you use in your teaching, and why are they effective? 9) Be specific about the department When explaining why you want to join the department, look out for well-intentioned but empty statements which could apply to pretty much any higher education institution in the world.For example, "I would be delighted to join the department of X, with its world-leading research and teaching, and I see this as the perfect place to develop my career.Deploy your research skills, use the internet judiciously, and identify some specifics.Are there initiatives in the department to which you could contribute, e.research clusters, seminar series, outreach events? What about potential collaborators (remembering to say what's in it for them)? What about interdisciplinary links to other departments in the institution? 10) Be yourself It often feels like slim pickings when you're job hunting, and many people feel compelled to apply for pretty much any role which comes up in their area, even if it's not a great fit.

But you still need to make the most of who you are, rather than refashioning yourself into an approximation of what you think the selectors want.

If you have a strong track record in quantitative research and you've spotted a job in a department leaning more towards qualitative methods, you might still decide to apply, but there's no point in trying to sell yourself as what you're not.They'll see through it, and you'll have downplayed your genuine successes for no reason.Instead, make a case for why your achievements should be of interest to the department, for example by demonstrating how statistics would complement their qualitative work.At the end of the day, the best way to get shortlisted is to highlight bona fide achievements that are distinctive to you.

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Schreyer Honors Thesis Guide Scholars through the College of Education (Draft 9/28/2016 by Jason Whitney) Introduction to this Guide Author’s note:This guide is meant to provide a resource to Scholars.

It is not intended to override the guidance of Honors Advisers in our College, who are entirely entrusted with overseeing their advisees’ theses.I would like to acknowledge the Department of History and the Department of Biochemistry and Molecular Biology for their trailblazing thesis guides; both have proven very helpful feasibility study would not have been possible: Lumina Foundation for Education (USA),   CHAPTER 1 – THE RATIONALE FOR AN AHELO: HIGHER EDUCATION IN THE 21ST CENTURY. CONTEXT. 15   Chapter 2 describes the early days of AHELO: the decision process and discussions which gave. AHELO its original  .I would like to acknowledge the Department of History and the Department of Biochemistry and Molecular Biology for their trailblazing thesis guides; both have proven very helpful.

This guide is meant to be a work in progress, and if anyone in the College of Education would like to offer input or to make any suggestions, feel free to contact Jason Whitney at [email protected] .The Thesis The Schreyer Honors College defines the thesis as a scholarly piece of writing in which the writer is expected to show a command of the relevant scholarship in his (or her) field and contribute to the scholarship.It should confront a question that is unresolved and push towards a resolution EDUCATION SYSTEM IN THE USA EuroEducation net.

It should confront a question that is unresolved and push towards a resolution.

Since scholars in the College of Education engage in a wide range of programs and courses of study, this guide is preliminary and does not attempt to encapsulate the needs of all the programs that the COE offers:In the Department of Curriculum and Instruction, students major in Early Childhood Education, Elementary Education, English/Communication, Languages (French, German, Latin, Russian, or Spanish), Mathematics, Sciences (Biology, Chemistry, Earth & Space Science, Environmental Education, General Science, or Physics) and Social Studies.The Department of Education and Public Policy offers a Bachelor of Science in Education and Public Policy.The Department of Rehabilitation and Human Services offers a Bachelor of Science in Rehabilitation and Human Services.The Department of Educational Psychology, Counseling, and Special Education offers a Bachelor of Science in Special Education as well as a Master’s of Education and a Master’s of Science.The Department of Education, Theory and Policy offers a Master’s in Educational Theory and Policy.

Each of these programs has its own research traditions, and the Scholar’s adviser can best speak to what type of research is the best fit for a project.Be sure to meet with your faculty thesis adviser to discuss accepted guidelines for your thesis area.“It should confront a question that is unresolved…” Past Scholars in the College of Education have approached a wide range of questions.Sometimes, they are exploring a wondering.At other times, they are responding to a conflict that exists within the research literature.

Often, situations arise in their teaching practice that they proceed to investigate.In some cases, they find some issue deeply troubling that they hope to understand better, or they seek a means of enacting meaningful systemic changes.The range in topics and methodologies represented in the 18 examples below is extraordinarily vast, and a testament to the many varieties of educational research.In addition, faculty have nominated a few truly outstanding theses as outstanding, and those appear near the end of the list, under “Outstanding Theses.

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” RECENT THESES Hannah Mincemoyer (SECED) in her “Collobaration Practices and Attitudes Among Peers in Cyber Charter Classrooms” administered a survey to students in a cyber charter science courses and found that there is much room for improvement in creating positive peer-to-peer interactions in this online environment.

Eric Tarosky (SECED), in his “Recruitment and Retention of Highly Qualified Teaching Candidates for At-risk Populations,” discussed the circumstances in urban schools that make them less desirable places to work and detailed strategies that have been implemented to combat attrition, and he analyzes the effectiveness of various strategies to recruit and retain qualified faculty to staff inner-city schools.Amy Norton (SECED), in her “Teacher, Writer, Person:How Teacher Identity Informs Writing Instruction,” she explored how her own experiences -- in life, in writing, and in teaching, revealing the identities that people bring with them to the classroom Do my custom thesis proposal education theories Platinum 115 pages / 31625 words High School double spaced.Amy Norton (SECED), in her “Teacher, Writer, Person:How Teacher Identity Informs Writing Instruction,” she explored how her own experiences -- in life, in writing, and in teaching, revealing the identities that people bring with them to the classroom.

She distills these lessons into three “rules” for writing instruction to be successful:you must write what is on your heart, you must write the truth, and you must struggle in your writing.Dan Snare (SECED), in his Bridging the Gap:“Providing Effective Instruction for English Language Learners in the ELL Classroom” conducted an extensive literature review bolstered by interview data 28 Nov 2013 - There's no need to try to make each application document do all the work for you. That leads to repetitiveness. Let them work together holistically. If there's a research proposal, why agonise over a lengthy paraphrase of the proposal in the cover letter? If there's a teaching statement, why write three more  .Dan Snare (SECED), in his Bridging the Gap:“Providing Effective Instruction for English Language Learners in the ELL Classroom” conducted an extensive literature review bolstered by interview data.He found that the best way to support ELLs in the Social Studies classroom is by increasing the accessibility of the social studies content, placing an emphasis on culturally relevant pedagogy, and creating a classroom environment that welcomes learners of all levels and backgrounds 28 Nov 2013 - There's no need to try to make each application document do all the work for you. That leads to repetitiveness. Let them work together holistically. If there's a research proposal, why agonise over a lengthy paraphrase of the proposal in the cover letter? If there's a teaching statement, why write three more  .

He found that the best way to support ELLs in the Social Studies classroom is by increasing the accessibility of the social studies content, placing an emphasis on culturally relevant pedagogy, and creating a classroom environment that welcomes learners of all levels and backgrounds.

Abigail Reinhard (SECED) wrote “Exchanged,” a work of fiction following the life of a young Irish-American teenager who attempts to solve a mystery and unlock the secrets of her past – she prefaced her piece with a discussion of her writing process and the inspiration for her fiction.OTHER THESES Katharine Gillen’s (SECED) “Identity and Empowerment: An Educational Philosophy Manifesto” asks how she as a teacher can use literature to best help her students create “their own definitions of and theories about the way the world works.”Sarah Krepps’ (SECED) “Computers:Engaging or Just for Entertainment” examined the impact of using computers in two Advanced English 10 classrooms. By collecting a variety of data, including teacher observations, journal reflections, and results of student activities, she analyzed the effect of classroom computers on student engagement.Jeffery McMahon’s (SECED) “Problem-solving Abilities Among First-Year Undergraduate Students with Qualifying AP Calculus Exam Scores” examined “the problem-solving abilities of first-year undergraduate students who achieved qualifying scores on the AP Calculus AB Exam in order to determine to what extent and in what combination the problem-solving influences of adaptive reasoning, strategic competence, and established experience are employed in task solving.

” Hannah Nellis’ (C & I) “The Effects of Whole Brain Teaching Strategies in the General Education Classroom” explored the effects of WBT (Whole Brain Teaching) strategies on teachers and students in the general education classroom, specifically regarding on-task behavior during whole-group instruction and recall of information after the lesson.Emma Pebley’s (EPP) “Standardized Testing in the 1960s and 1970s: Exploring the Impact on Today’s Educational Climate” looks into the historical roots of standardized testing, and their “social and political contexts” as a basis for examining “the testing situation of today’s (2010) education” and examines if, how, and to what extent conditions have changed.Heather Schooley’s (C & I) “Student-Centered Instruction in the Elementary Classroom” arose out observations she made student-teaching in Sweden and how her experience related to current (2012) research on student-centered learning in the elementary classroom.Cecelia Tang’s (SECED) “Creating a Problem-Based Learning Unit: How Curriculum Development Affects Science Teacher’s Understandings of Reform-Based Pegagogies” “contributes to work in creating a practice-based definition of inquiry science teaching.”In interviews with subjects and through an analysis of problem-based biology curricula, she sought “to understand changes in teachers’ goals for and perceived limitations of PBL,” and she analyzed the curricula “for alignment with inquiry-science pedagogies.

” Leanne Walter’s (SECED) “Technology in High School Classrooms and Preparation for College Mathematics” “examines the correlation between technology students identify as having been used in their high school mathematics classrooms and self-reported performance and confidence of calculus students at the university level.” Jane Buck’s (K-ELEM) “Make a PAWS-itive Difference: Exploring Service-Learning in Kindergarten” describes “the processes of service-learning within a kindergarten setting and discuss whether my current group of kindergarteners found success with service-learning.” Sarah Bunch’s (PK-K) “Support Services for At-Risk Students in Rural Schools” reviewed relevant literature to analyze the presence and effectiveness of support services for at-risk students in rural schools across the nation and world.Cameron Butler’s (SPLED) “Intrinsic Motivation on Mathematics Achievement for Struggling Students” studies the intrinsic motivation of students struggling with math, and “attempts to link achievement to differing factors that effect intrinsic motivation.

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” Chelsea Cameron’s (EDPSYCH) “A Taxonomy of Instructional Representations in History Instruction” examines how “already available” textbooks can be adapted to serve the demands of inquiry- based history instruction.

Sarah Coletta’s (EDPSYCH) “Technology Use in Secondary Mathematics Education: Is There a Socio-Economic Status Divide?” “examines whether there are differences in instructional technology choices in Pennsylvania secondary mathematics education based on school poverty-level and pressure to succeed on state standardized assessments.” Christine Crain’s (EPP) “The Purposes of Education in the United States: Origins, Conflicts, and Common Ground” examines the dynamic interaction of the academic, economic, democratic and societal purposes of education, as well as the influence of policy on those purposes IIEP UNESCO International Institute for Educational Planning.” Christine Crain’s (EPP) “The Purposes of Education in the United States: Origins, Conflicts, and Common Ground” examines the dynamic interaction of the academic, economic, democratic and societal purposes of education, as well as the influence of policy on those purposes.

Katherine Curran’s (SECED) “How To Create Authentic Writing in the Classroom: A Comparative Study of American and Swedish Public School Students” explored how the theory of Penny Kittle and James Burke might help her better practice “teaching strategies that will improve student writing in every sense: the desire to write, the enjoyment of writing, the act of revision, and the final product.” Since Scholars sometimes pursue interdisciplinary courses of study, consider the following interdisciplinary thesis: Plessy v Guide to Writing the Schreyer Honors Thesis for Schreyer Honors nbsp.

” Since Scholars sometimes pursue interdisciplinary courses of study, consider the following interdisciplinary thesis: Plessy v.

Ferguson and shows how “through durable bonds among lawyers, community groups, and parents of school-age children, the precedent-setting cases of Mendez v.

Hurley as well as other lesser-known state- and federal-level cases, successfully dismantled segregation in U.public schools in 1954 with the landmark Supreme Court case, Brown v.” “the writer is expected to show a command of the relevant scholarship…” Any thesis requires a review of the literature surrounding the topic in order to position findings within a (preexisting) research context.PSU’s Writing Center offers a how-to about writing Literature Reviews.The guide contains helpful information about the purpose of a lit review and some characteristics of an effective lit review.It outlines the steps of an effective lit review process.It helps you plan the type of lit review you are going to write, and provides guidelines as to which materials to use.

It makes a distinction between writing a summary and a synthesis, and it shows ways to compare and critique studies.It offers suggestions about how to balance summary with analysis of concepts, and different patterns you might use to organize and conclude your lit review.Lastly, it provides guidelines for how to make appropriate citations, showing how to use in-text citations and showing proper ways of employing paraphrase and direct quotations.A good place to begin finding relevant research is by identifying the key words and search terms that are associated with the project.Sometimes this requires taking a question and identifying how to phrase the question in terms that are searchable in library databases, by breaking the question into its components and experimenting with synonyms of concepts.

While gathering research, students planning to cite a large number of works may find it worthwhile to familiarize themselves with Zotero, a research tool that automatically senses content on your browser, allowing you to add it to your “library” of personal content with a single click.Later, this also helps generate lists of works cited (in a variety of formats, such as APA) very quickly.

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“it should push toward a resolution…" “Pushing forward” can mean a number of things.A “resolution” need not create a generalizable set of laws that hold true across time or isolate variables or claim to have been conducted experimentally under laboratory conditions, etc.Frequently the qualitative nature of educational research means that few studies claim that their findings are unchallengeable Doctoral Handbook College of Education University of Illinois Chicago.

Frequently the qualitative nature of educational research means that few studies claim that their findings are unchallengeable.

Some studies even acknowledge that the results were disappointing or the methodology flawed to such an extent that the thesis is not especially successful; even if this were the case, the thesis could possibly be “saved” (and made useful) by a well-reasoned explanation of how the researcher might approach the project differently if given the chance.Many of the better inquiry-based projects have ended in just such a way IIEP renews partnership with Argentina · The IIPE Letter: putting education plans into action · IIEP participated in the 9th Regional Conference of the ADB/OECD Anti-Corruption Initiative for Asia and the Pacific · IIEP delivered a series of lectures on fighting corruption in education on the Communication University of China  .Many of the better inquiry-based projects have ended in just such a way.Even those theses that are experimental in nature and which employ quantitative methods often acknowledge that their findings are known imperfectly, and they express various limitations of their findings and their study IIEP renews partnership with Argentina · The IIPE Letter: putting education plans into action · IIEP participated in the 9th Regional Conference of the ADB/OECD Anti-Corruption Initiative for Asia and the Pacific · IIEP delivered a series of lectures on fighting corruption in education on the Communication University of China  .Even those theses that are experimental in nature and which employ quantitative methods often acknowledge that their findings are known imperfectly, and they express various limitations of their findings and their study.Regardless, all theses should under no circumstances “doctor” their data or force an argument that just isn’t supported by the evidence.Also, responsible scholarship involves acknowledging various weaknesses that are present in the thesis (through bias, small sample sizes, errors in data collection, and so forth).

Here are some examples of writings by Scholars that exemplify a “push toward a resolution:” Sarah Coletta’s abstract signals that she has verified her initial hypothesis, though notice she proceeds tentatively (with language like “suggests” and “may be”): “Overall, this thesis suggests that there may be some instructional differences in technology use in Pennsylvania secondary mathematics education based on school poverty level and locale.”In her abstract, Kate Gillen concludes her “manifesto” with a lively position statement:“As educators, we must remember that learning is an active verb, and therefore it is our responsibility to ensure that every student has a variety of opportunities to engage with the world in which we live, and therefore grow into successful people.” In his abstract, Cameron Butler acknowledges that he has made a beginning but that there is more to be uncovered:“This study calls for more research on the subject and is the beginning of the conversation as to how intrinsic motivation may effect achievement differently for students who struggle in mathematics versus the traditional focus groups of standard achieving students.” Kristen Burnett’s piece is explanatory, and thus her abstract ends by explaining that “the art-integrated social studies method is intended to provide more tools to strengthen the use of systematic, evidence-based reasoning focusing on historically significant questions and universal themes in the pre-collegiate classroom.” Sarah Bunch’s piece is an extended literary review, and thus her abstract announces the main commonalities in the articles that she analyzed:“Three support services were prevalent throughout all six studies.

These support services are the use of parental involvement, involvement in and connection between school and community activities, and the recruitment and support of highly qualified specialized teachers.” In her abstract, Leanne Walter announces that she has discovered a correlation between her variables, advances some possible implications of that finding, while also announcing that she has only made a beginning, and that more study will be needed to further test her findings:“Correlations between technology use in high school and self-reported confidence or performance were calculated and an ANOVA was performed on the three groups of technology users and their scores in the areas of confidence and performance.The results show there are instances when the technology in high school could be beneficial to university students and other instances when perhaps it is not.Much more research needs to be done, however, to give any weight to the findings in this study.” Sample Sections of Honors Theses: Although most theses differ slightly in their presentation, notice that within the genre of an Honors thesis there are logical sequences and several features that they have in common.

When writing the thesis, authors employ a range of ways of conceptualizing each section, so the terminology that writers employ varies considerably.Perhaps you may find this outline useful to organize your thesis, and you would be wise to consult with your advisor about his/her expectations for each of the following sections.

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Introduction (Some call this a “statement of problem,” others call this “background, context, and need for study.”Some employ personal reflection, asking themselves how they got interested in their project, by identifying who they are and in what context they are working (classroom, summer reading camp, etc.) and which relevant experiences in their backgrounds informs their study 13 May 2014 - Courses – In your Education section, you can choose to include a list of some of the courses you have   requirements is to add a line to your cover letter such as “My salary requirements are negotiable.   In the U.S., a curriculum vitae (or CV, vita, vitae) is a summary of the relevant information from your..

) and which relevant experiences in their backgrounds informs their study.

They seek to answer the question, “What is the problem or area of interest I have identified, and why is this inquiry important to understand?”)Some call this “writing the rationale.” Literature Review (sometimes writers choose to place the research question here.This section answers the question, “What relevant research better helps one understand the problem/ are of interest?”Above all, this section contains a review of the chosen sources that the author is employing, thus “ locating the problem/ area of interest within a research context.”For nontraditional theses, authors present research that might increase the justification for the approach that they are using.Methods (Called variously “methods used,” “methodology,” “procedures and methodology,” “approach/methodology,” this section asks you to detail how you went about investigating/ intervening in the problem/ area of interest and what sorts of data were collected best websites to write a american history powerpoint presentation Academic Standard 24 hours.

Methods (Called variously “methods used,” “methodology,” “procedures and methodology,” “approach/methodology,” this section asks you to detail how you went about investigating/ intervening in the problem/ area of interest and what sorts of data were collected.

In nontraditional theses, such as personal manifestos, this is usually where the author argues for the legitimacy and need for nontraditional thesis/ nontraditional methodology/ nontraditional form of representation (i.autoethnography, graphic novel, personal manifesto, collection of artifacts, etc.), and explains how thesis comprises a scholarly pursuit befitting the mission of the SHC.

Findings (Some call this “results minus findings,” “data analysis,”“analysis of the results of the sustained inquiry into the problem/topic,” or simply “data collected.

”In some nontraditional theses, this section is some sort of presentation.Conclusion (Authors sometimes choose between calling this “conclusions,” “reflection of significance of findings,” “discussion of results,” “interpretation of results,” or “implications/ shortcomings/ continued wonderings surrounding the project.”In nontraditional theses, a discussion of the implications of the findings and the value of the project/ form of representations the project used.In any case, the section explores the project’s significance.Most authors will discuss the limitations of their study, and some will declare their project an outright failure, but some of these can nonetheless be very successful if they identify more appropriate research questions and/or more appropriate methodology, and they demonstrate the “push to understanding” that is part of the definition of the Honors thesis List of Works Cited Appendix/ AppendicesThese sections are typically where writers include such additional material as charts and tables, artifacts of student work, photos and other illustrations, etc.

that if placed in one of the above sections would detract from the reader’s experience.Sample Timeline(s): Since the College of Education has so many majors with so many different courses of study, a timeline would need to be written for each Department within the College.Should any College wish to create such suggested timelines for Honors Scholars, we would publish it in this section.

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Many majors in the College of Education must engage in a period of student teaching or similar practicum, usually in their final semester(s) of the program.Since this is an extraordinarily busy (and exhausting) time, it is strongly advised to enter such a semester having made significant headway on the thesis.

For that reason, the College offers a Thesis Writing Course in the fall, with details below Who can help me write a thesis proposal education theories Academic Standard double spaced Custom writing.For that reason, the College offers a Thesis Writing Course in the fall, with details below.

Outstanding Theses Examples (faculty: please suggest additional examples) All the following theses are outstanding in the opinion of an Honors Faculty member.This is not to detract from other theses that are not on the list.Consider this list an attempt to simply provide a short list of quality examples Help me do an thesis proposal education theories professional Proofreading one day College Junior Business.Consider this list an attempt to simply provide a short list of quality examples.(2007) action research study, with the following description: Maura Fitzgerald’s Competing Voices of Student Writing, Creative and Academic (2007) was written in the secondary PDS at State High (SecEd/ Communication) and was nominated for the Douglas and Regina Evans Award for Research Achievement best website to order a custom religious studies thesis proposal Senior Business double spaced.(2007) action research study, with the following description: Maura Fitzgerald’s Competing Voices of Student Writing, Creative and Academic (2007) was written in the secondary PDS at State High (SecEd/ Communication) and was nominated for the Douglas and Regina Evans Award for Research Achievement.She undertook a year-long, field-based action research study which impacted over 100 students that participated in her teacher research.Fitzgerald’s research is itself marked by a unique combination of creative and academic voices, and her self-reflective understanding that her own writing is bound by the same rhetorical issues as her students’ writing is one of the unique strengths of her thesis work.This bond between teacher and students within the struggle to write well, and to write meaningfully, contributes to her success as a teacher researcher.She wants so much for her students to develop their own unique voices and to discover what each finds important to say about the world, not just in creative writing genres, but most importantly in essay and academic genres that account for the vast majority of writing in school and society.She also realizes the importance of convention, and the reliance on standardization that provides the basis for large-scale national and state assessments of student writing abilities.Her thesis explores all of these contextual issues as it examines how to build a rhetorical context for student writing instruction that doesn’t sacrifice either the creative or academic voices.

) Suggested Reading List for Thesis Writers, Suggested by Honors Faculty in the College of Education (Faculty: please feel free to add to this list) Chiseri-Strater, Elizabeth, and Bonnie S.What Works?: A Practical Guide for Teacher Research.Jamie Myers, Professor of Education, Secondary Education, English; Director, English PDS at State High, for its strength in detailing inquiry and that process.Becoming an Academic Writer: 50 Exercises for Paced, Productive, and Powerful Writing.Thousand Oaks, Calif: SAGE Publications, 2013 and Shagoury, Ruth, and Brenda Miller Power.Living the Questions: A Guide for Teacher-Researchers.

Anne Whitney, Associate Professor of Education, SecEd English/ LCS Shagoury, Ruth, and Brenda Miller Power.

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Living the Questions: A Guide for Teacher-Researchers.Suggested by Anne Whitney, Associate Professor of Education, Secondary Education, English/LCS University of Missouri-Columbia Science and Mathematics Academy for the Recruitment and Retention of Teachers (SMAR 2T); A good guide for those interested in action research --Suggested by Dr.Fran Arbaugh, Associate Professor of Education, Secondary Education, Mathematics Consider taking the College of Education’s Thesis Writing Course: Offered Fall Semesters (as of 2016): CI 497C: IUG And Honors Thesis Writing Workshop, Currently in line for Curricular Affairs Approval of new courses, if approved will be CI 444H 2 days ago - Ranked #1 by 10000 plus clients; for 25 years our certified resume writers have been developing compelling resumes, cover letters, professional bios, LinkedIn   Any device connected to the majority of the south african society has become letter application job a vehicle for change in higher education..Fran Arbaugh, Associate Professor of Education, Secondary Education, Mathematics Consider taking the College of Education’s Thesis Writing Course: Offered Fall Semesters (as of 2016): CI 497C: IUG And Honors Thesis Writing Workshop, Currently in line for Curricular Affairs Approval of new courses, if approved will be CI 444H.

Unique to the College of Education are courses that are designed to support Schreyer Scholars in their undergraduate research.Periodically an undergraduate-level Introduction to Educational Research is offered (probably in Spring) Welcome to the College of Education at UIC! We are pleased that you have chosen to study with us. Your work toward a doctoral degree can be exciting, personally fulfilling, and professionally rewarding. It is a time for you to expand your horizons, challenge your assumptions, and develop intellectually. It is a time to work  .Periodically an undergraduate-level Introduction to Educational Research is offered (probably in Spring).Consider enrolling in this thesis writing workshop during Fall semester, where regularly scheduled assignments help take you through the process of creating a draft of your thesis Welcome to the College of Education at UIC! We are pleased that you have chosen to study with us. Your work toward a doctoral degree can be exciting, personally fulfilling, and professionally rewarding. It is a time for you to expand your horizons, challenge your assumptions, and develop intellectually. It is a time to work  .

Consider enrolling in this thesis writing workshop during Fall semester, where regularly scheduled assignments help take you through the process of creating a draft of your thesis.

Syllabus CI 497 (CI 444H) SYLLABUS Fall 2016 Instructor:Jason Whitney Purpose:The purpose of this course is to support IUG/ Reading Specialist MEd students in writing their Masters theses as well as Schreyer Honors Scholars writing their Honors theses.The course provides an overview to the conventions of academic writing, and divides a major task into manageable sections.This class walks students through each section, provides models, and engages students in the actual practice of writing.

Substantial working time is dedicated to writing the thesis.

Students often have more faith in their ability to structure writing time into their week than is actually warranted.This course provides structured writing time, and students work in close proximity to other writers and to instructor feedback.Philosophy:This class is designed to be non-evaluative of students’ writing, and emphasizes process over product.Performance is based largely on how well students use the time provided each week, and how well they meet scheduled deadlines for sections of their paper.The course is entirely formative in its assessment, and the summative assessment is based on the steadiness of the aggregated formative events.

The class is meant to provide conversations in support of writing, and as such calls for students to be generative and not constrain their writing processes by too much perfectionism too early in the process.When one section is covered, students move on and leave the previous section behind, with the goal of producing a highly imperfect and partial draft.The affordances of this non-evaluative spirit is mainly in the generation of writing, and the quality of the revised final products is often vastly superior to those of students who write their theses without support.Evaluation and Grading: Evaluation is based on 90 points total for the completion of a draft for each section plus 10 points that evaluate your feedback and citizenship in workshop:Draft 1:Developing topics and research questions.(graded 1-15 points, based on completion of section) Draft 2:Developing topics and research questions plus writing an introductory section (graded 1-15 points, based on completion of section) Draft 3:Developing topics and research questions plus writing an introductory section plus writing the lit review (graded 1-15 points, based on completion of section) Draft 4:Developing topics and research questions plus writing an introductory section plus writing the lit review plus methodology/data collection section (graded 1-15 points, based on completion of section) Draft 5:Developing topics and research questions plus writing an introductory section plus writing the lit review plus methodology/data collection section plus findings/discussion section (graded 1-15 points, based on completion of section) Draft 6:Developing topics and research questions plus writing an introductory section plus writing the lit review plus methodology/data collection section plus findings/discussion section plus conclusion and references (graded 1-15 points, based on completion of section) 10 points=Points evaluating participation 8/24 -- Crafting Questions and Proposing a Project Discuss: What are some models of IUGs and Honors theses? Thesis Guides11 December 2017 IIEP recently delivered a series of lectures on fighting corruption in education at the Communication University of China campus in Beijing.