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Dockside, Stage 3, Book 10: Clowning About (PDF)
by John Townsend Philippa BatemanDockside, the award-winning reading intervention programme, is specifically designed for older children who are struggling with their reading, or for children learning English as an additional language. It provides an opportunity for children to practise their reading skills at a suitable level with age-appropriate storylines. A handy breakdown of key words is included as well as question prompts to encourage discussion. The series is set in an everyday world featuring a range of strong characters and stories to which children can relate, and enjoy, providing a unique approach to reading intervention.
Dockside, Stage 3, Book 3: Nice Bike (PDF)
by John Townsend Philippa BatemanDockside, the award-winning reading intervention programme, is specifically designed for older children who are struggling with their reading, or for children learning English as an additional language. It provides an opportunity for children to practise their reading skills at a suitable level with age-appropriate storylines. A handy breakdown of key words is included as well as question prompts to encourage discussion. The series is set in an everyday world featuring a range of strong characters and stories to which children can relate, and enjoy, providing a unique approach to reading intervention.
Dockside, Stage 3, Book 4: Home Alone (PDF)
by John Townsend Philippa BatemanDockside, the award-winning reading intervention programme, is specifically designed for older children who are struggling with their reading, or for children learning English as an additional language. It provides an opportunity for children to practise their reading skills at a suitable level with age-appropriate storylines. A handy breakdown of key words is included as well as question prompts to encourage discussion. The series is set in an everyday world featuring a range of strong characters and stories to which children can relate, and enjoy, providing a unique approach to reading intervention.
Dockside, Stage 3, Book 6: Booked (PDF)
by John Townsend Philippa BatemanDockside, the award-winning reading intervention programme, is specifically designed for older children who are struggling with their reading, or for children learning English as an additional language. It provides an opportunity for children to practise their reading skills at a suitable level with age-appropriate storylines. A handy breakdown of key words is included as well as question prompts to encourage discussion. The series is set in an everyday world featuring a range of strong characters and stories to which children can relate, and enjoy, providing a unique approach to reading intervention.
Dockside, Stage 3, Book 8: Disco Hall (PDF)
by John Townsend Philippa BatemanDockside, the award-winning reading intervention programme, is specifically designed for older children who are struggling with their reading, or for children learning English as an additional language. It provides an opportunity for children to practise their reading skills at a suitable level with age-appropriate storylines. A handy breakdown of key words is included as well as question prompts to encourage discussion. The series is set in an everyday world featuring a range of strong characters and stories to which children can relate, and enjoy, providing a unique approach to reading intervention.
Dockside, Stage 3, Book 9: Fab Shirt (PDF)
by John Townsend Philippa BatemanDockside, the award-winning reading intervention programme, is specifically designed for older children who are struggling with their reading, or for children learning English as an additional language. It provides an opportunity for children to practise their reading skills at a suitable level with age-appropriate storylines. A handy breakdown of key words is included as well as question prompts to encourage discussion. The series is set in an everyday world featuring a range of strong characters and stories to which children can relate, and enjoy, providing a unique approach to reading intervention.
Dockside, Stage 5, Book 8: Burglar Alert (PDF)
by John TownsendWhen a burglar runs off with stolen goods, JJ and Anna go looking at the docks.
Doctor Who: A 50-year Treasury Of Art And Design (Doctor Who Ser. #50)
by Stephen Nicholas Mike TuckerFrom distant galaxies in the far-flung future, to ancient history on the planet Earth, Doctor Who is unique for the breadth of possibilities that it can offer a designer. For the first time in history, the Doctor Who Art Department are opening their doors to reveal a unique, behind-the-scenes look at one of the most loved series on British Television.Whether it’s iconic sets like the TARDIS console room, recurring villains like the Daleks or the Cybermen, or the smallest hand prop featured in the briefest of scenes, this book showcases the work of the Doctor Who art department in glorious detail. Discover how the designers work with the costume, make-up and special effects teams to produce the alien worlds, and how the work has evolved from the programme’s ‘classic’ era to the panoramic alien worlds and technologies that delight audiences today. Featuring hundreds of models, sketches, storyboards and concept artworks, many never-before-seen, Doctor Who: Impossible Worlds opens the doors to 50 years of astonishing creative work from one of the most inventive shows on television.
Doctoral Degree Programs in Law: An International and Comparative Study of the English-Speaking World (SpringerBriefs in Law)
by Kenneth K. MwendaThis book offers a critical and insightful study of various doctoral programs in law, focusing on the English-speaking world. That the structures of doctoral degree programs in law differ between the United States and much of the Commonwealth are an issue that requires no debate. What is missing in the discourse, however, is a narrative on how these programs are structured and how they compare. This book attempts to fill that gap. A key objective of the study is to provide an international and comparative analysis of the efficacy of the American- and British-styled models of law doctorates. In so doing, it provides a conceptual and theoretical framework for the development of effective doctoral programs in law, contending that the defining characteristic of a doctorate is that it recognizes an independent contribution to the subject rather than the completion of taught coursework, however, advanced. The book goes on to examine the concept of a higher doctorate in law as a possible means of strengthening the concept of a law doctorate in legal academia.This book was written against the backdrop of the recently adopted Global Convention on the Recognition of Qualifications concerning higher education. It was adopted by the UNESCO General Conference in Paris on November 25, 2019, making it the first United Nations treaty on higher education with a global scope. The target audience of the book includes scholars in higher education; scholars in legal education; law school deans and administrators; law professors and students; Ministries of Higher Education in countries around the globe; accrediting agencies for doctoral studies; bar admission and legal education societies; and UNESCO and other international organizations.
Doctoral Education for the Knowledge Society: Convergence or Divergence in National Approaches? (Knowledge Studies in Higher Education #5)
by Jung Cheol Shin Barbara M. Kehm Glen A. JonesThis book explores and compares the systems of doctoral education in twelve higher education systems, consisting of four systems in East Asia, four in Europe and four Anglo-American systems.The emphasis placed on doctoral education and training has increased dramatically in many higher education systems in response to the global competition for highly skilled human resources to serve the needs of knowledge societies. Doctoral education is a key element within the research and development infrastructure, and doctoral students support university research and represent the next generation of the professoriate.While doctoral education has received considerable attention within national higher education systems, there has been surprisingly little international or comparative research on the structure of doctoral education and the nature of contemporary reforms.
Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators
by Lynn McAlpine and Cheryl AmundsenThe quality of the academics who undertake the work of teaching and research is critical to the significance, status and relevance of our universities. There is widespread evidence that doctoral students are not being properly prepared for the changing face of higher education and that once they take up academic positions, they often experience many frustrations and tensions. This book, based on a four-year-long research program conducted by four academics and four graduate students, investigates the experiences of doctoral students, new academics and senior academics as they engage in their work related to doctoral education. Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators offers research-based strategies for improving doctoral education in a non-technical and conversational way. Those strategies include learning to be a new supervisor alongside other academic work, developing an intellectual network during the doctoral journey, giving and receiving feedback on scholarly writing, and preparing for the oral defence. Also, based on research evidence, the book challenges taken-for-granted practices and policies surrounding doctoral education, including the gendered nature of disciplinary practices, the paradox of writing in doctoral education and the public oversight of more and more aspects of academic work. Intended for doctoral students, academics, staff and administrators, this book provides several perspectives on the topic of doctoral education and contains the actual voices of doctoral students and new academics to illustrate its discussion.
Doctoral Examination: Exploring Practice Across the Globe
by Vijay Kumar Stan Taylor Sharon SharminiThis book considers how the main doctoral awarding countries from across the globe examine doctoral degrees. It compares and contrasts their approaches, comments on their robustness, and identifies examples of good practice. The doctorate is the highest award made by universities, but the examination process involved varies considerably in form and structure across the globe. This book studies the similarities and differences systematically on a cross-national basis, providing insights into the ways in which countries have sought to ensure that the awarded degree is comparable in standards. This book presents case studies of examination policies and practices covering 20 countries, which collectively are responsible for nearly 75% of global doctoral awards. Each chapter includes a summary of the key points, and a concluding chapter analyses the case studies from a comparative perspective. This book is written by a distinguished international team of authors who are researchers in doctoral education, and will be of interest to all those engaged in the field particularly policy-makers, graduate deans and programme leaders, supervisors, administrators, examiners, and scholars in the field.
Doctoral Examination: Exploring Practice Across the Globe
by Stan Taylor Sharon SharminiThis book considers how the main doctoral awarding countries from across the globe examine doctoral degrees. It compares and contrasts their approaches, comments on their robustness, and identifies examples of good practice. The doctorate is the highest award made by universities, but the examination process involved varies considerably in form and structure across the globe. This book studies the similarities and differences systematically on a cross-national basis, providing insights into the ways in which countries have sought to ensure that the awarded degree is comparable in standards. This book presents case studies of examination policies and practices covering 20 countries, which collectively are responsible for nearly 75% of global doctoral awards. Each chapter includes a summary of the key points, and a concluding chapter analyses the case studies from a comparative perspective. This book is written by a distinguished international team of authors who are researchers in doctoral education, and will be of interest to all those engaged in the field particularly policy-makers, graduate deans and programme leaders, supervisors, administrators, examiners, and scholars in the field.
The Doctoral Examination Process (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by Penny Tinkler Carolyn Jackson'It also incorporates a wealth of information that most supervisors and examiners only acquire through years of experience... this book deserves to be widely read and, if it is, it should contribute to an improvement in the quality of both research degree examining and the student's performance at the viva.'Professor Diana Woodward, University Director of Research, Napier University, Edinburgh and retiring UKCGE Executive Committee Member'importantly the book deals with perspectives of all three concerned parties, i.e., the candidate, examiner and supervisor. It is . . . a very useful guide to appreciate and prepare for the different stages of the doctoral examination process.'Higher Education QuarterlyWhat is the viva and how can students prepare for it? What should supervisors consider when selecting PhD examiners?How should examiners assess a doctoral thesis and conduct the viva?The doctoral examination process has been shrouded in mystery and has been a source of anxiety and concern for students, supervisors and examiners alike. But now help is at hand. This book sheds new light on the process, providing constructive ways of understanding the doctoral examination, preparing for it and undertaking it. This book stands alone in the field due to the extensive research undertaken by the authors. Over a four year period, surveys and interviews were undertaken with candidates and academics from a wide range of disciplines throughout Britain. Outcomes and ideas from the research have been united to provide the most comprehensive information available.Real life accounts and case studies are combined with useful advice, tasks and checklists to create an illuminating handbook. This user-friendly book is a vital resource for anyone involved in the doctoral process. No doctoral candidate, examiner or supervisor should be without it.
The Doctoral Experience: Student Stories from the Creative Arts and Humanities
by Elizabeth Ellison Craig Batty Donna Lee Brien Alison OwensThis book offers important insights into the challenging yet rewarding journey of undertaking a PhD. Written by students, for students, the book explores a range of case studies from creative arts and humanities doctoral students, embracing a cognitive, emotional and transformational metaphor of the journey. The volume is organised around themes and concerns identified as important by PhD students, such as building resilience and working with supervisors, and includes personal stories, case studies, scholarly signposts and key take-away points relevant to all doctoral settings. With perspectives from all stages of the doctoral journey, this book is sure to become a valuable support to students and supervisors alike, as well as those working in research education and training.
The Doctoral Journey as an Emotional, Embodied, Political Experience: Stories from the Field
by Gayle Letherby Rebecca TwinleyThe Doctoral Journey as an Emotional, Embodied, Political Experience is the first text of its kind to capture stories of involvement in doctoral journeys from students, supervisors, and examiners. Drawing from experiences across a variety of disciplines in the social sciences, medical sciences, education and the humanities, these stories share a keenness to demonstrate the ways in which this journey is emotional (rather than detached), embodied (rather than separated), and political (rather than having no relationship to politics). The journey metaphor is often adopted to describe and explore the PhD process. However, this journey is usually only seen from the perspective of the doctoral candidate. This implies that it is only the student that learns, develops, and reflects. This is clearly not always (maybe never) the case. The suggestion that the candidate ‘learns’ whilst the supervisors ‘teach’ harks back to traditional masculinist educational approaches and neglects the reciprocal knowledge-sharing process between student and supervisor. Similarly, the prescription that relationships between all concerned remain ‘professional’ and removed, rather than in any way intimate, suggest an unrealistic acceptance of an scientific, detached objective agenda rather than an emotional, embodied, political, and holistic approach to research. The contributions to this book extend the journey metaphor to additionally consider the experiences of supervisors and examiners, including the joint, collaborative journey of the ‘team’ (the candidate, their supervisors, and their examiners). This provides a challenge to traditional understandings of the doctoral process and offers implications for future reflection and practice. This book is therefore an invaluable resource for doctoral students, supervisors, examiners, and readers interested in pedagogy and educational practice.
The Doctoral Journey as an Emotional, Embodied, Political Experience: Stories from the Field
by Gayle Letherby Rebecca Bex TwinleyThe Doctoral Journey as an Emotional, Embodied, Political Experience is the first text of its kind to capture stories of involvement in doctoral journeys from students, supervisors, and examiners. Drawing from experiences across a variety of disciplines in the social sciences, medical sciences, education and the humanities, these stories share a keenness to demonstrate the ways in which this journey is emotional (rather than detached), embodied (rather than separated), and political (rather than having no relationship to politics). The journey metaphor is often adopted to describe and explore the PhD process. However, this journey is usually only seen from the perspective of the doctoral candidate. This implies that it is only the student that learns, develops, and reflects. This is clearly not always (maybe never) the case. The suggestion that the candidate ‘learns’ whilst the supervisors ‘teach’ harks back to traditional masculinist educational approaches and neglects the reciprocal knowledge-sharing process between student and supervisor. Similarly, the prescription that relationships between all concerned remain ‘professional’ and removed, rather than in any way intimate, suggest an unrealistic acceptance of an scientific, detached objective agenda rather than an emotional, embodied, political, and holistic approach to research. The contributions to this book extend the journey metaphor to additionally consider the experiences of supervisors and examiners, including the joint, collaborative journey of the ‘team’ (the candidate, their supervisors, and their examiners). This provides a challenge to traditional understandings of the doctoral process and offers implications for future reflection and practice. This book is therefore an invaluable resource for doctoral students, supervisors, examiners, and readers interested in pedagogy and educational practice.
Doctoral Proposal Writing: A Guide for International Students
by Peter SamuelsDoctoral Proposal Writing is an essential guide for current and prospective international doctoral students wishing to apply and study for a PhD in the UK, and other countries where courses are conducted in English.The book supports students in choosing a suitable research topic and writing an effective proposal for investigating this topic across a range of forms of doctoral research, across several disciplines, with an emphasis on international students and students with English as an additional language. The author offers guidance for prospective doctoral students in their applications to study for a doctorate, in writing their initial proposals once they have been enrolled and, if necessary, in writing subsequent extended proposals. The book also includes content on developing academic writing, including paragraph writing, argumentation, doing literature reviews, constructing methodologies and using evidence and referencing. The book ends by covering giving a proposal presentation, how to get the most out of supervisory relationships and thinking about the next steps in your research.By giving insights into the doctoral journey, and using real-life examples of good-quality doctoral proposals by international students, this is an essential resource for anyone looking to study for a PhD in the UK or anglophone countries.
Doctoral Proposal Writing: A Guide for International Students
by Peter SamuelsDoctoral Proposal Writing is an essential guide for current and prospective international doctoral students wishing to apply and study for a PhD in the UK, and other countries where courses are conducted in English.The book supports students in choosing a suitable research topic and writing an effective proposal for investigating this topic across a range of forms of doctoral research, across several disciplines, with an emphasis on international students and students with English as an additional language. The author offers guidance for prospective doctoral students in their applications to study for a doctorate, in writing their initial proposals once they have been enrolled and, if necessary, in writing subsequent extended proposals. The book also includes content on developing academic writing, including paragraph writing, argumentation, doing literature reviews, constructing methodologies and using evidence and referencing. The book ends by covering giving a proposal presentation, how to get the most out of supervisory relationships and thinking about the next steps in your research.By giving insights into the doctoral journey, and using real-life examples of good-quality doctoral proposals by international students, this is an essential resource for anyone looking to study for a PhD in the UK or anglophone countries.
Doctoral Research Supervision, Pedagogy and the PhD: Forged in Fire? (Routledge Research in Higher Education)
by Bill Green Catherine Manathunga Alison LeeThe book brings together for the first time a range of integrated essays produced out of a programme of research and scholarship designed to better understand advanced-level research supervision as pedagogy.Doctoral Research Supervision, Pedagogy, and the PhD questions the traditions of how doctoral work is accomplished, in the context of the changing role of research and universities in contemporary societies. Focused on research supervision and the pedagogies of doctoral work, the book brings together for the first time a range of integrated essays produced out of a programme of research and scholarship designed to better understand advanced-level research supervision as pedagogy. Those original ground-breaking chapters are framed by new work, extending the overall argument, reflecting on the emergence and development of doctoral education research, and evaluating the state of the field today. This book is of interest to scholars and postgraduate researchers in higher education, postgraduate and doctoral education, supervision and the philosophy and theory of higher education.
Doctoral Research Supervision, Pedagogy and the PhD: Forged in Fire? (Routledge Research in Higher Education)
by Bill Green Catherine Manathunga Alison LeeThe book brings together for the first time a range of integrated essays produced out of a programme of research and scholarship designed to better understand advanced-level research supervision as pedagogy.Doctoral Research Supervision, Pedagogy, and the PhD questions the traditions of how doctoral work is accomplished, in the context of the changing role of research and universities in contemporary societies. Focused on research supervision and the pedagogies of doctoral work, the book brings together for the first time a range of integrated essays produced out of a programme of research and scholarship designed to better understand advanced-level research supervision as pedagogy. Those original ground-breaking chapters are framed by new work, extending the overall argument, reflecting on the emergence and development of doctoral education research, and evaluating the state of the field today. This book is of interest to scholars and postgraduate researchers in higher education, postgraduate and doctoral education, supervision and the philosophy and theory of higher education.
Doctoral Student Skills: Using Your Comparative Advantage to Succeed in Grad School and Prepare for the Job Market
by Christopher L. PallasDoctoral Student Skills offers a comprehensive overview of the key skills doctoral students need to succeed in their studies and prepare for academic and non-academic jobs. Revealing the often-hidden rules of graduate school success, it guides students through challenges like selecting a research topic, choosing an advisor, preparing for conferences, publishing their work, and entering the job market. The book begins by explaining how to survey the job market and identify "signifiers" that will signal to future employers the student’s suitability for a job. It then guides students to reflect on their own experiences and abilities to identify their areas of comparative advantage. Providing detailed instructions on how to acquire key signifiers – including conference presentations, publications, grants, awards, and teaching experience – the volume prepares students for future professional success, while teaching them how to leverage these activities to enhance their progress in their present studies. The book is designed to be used as a course text or for self-study. Each chapter features reflective exercises that can be used individually or in small groups, along with recommended readings and additional resources to enhance student learning.
Doctoral Student Skills: Using Your Comparative Advantage to Succeed in Grad School and Prepare for the Job Market
by Christopher L. PallasDoctoral Student Skills offers a comprehensive overview of the key skills doctoral students need to succeed in their studies and prepare for academic and non-academic jobs. Revealing the often-hidden rules of graduate school success, it guides students through challenges like selecting a research topic, choosing an advisor, preparing for conferences, publishing their work, and entering the job market. The book begins by explaining how to survey the job market and identify "signifiers" that will signal to future employers the student’s suitability for a job. It then guides students to reflect on their own experiences and abilities to identify their areas of comparative advantage. Providing detailed instructions on how to acquire key signifiers – including conference presentations, publications, grants, awards, and teaching experience – the volume prepares students for future professional success, while teaching them how to leverage these activities to enhance their progress in their present studies. The book is designed to be used as a course text or for self-study. Each chapter features reflective exercises that can be used individually or in small groups, along with recommended readings and additional resources to enhance student learning.
Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics: Autoethnographic Accounts (Global South Perspectives on TESOL)
by Bedrettin Yazan Ethan Trinh Herrera, Luis Javier PentónThis edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia. Through 12 select contributions, the book examines the intersection of identity work and emotional labor in the doctoral student journey, sharing insights into the potential of autoethnography for self-reflection, community building, and healing in doctoral studies. Contributors examine their doctoral journeys through personal narratives and testimonials to understand their own experiences, agency, identity, and emotions, encouraging current or former doctoral students to engage in the critical reflection of their own experiences. Chapters are divided into four themes: interrelating multiple identities, navigating and negotiating in-betweenness, engaging emotions and wellbeing, and establishing support systems. Offering unique perspectives from a global spread of PhD candidates, this book will be highly relevant reading for researchers and prospective or current doctoral students of applied linguistics, language education, TESOL, and LOTE. It will also be of interest to those interested in higher education, dissertation research and autoethnography as a method.
Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics: Autoethnographic Accounts (Global South Perspectives on TESOL)
This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia. Through 12 select contributions, the book examines the intersection of identity work and emotional labor in the doctoral student journey, sharing insights into the potential of autoethnography for self-reflection, community building, and healing in doctoral studies. Contributors examine their doctoral journeys through personal narratives and testimonials to understand their own experiences, agency, identity, and emotions, encouraging current or former doctoral students to engage in the critical reflection of their own experiences. Chapters are divided into four themes: interrelating multiple identities, navigating and negotiating in-betweenness, engaging emotions and wellbeing, and establishing support systems. Offering unique perspectives from a global spread of PhD candidates, this book will be highly relevant reading for researchers and prospective or current doctoral students of applied linguistics, language education, TESOL, and LOTE. It will also be of interest to those interested in higher education, dissertation research and autoethnography as a method.