Are you keen to study at Master's level? Do you need to understand what is expected from your research and written work? Would you like to see real examples of successful Master's level study? If you answered 'yes' to any of these questions, then this is the book for you. Taking a practical approach, this book will guide you through and demystify the process of thinking, researching, writing and achieving at Master's level. It offers an insight into the knowledge, tools and skills that need to be developed for a successful outcome in an educational context. Using detailed - and real - exemplars, the authors cover the conventions that need to be followed and consider the different elements of Master's level work. Each chapter is supported by appropriate reference to, and extracts from, the three most common types of work undertaken - traditional essay, curriculum package, and portfolio. Now that the DCFS plans to make teaching a Master's level profession, it is vital that you can develop the confidence in making the transition from H level to M level. The book will enable you to: Understand how to prepare, carry out and write a literature review Consider the different methodologies and approaches that are inherent in Master's level work Understand the nature of Master's level work within education as a research/evidence based profession Appreciate the importance of ethical underpinning when working at this level Master's Level Study in Education is a valuable guide not just for teacher training students but also for their mentors and for teachers in post, undertaking further Professional Development.

Are you keen to study at Master's level? Do you need to understand what is expected from your research and written work? Would you like to see real examples of successful Master's level study? If you answered 'yes' to any of these questions, then this is the book for you. Taking a practical approach, this book will guide you through and demystify the process of thinking, researching, writing and achieving at Master's level. It offers an insight into the knowledge, tools and skills that need to be developed for a successful outcome in an educational context. Using detailed - and real - exemplars, the authors cover the conventions that need to be followed and consider the different elements of Master's level work. Each chapter is supported by appropriate reference to, and extracts from, the three most common types of work undertaken - traditional essay, curriculum package, and portfolio. Now that the DCFS plans to make teaching a Master's level profession, it is vital that you can develop the confidence in making the transition from H level to M level. The book will enable you to: Understand how to prepare, carry out and write a literature review Consider the different methodologies and approaches that are inherent in Master's level work Understand the nature of Master's level work within education as a research/evidence based profession Appreciate the importance of ethical underpinning when working at this level Master's Level Study in Education is a valuable guide not just for teacher training students but also for their mentors and for teachers in post, undertaking further Professional Development.

Teacher education is under more scrutiny than ever as standards-based education is becoming more and more the norm. Although much literature is available that addresses developing teacher education, no one addresses how to create and develop a master’s level program. Gary R.Galluzzo, Joan PackerIsenberg, C. StephenWhite, and Rebecca K. Fox, professors at the highly regarded Graduate School of Education at George Mason University, present a text to help deans and other professionals develop a master’s level degree program that meets the standards of the National Board for Professional Teaching Standards. The various sections explain in depth the facets of the program’s design, including how to qualify future students answering the call by the National Board, provide researched evidence around Advanced Studies in Teaching and Learning, and lastly, explore what will become the new standards of accountability for teacher education. Using their own experience as they reconceived their own program for a master’s degree for practicing teachers, the authors provide first-hand accounts of their own expectations, outcomes, and continual dilemmas to inspire more discussion how teacher education can improve the quality of teaching in America’s schools.

American graduate education is in disarray. Graduate study in the humanities takes too long and those who succeed face a dismal academic job market. Leonard Cassuto gives practical advice about how faculty can teach and advise students so that they are prepared for the demands of the working worlds they will join, inside and outside the academy.

Master's degrees have often been relegated to "second-class" or "consolation prize" status by administrators and faculty in higher education. But the first major study of master's education in more than thirty years recently made headlines by calling the degree the "silent success" of American higher education. In a lead editorial about the study, the Washington Post agreed that the master's degree is "academia's secret weapon" and an important "bridge to the rest of the world". In A Silent Success, Clifton Conrad, Jennifer Grant Haworth, and Susan Bolyard Millar present the results of their ground-breaking study of master's education in the United States. Basing their discussion on interviews with nearly 800 people in a variety of fields, the authors identify key decisions that shape master's experiences and develop a typology of master's programs. In doing so, they establish the surprising extent to which students, program alumni, faculty, and employers value master's education. They find widespread agreement about the positive outcomes of master's education: refined analytical skills, "big picture" perspectives, connections between theory and practice, and improved communication and professional skills. A Silent Success concludes with a discussion of the characteristics of high-quality programs and with specific recommendations for strengthening master's education. The authors urge administrators to recognize the importance of master's education and terminal master's programs. They call on state and federal policymakers to provide greater financial support for master's students - particularly in fields such as nursing, education, and environmental studies. They encourage employers toprovide flexible and supportive leave policies, as well as strong financial and in-house support. Finally, they invite students themselves to shape their master's experiences by joining student organizations, organizing colloquia, and nurturing collaborative learning experiences.

The master's degree demonstrates the diversity and complexity of graduate education in the twenty-first century. This study tracks its development and multiple trajectories in the context of a culture of professionalization and credentialism that now permeates every level of American society. Analyses of master's degrees in fourteen academic and professional disciplines and three interdisciplinary fields illustrate the changing landscape of graduate education. In building on her previous study of master's education, The Master's Degree: Tradition, Diversity, and Innovation (1986), the author identified initiatives that support continued innovation in master's education and that will continue to propel its pivotal role in the marketplace. She concludes her study with recommendations for extending the discourse on graduate and professional education, reframing questions about its principles and purposes, and addressing the consequences of transformation. This book will appeal to educators, employers, and policymakers who are concerned about the future of higher education in competitive, globalized environments. This is the fourth issue the 31st volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

"This core text introduces pre-service teachers to the essential components of literacy and describes how to effectively deliver explicit, evidence-based instruction on each component"--