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asdas
7/2/2008 9:15:21 AM
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asdas
6/29/2008 2:24:56 AM
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Joe
6/22/2008 11:06:41 AM
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William Allan Kritsonis, PhD
http://www.nationalforum.com
3/25/2008 10:31:38 PM
FOCUS on Colleges, Universities, and Schools
VOLUME 2 NUMBER 1, 2008
Functions of the Doctoral Dissertation Advisor
William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
The Texas A&M University System
Prairie View, Texas
Invited Visiting Lecturer
Oxford Round Table
Oriel College in the University of Oxford
Oxford, England
Distinguished Alumnus
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington
ABSTRACT
The purpose of this article is to provide suggestions for doctoral dissertation advisors. The content was developed from discussions with colleagues, doctoral candidates, recipients of advanced degrees, and reviewing literature pertaining to doctoral studies. This article provides some general guidelines and practical functions for doctoral dissertation advisors.
Introduction
Those who succeed in academic scholastic writing at the advanced levels typically write an excellent doctoral dissertation. In writing a dissertation, there appears to be an enjoyment of the constant flowing of ideas. At the doctoral level, mentors are critically important in helping their students complete the dissertation, and later in getting graduates published at the national level in refereed, juried, peer-reviewed scholarly journals.
Purpose of the Article
The purpose of this article is to establish some basic functions of the doctoral dissertation advisor. Hopefully, the suggestions will help others in the doctoral advisement process.
Basic Functions of the Doctoral Dissertation Advisor
The following suggestions are functions of a doctoral dissertation advisor:
1. Keep a folder for each doctoral student. This will give you the opportunity to review previous and current work completed by the student. It will give you the opportunity to review your own comments. Reviewing the folder periodically enables you to firmly grasp the student’s concerns with conducting research.
2. Keep track of emails that you send and other correspondence. Make certain that you communicate to students frequently. Not communicating with doctoral students is condescending and shows disrespect.
3. Establish a personal, but professional relationship with your doctoral student advisees. Being a mentor is a very serious responsibility. See each of your students first as people. They have goals and aspirations just as you do.
4. Develop your own style in dissertation advising. The best way to develop your own style is simply by doing it.
5. Be positive in working with doctoral students on their dissertation. Make certain to provide feedback that is constructive and useful. Always strive to be positive and enthusiastic in working with doctoral students on their dissertations. Be cheerful, optimistic, and helpful. Direct advisees to relevant sources of information.
6. Know your strengths, attributes, weaknesses, and limitations.
7. Do you homework in working with each advisee. Make certain to study the dissertation topic your advisee is interested in developing.
8. Think about your own dissertation experience. Avoid any mistakes that were made. Incorporate effective strategies that work.
9. Encourage advisees to document what they want to do as a dissertation topic.
10. Strive to make a difference as an advisor to your advisee. Model appropriate behavior.
11. Make your presence matter in the life of the doctoral student.
12. Accept the responsibility of doing a good job.
13. Accept the fact you know more about writing a dissertation than your advisee.
14. As an advisor, recognize the time when the dissertation topic must be revised or changed. Do not be afraid to tell an advisee when they are wasting time on something that will not work or is not relevant.
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William Allan Kritsonis, PhD
http://www.nationalforum.com
3/25/2008 10:30:37 PM
25th Year Anniversary of National FORUM Journals
Founded in 1983
William Allan Kritsonis’ Contribution to Education
Arthur L. Petterway, PhD
Principal
Houston Independent School District
Houston, Texas
ABSTRACT
This year marks the 25th Year Anniversary of the founding of National FORUM Journals by Dr. William Allan Kritsonis. The following snapshot of the career of Dr. Kritsonis is a small tribute to his contribution to education.
__________________________________________________________________________
Founder of National FORUM Journals
Dr. Kritsonis is founder of NATIONAL FORUM JOURNALS (since 1983). These publications represent a group of highly respected scholarly academic periodicals. Over 4,000 writers have been published in these academic, scholarly, refereed, peer-reviewed journals.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and
Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends,
faculty, and staff. Final selection was made by the Alumni Association Board of Directors.
Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For
the second consecutive year, U.S. News and World Report placed Central Washington
University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Professional Experience
Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.
Books – Articles – Lectures - Workshops
Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 500 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is scheduled for its fourth edition. He is the author of the textbook William Kritsonis, PhD on Schooling that is used by many professors at colleges and universities throughout the nation and abroad.
In 2007, Dr. Kritsonis’ version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.
In 2007, Dr. Kritsonis was the lead author of the textbook Practical Applications of Educational Research and Basic Statistics. The text provides practical content knowledge in research for graduate students at th
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William Allan Kritsonis, PhD
http://www.nationalforum.com
3/25/2008 10:29:21 PM
Smaller Learning Communities: Pre-Implementation Planning Critical to Success
Alex Torrez
PhD Student in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Prairie View, Texas
Assistant Superintendent
Clear Creek Independent School District
Houston, Texas
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
College of Education and Professional Studies
Central Washington University
________________________________________________________________________
ABSTRACT
This article clearly defines the three crucial pre-implementation principles to maximize the success of Smaller Learning Communities in large high schools. Establishing clear understanding for the need of the SLC initiative is the first of these principles. Long term commitment to a sustained plan for relevant SLC professional learning opportunities will guarantee proper training, skills, and knowledge for those working within the SLC school. The final principle defined within this article is the establishment of a foundation for professional learning communities. The absence of any one of these principles can seriously affect the success of a SLC school.
________________________________________________________________________
Introduction
Implementing smaller learning communities in large schools can be argued as the best way to advance student achievement and improve teacher professional learning. Research has been rapidly accumulating that, as far as high schools is concerned size does matter-and smaller is better (Daniels, Bizar, and Zemelman 2001). Student achievement in small schools is superior to that in large schools (Bates 1993; Eberts, Kehoe, and Stone 1982; Eicherstein 1994; Fowler and Walberg 1991; Kershaw and Blank 1993; Miller, Ellsworth, and Howell 1986; Robinson-Lewis 1991; Walberg 1992) (as cited in Cotton, 1996). Most would agree that SLC’s alone will not solve all academic gaps. Benefits such as improved collegiality and collaboration among teachers combined with improved personalized student-teacher relationships would seem to be sufficient factors to convince educators to embrace the SLC model. Limited research supports the superiority of large schools over small schools. Educators continue to struggle with successful implementation and sustainability of the small school concept.
The Purpose of this Article
The purpose of this article is to assist schools in recognizing the importance of the preparation required during the pre-implementation phase of the SLC initiative. To insure the successful initiation of the SLC model, schools must not overlook the importance and commitment to professional learning. Schools not willing to make a commitment to pre-implementation education and preparation are likely to experience slow and inconsistent change as a result.
Understanding the Need for a SLC
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