The Correlation between Doctorate Writing and Vocabulary
Embarking on a doctorate degree can be one of the most rewarding experiences of one’s life. Most people who complete a doctorate treat the work not as just other tasks, but a labor of love. While completing coursework is part of the academic rigor, the dissertation writing process is often considered one of the greatest challenges in one’s life. Writing a lengthy text that will require thousands of hour’s worth of research, writing, and investigation is challenging because one can never predict how the research will turn out. While doctorate students often master the art of research quickly, one of the facets that come as a challenge is a strong discipline of writing. A common gap is being able to analyze ideas and present them with a clear vocabulary and research problem.
In Ellis and Levy (2008), several disciplines capitalize on the use of the research problem as a means to base strong research. The vocabulary used by the scholar is as important as the research question used. As Ellis and Levy point out, “the importance of basing research on a well-articulated problem statement is well accepted across disciplines such as information systems, education, and engineering (Creswell, 2005; Hicks & Turner, 1999; Sekaran, 2003). Unfortunately, just what constitutes a research-worthy problem is not readily apparent, in particular for novice researchers. Although most scholars would agree that not everything that is problematic could serve as the starting point for meaningful research, it is not easy to identify just what does constitute such a problem.” Furthermore, in a study conducted by Casanave and Hubbard (1992), surveys indicate that there are pedagogical issues concerning global versus local writing problems, the role of vocabulary instruction, the need for discipline-specific writing instruction and the need for educating graduate students on appropriate standards in building a vocabulary at the graduate level is necessary. .
As an undergraduate student, assignments are much more behavioral in nature whereby a student is given a task and is expected to regurgitate the information by presenting a case in an elementary oriented analytical framework. The expectation for quality writing and content delivery is fairly broad. As one matures in their academic careers, rigor, discipline, and style are expected to prevail in more of a constructive means. Constructivism, the learning theory developer by Piaget (1967), is a psychological theory of knowledge that asserts humans generate knowledge and meaning from their experiences. As doctorate students, the student takes their passions and interest by creating a refined academic study over the course of several years through research building and experiential opportunities. Like the Casanave and Hubbard (1992) study states, strong writing and the use of vocabulary attribute to stronger performers in the respected academic disciplines.
With automation and new technologies often coming to the educational technology marketplace, one way to improve learner comprehension, writing style, and vernacular is through the use of vocabulary building tools such as Ultimate Vocabulary. Tools such as Ultimate Vocabulary help the doctoral research increase their writing strength as well as provide a powerful vocabulary that often has a direct correlation to success and status in completing the terminal degree. While not every writing will require a verbose range of vocabulary, learning stylistic ways to enhance a terminal research work often makes a doctoral dissertation more than a study, but a timeless reference.
References Cited
Casanave, C. & Hubbard, A. (1992). The writing assignments and writing problems of doctoral students: Facuklty perceptions, pedagogical issues, and needed research, English for Specific Purposes, 11(2), 33-49.
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson
Hicks, C. R., & Turner, K. V. (1999). Fundamental concepts in the design of experiments. New York, NY: Oxford University Press.
Ellis, T. & Levy, Y. (2008). Framework of Problem-Based Research: A Guide for Novice Researchers on the Development of a Research-Worthy Problem. Informing Science Journal, 11(1), 17-33. Retrieved from
http://inform.nu/Articles/Vol11/ISJv11p017-033Ellis486.pdf
Piaget, J. & Inhelder, B. (1967). The Child’s Conception of Space. See especially “Systems of Reference and Horizontal-Vertical Coordinates.” p. 375-418. New York: W. W. Norton &Co
Sekaran, U. (2003). Research methods for business (4th ed.). Hoboken, NJ: John Wiley & Sons.
Essential Pointers to the Successful Graduate School Application
There are many components that graduate programs look at when accepting applications for students to attend their universities. One component is usually standardized testing. Another is the personal essay. These two components of the graduate school application stand out because it defines a learner’s academic capabilities as well as ability to communicate effectively. According to Kuther (2009), regardless of discipline, virtually all graduate school applications entail the same basic components: transcript, GRE, letters of recommendation, and admissions essay.
While the transcript and letters of recommendation exemplify the applicants past performance and personal biases from those who know the student best, the GRE and the admissions essay often have greater weight because it is usually an indicator of future performance. In a study conducted by Powers and Fowles (2000), results from the GRE Writing exam had a strong correlation with acceptance rates as the GRE Writing Assessment so long as it was hand scored provided faculty with the ability to see a future learner’s aptitude and writing skills. Additionally, the personal statements often showed a students ability to think logically and clearly while presenting personal or analytical information (depending on the type of essay question). A common theme was that those who demonstrated strong vocabulary and writing skills were often more likely to be admitted into the Graduate School program of their choice and performance at or above the average performer. Essays and Writing Assessments that present an appropriate length (Weins, Jackson, Manaugh, & Matarazzo, 1969); tone, content, and structure (Loher, Hazer, Tsai, Tilton & James, 1997); strong written vocabulary (Ralston & Yoder, 1989); and the presence of specific examples versus generalities (Knouse, 1983) are all fundamental in the success of preparing a strong graduate school application.
Among all these studies, a common theme of building stronger writing skills and a vocabulary is important. As the educational landscape becomes more demanding of today’s students, training tools such as Ultimate Vocabulary are an integral part of the improving the graduate students writing and comprehension aptitude. Studies at the secondary school level support this based on a study presented by Berson (1996) who indicated that educational technologies and computers contribute to student achievement, motivation, and enhanced performance, especially in areas where writing is associated. Tools such that build a students vocabulary skills are a part of this class of capabilities.
Helpful Tools for Online Learning
As an online learner, it is important to stand out from the crowd when it comes to writing effectively. No one knows your personality and it’s even more difficult to gage your academic capabilities besides how you present yourself in writing. In the online learning environment, individual differences specific to learning and instruction can be found within intelligence, cognitive controls, cognitive styles, learning styles, personality types, and prior knowledge (Jonassen & Grabowski, 1993). Each of these dimensions as described by Jonassen and Grabowski helps the online instructor understand 1) patterns of thinking and reasoning about information as described by the student, 2) how individuals process information to make sense in their world, 3) preferences for information processing, and 4) how the learners past knowledge, skills, or ability influence the learning process. Each of these dimensions, collectively, helps to describe one’s personality. More importantly though, is how it is reflected in the presentation of regurgitating the online instruction. The written word is the only way to capitulate and measure the student’s full aptitude.
A learner’s writing skills must be sharp but the vocabulary must be even stronger. Many of the United States leading online learning programs advocate the use of automated tools to conduct research. Studies have also shown that there is increasing demand for the use of vocabulary software. Global universities attribute this need to increase ones vocabulary in online forums and in asynchronous communication to effective communication. Flanagan (1996) supported this notion by explaining how a vocabulary learning resource is instrumental into supporting strong writers. Flanagan states “Development of specialized dictionaries rarely pays off in general online environments. The tendency toward topic drift and the large number of writers make for more vocabulary variability than in subject or organization-specific texts” Software developers that build automated learning tools should; therefore, concentrate on building good general dictionaries while taking care to include stable online jargon and software and hardware terminology.
One tool that mixes the dictionary oriented model with targeted instruction based on grade level or business skills is Ultimate Vocabulary. While other vendors are more concerned with vocabulary exclusively, Ultimate Vocabulary learners will develop a vocabulary that is targeted towards their age, educational level, and academic needs. The tools provide an abundant amount of reinforcement and exploratory learning models to achieve tiered levels of mastery. With over 125,000 terms included as part of the program, the learner has the ability to tie the vocabulary context with applicability such as rhymes, etymology, visualization, and interactive testing agents for a variety of testing methods. Of all the products on the market, Ultimate Vocabulary has the potential to be a superstar in any online learning community.
References Cited
Flanagan, M. (1996). Two years online: Experiences, challenges, and trends. Retrieved on April 17, 2009, from http://www.mt-archive.info/AMTA-1996-Flanagan-1.pdf.
Jonassen, D.H. & Grabowski, B.L. (1993). Handbook of Individual Difference, Learning, and Instruction. Hillsdale, NJ: Lawrence Erlbaum Associates
The Use of Educational Software as a Pneumonic Learning Agent
Every year, millions of students around the globe take the Scholastic Aptitude Test (SAT). Many universities use this test one of the admissions criteria to see if a student will succeed in their school, and more specifically the program of their choice. Universities use various measures to determine a student’s performance. The SAT examination has an area of the exam that emphasizes reading comprehension and vocabulary knowledge. Terrill, Scruggs, and Mastropiere (2004) reported that “A strong psychometric relationship has consistently been reported between measures of vocabulary knowledge and reading comprehension. This finding could imply that one way to improve children’s reading performance is to increase their vocabulary. Eight studies are reviewed that attempted to do this. Although all eight studies reported increases in students’ word knowledge, many failed to facilitate reading comprehension.” (p. 288). Many teachers aim to teach their students in a multimodal approach how to improve their students’ vocabulary and comprehension.
Price and Finkelstein (1994) conducted a study that examined whether “mnemonic strategies would be useful for high school students with learning disabilities. Over a 6-week period, this teacher taught the students SAT vocabulary words using either a traditional instructional approach or pictorial mnemonic keyword strategies she had developed.” (p. 134). Price and Finkelstein’s study produced results that using mnemonic instruction, 92% of students improved their vocabulary whereas on 49% did so under traditional methods. Several other studies have been indicative of similar results. The common theme has been that students can improve their memory for the Scholastic Aptitude Test vocabulary words by associating the words with corresponding pictures taken from media sources such as educational technology software, vocabulary building exercises, flashcards, and even magazines. By doing so, the student demonstrated that long-term recall of words associated with pictures was higher than recall of words not associated with pictures.
Educational software that helps students build their vocabulary for standardized test such as the SAT, TOEFL, and GMAT will have a similar impact. While the use of technology in education is a great reinforcement instrument, it is important given the tremendous increase in the use of computers and educational software in classrooms, that students still have a strong understand of the fundamentals of doing things using traditional manners. Wood (2001) said “Since there is much at stake, it is urgent that the literacy community accept responsibility for the critical evaluation of the tools that teachers will use to help teach the next generation of children to read.” (p. 168). Tools such as Executive Vocabulary and Ultimate Vocabulary provide the balance between the necessary comprehension skills students require, a visual and tactile way of learning how to read, and help build a student’s vocabulary so that regardless of the standardized test, the student s performance will be stronger.
Price, M. & Finkelstein, A. (1994). Pictures improve memory of SAT vocabulary words. Journal of Reading, 38(2), 134-135.
Terrill, M.C., Scruggs, T.E. & Mastropieri, M.A. (2004). SAT vocabulary instruction for high school students with learning disabilities. Intervention in School and Clinic, 39(5), 288-294.
Wood, J. (2001). Can software support children’s vocabulary development. Language Learning & Technology, 3(1), 166-201.
Testing Standards for Graduate Schools Enrolling in Distance Learning Programs
Getting a degree from an accredited American university is very different than those degrees conferred from other countries. Unlike at European and Asian universities where a graduate degree is the equivalent of a Bachelor’s degree in the United States, there are three very distinctive educational levels: Bachelors Degree, Master Degree, and Doctoral Degrees. Most foreign universities are very limited in the delivery format whereas United States universities have a variety of means to deliver instruction. While the academic standards may vary between the traditional formatted learning environment and a hybrid/online setting, the admittance process is similar. In fact, it may actually be more difficult.
A fairly broad consensus is that most graduate school programs require a student to have a minimum of a bachelor’s degree from an accredited college. The average required GPA (Graduate Point Average) may differ from school to school, but often average 3.25. Most universities and colleges require some form of standardized testing assessment to measure a potential student’s verbal and mathematical aptitude. Common exams taken include the Graduate Record Examination (GRE) or the Miller Analogy Test (MAT), Graduate Management Admissions Test (GMAT), or Medical College Admissions Test (MCAT). Additionally, students from non-English speaking countries will have to take the TOEFL exam too so that they can prove their verbal abilities are adequate to be a part of a non-native university. Most universities require a student to prepare an admissions statement or essay. Reference letters also carry considerable weight. One unique factor about graduate admissions that is not taken into account during an undergraduate degree is life experience and personal validation. In a study conducted by Landrum, Jeglum, and Cashin (1994), autobiographical statement and research experience has strong emphasis in graduate level admissions. Landrum et al also indicated that applicants’ experiences were evaluated under three approaches: quantitative, qualitative, and situational.
Data from the US Bureau of Labor Statistics (Dowley, 2009) reinforces this point. In almost any occupation, the higher the level of education attained, the higher the paycheck. In the field of business, there is some caution though. Older learners wanting to go back into academia often find it more difficult because it is challenging to get substantive GRE/GMAT scores. Attempting to enroll in a traditional program may be more difficult whereas an online learning environment may potentially relax the standardized testing score requirements. Rather, such universities emphasis practical work experience and career achievements as a measure of a student’s potential success.
Regardless of age though, a graduate degree whether it is from an online university or a traditional school offer an adult the potential for better compensation and promotion potential. These are two of the most motivating factors. So long as the student meets the requirements of a specific university, their chances of admission are quite strong.
References Cited
Dowley, C. (2009). Education for prime time careers. Yahoo! Careers. Retrieved on May 14, 2009, from http://education.yahoo.net/degrees/articles/featured_education_for_prime_time_careers.html
Landrum, R.E, Jeglum, E.B., & Cashin, J.R. (1994). The decision-making processes of graduate admissions committees in psychology. Journal of Social Behavior & Personality, 9(2), 239-248.
Technology in the 21st Century Classroom for Exceptional Learners
Educational technology, which is applying technology into an online or traditional classroom, is only as successful as the components that it is comprised of. Studies have shown that students in technology rich environments, experienced positive effects on achievements in all major subject areas. Additional technology rich environments enable students to increase achievement in preschool through higher education through regular and special needs settings. Furthermore the attitude to learning and self-concept improve when computing is used as an instruction method. (Schacter, 1999). This article will focus on both the hardware and software aspects of learning in a language arts based classroom.
Teachers have the ability to use a variety of tools in the traditional classroom environment. Tiene and Luft (2001) indicated that tools such as projectors and computers are becoming common place in the classroom. The use of overhead projects is diminishing while the active use of projectors and whiteboards are becoming common place, especially since the Internet flourished. Projectors are used to bring to life three dimensional experiences that a transparency overhead cannot. For example, multimedia, simulations, videos, maps, and even multi-modal tools can be displayed for group based used. Faculties even use educational software in order to teach students skills, including grammar and writing.
Computer-supported writing applications that offer features beyond those of common word processors may be used flexibly to provide additional writing support to students who are struggling (Sturm, Rankin, Beukelman, & Schutz-Muehling, 1997). With Web 2.0 technologies becoming a mainstream part of the educational experience, blog, wikis, edutainment based games, curriculum oriented software, web-based reading assessments, and math intervention software activities all help students improve mastery on the computers. For students with learning disabilities though, educational technology helps these learners most by improving their writing and vocabulary aptitude. According to Sturm et al, “Benefits from computer supported writing range from individuals who have language-learning impairments to those with severe speech and physical impairments. Preliminary research with students who have learning disabilities has shown that word-prompt computer programs can significantly reduce spelling errors and improve attitudes towards writing” (p. 148). There are a variety of tools that are available in the educational technology market that have proven to enhance a learner’s grammar and vocabulary.
The most recognized tool on the market is Ultimate Vocabulary. While Ultimate Vocabulary is well known for its ability to help learners prepare and grow for standardized test such as the GRE, SAT, and GMAT’s, it also offers other strong benefits. First, Ultimate Vocabulary has the potential to improve a learners’ spelling. For example, when a learner reads an email or a business proposal full of spelling errors, one may be considered unpolished and uneducated. Tools like this can help professionals stop such challenges. For students with exceptional learning issues, it teaches them the rudimentary skills needed to spell correctly. Students with learning disabilities also have a challenge expressing themselves. Learning tools such as Ultimate Vocabulary equip the learner to better handle expressing ones ideas articulately. It also has the ability to help the learner improve their reading comprehension and analysis skills. It teaches the learner how to understand concepts when they are being read. Tools such as Ultimate Vocabulary are important for the learning process, especially for those with learning disabilities as they not only help foster a rich learning experience, but also help facilitate educational growth in ways a mainstream learning experience may not be able to.
References Cited
Schacter, J. (1999). The impact of educational technology on student achievement: What the most current research has to say. Milken Research Exchange. Retrieved on May 14, 2009, from http://www.sbceo.k12.ca.us/~ims/techcen/EETT/ImpactofET.pdf
Sturm,J.M., Rankin,J.L., Beukelman,D.R. & Schutz-Muehling, L. (1997). How to select appropriate software for computer-assisted writing. Intervention in School and Clinic, 32(3), 148-161
Tiene, D., & Luft, P. (2001). Teaching in a technology-rich classroom. Educational Technology, 41(4), 23-31.