"This book explores proofreading and editing from a variety of research and practitioner-led perspectives to describe, debate, and interrogate roles and policies within the student and research publication context. Chapters feature a wide range of empirical research findings gathered from an internationally diverse set of experts in the field from Australia, Canada, Finland, Hong Kong, the UK, and the USA. The book progresses debates surrounding the legitimacy and necessity of copyeditors and proofreaders, drawing upon a range of theory and practice. Contributing to further research and dialogue in the area, the book addresses the ethicality and educative benefits of proofreading from various perspectives. Ultimately, the book offers vital discussions about the ethics and boundaries of proofreading and editing with experts sharing their experiences and recommendations for next steps. This book will be of relevance to postgraduate students, researchers and academics in the fields of literary studies, higher education, language arts, and applied linguistics. Teaching and learning professionals, policy makers, proofreaders, and editors can also benefit from the volume"--

This book explores proofreading and editing from a variety of research and practitioner-led perspectives to describe, debate, and interrogate roles and policies within the student and research publication context. Chapters feature a wide range of empirical research findings gathered from an internationally diverse set of experts in the field from Australia, Canada, Finland, Hong Kong, the UK, and the USA. The book progresses debates surrounding the legitimacy and necessity of copyeditors and proofreaders, drawing upon a range of theory and practice. Contributing to further research and dialogue in the area, the book addresses the ethicality and educative benefits of proofreading from various perspectives. Ultimately, the book offers vital discussions about the ethics and boundaries of proofreading and editing with experts sharing their experiences and recommendations for next steps. This book will be of relevance to postgraduate students, researchers and academics in the fields of literary studies, higher education, language arts, and applied linguistics. Teaching and learning professionals, policymakers, proofreaders, and editors can also benefit from the volume.

This book offers extensive and valuable advice for researchers starting with pharmaceutical studies and doctoral dissertation writing. The contributors provide precise, detailed instructions covering every phase of the research process, from choosing a topic to sharing findings, because they know the intricacies and difficulties that come with it. Essential topics covered in the book include writing a professional thesis, conducting literature reviews, planning experimental methods, and guaranteeing ethical human and animal research procedures. The book promises to provide researchers with the information and abilities required to succeed academically and professionally in the pharmaceutical sciences through helpful guidance, software tool recommendations, and communication techniques. Summary of the book This thorough manual is vital for researchers since it covers every pharmaceutical research and thesis composing stage. It starts with methods for choosing a study topic that is both possible and relevant. Key areas of exploration are identified by utilizing resources such as YouTube, LinkedIn, published papers, and reviews. The book leads users through creating a synopsis and offers precise, step-by-step guidance on successfully communicating your research. Essential phases of carrying out an exhaustive literature study are addressed, guaranteeing that you establish a firm basis by examining current material and pinpointing deficiencies. After that, the book moves on to planning and carrying out experiments, emphasising the significance of physicochemical characterisation, drug and excipient compatibility, and formulation development. It emphasises using QbD principles to optimise and evaluate various dosage forms alongside in vitro studies. Practical aspects of conducting animal and human studies ethically and effectively are addressed, followed by guidance on writing a compelling thesis. The book underscores the significance of professional writing in achieving a doctoral certificate and provides tips for image preparation, crucial for thesis writing. It also discusses various statistical, drug design, and research writing software tools. Finally, the guide prepares you for defending your thesis and offers advice on publishing and disseminating your findings to ensure your research reaches a broader audience. With its step-by-step approach and accessible language, this book is an invaluable companion for researchers embarking on pharmaceutical research and thesis writing across diverse fields.

Investigating the interplay between space, time and identity construction, this book brings to focus how spatiality and temporality have been largely overlooked in the study and theorisation of identity construction. Offering Gloria Anzaldúa concept of ‘conocimento’ as a theoretical tool for analysing identity construction, the book investigates how doctoral students hold varying assumptions about their intellectual identity, where the doctoral process enables them to deconstruct and reconstruct these identities. Chapters examine the implications for scholars who find themselves in the in-between space of transitional identities, advocating the need for innovative identity theorisation to strike a balance in the shifting dynamics between different presentations of identity and belief systems. Bringing together Lefebvre’s theorisation of the relationship between space and the body in rhythmanalysis and Anzaldua’s theorisation of the relationship between the body and identity construction, the book offers a transdisciplinary reading of space, body, and identity. Providing a space to continue and progress the foregrounding of narratives from marginalised voices and groups in higher education, the book will be of interest to scholars, researchers and academics in the fields of sociology of education, multicultural education, higher education, and philosophy of education.

This book offers a comprehensive guide to the impact of professional development schools and school–university partnerships (PDSs-SUPs), articulating both the major issues that confront PDSs-SUPs and the various research methods shaping the field. Stemming from a national PDS research conference and project funded by the American Educational Research Association, this collaborative effort presents a vision aimed at promoting inclusive, equity-focused research within PDSs-SUPs and delves into the insights of researchers as they examine revitalized perspectives, persistent challenges, and emerging areas of study. This volume will appeal to scholars, teachers, teacher educators, university students, and education policymakers with interest in social justice in research, teacher education, and P-12 partnerships.

This edited volume illustrates the idea of a successful research capacity model, critically addressing preconceived notions of early career research projects’ impact and drawing together insights and implications around the encouragement of newer researchers to conduct useful, robust studies with real-world effect. Centring on research undertaken at the UK Durham University Evidence Centre, the volume features contributions from authors based at universities in the US, China, India, and Pakistan. The book discusses 15 substantial studies which explore themes such as children’s wider outcomes in school; disadvantage in education; and the supply of professionals for the teaching workforce. Novel in approach and highly interdisciplinary in nature, the book showcases a broad range of experience and knowledge sharing, from experienced researchers and policymakers to new academic staff, current doctoral students, and masters’ students conducting ambitious large-scale projects, thereby giving voice to those just starting out in their career. Illustrating powerful studies that are feasible for students and beginners with limited or no resources, this book will appeal to new researchers, scholars and academics involved in the fields of educational research and research methods, continuing professional development, and education policy more broadly.

This book explores the role and function of instructional designers in higher education, highlighting the real-world discrepancy between their actual contributions to organizational growth and the official job descriptions provided by universities. Investigating how higher education professionals navigate the daily conflict arising from this misalignment, it highlights a number of approaches including improvising to accommodate additional tasks, or strictly adhering job descriptions. The volume is structured around main three themes: the interpretation of instructional design and the role of instructional designers, the concept of street-level bureaucracy and coping strategies, and the contribution of instructional designers to organizational development. The research is grounded in the sociological and management theory of street-level bureaucracy, allowing the author to dissect employee behavior into microelements and connect these to the macro-outcomes of organizational development. The study employs a qualitative approach, using quantitative content analysis and qualitative interviewing on a sample of 17 instructional designers from three different regions in the US. The findings challenge institutional and practice assumptions, offering a new perspective of understanding which asks whether instructional designers are predominantly acting as street-level bureaucrats, or whether behavior and performance is framed by institutional culture and personal characteristics. The author then discusses the implications of these findings for policy, practice, theory, and future research. It will be of interest to academicians, post-graduate students, and higher education leadership professionals from fields across education, management, instructional design, sociology, and research methods.