Critical Reading and Writing for Postgraduates - Doctorado en ...

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Author Biographies Mike Wallace is a Professor of Public Management at Cardiff Business School, Cardiff University. He is an Associate Director of the Advanced Institute of Management Research (AIM), responsible for research capacitybuilding in the management field. He is also the Economic and Social Research Council’s Strategic Adviser for Researcher Development. Mike is series editor of the Sage Learning to Read Critically series of books. His own research on managing change in the public services is reported in many books and academic journals. He is co-author, with Eric Hoyle, of the 2005 book Educational Leadership: Ambiguity, Professionals, and Managerialism (Sage), and lead editor, with Michael Fertig and Eugene Schneller, of the 2007 book Managing Change in the Public Services (Blackwell). Alison Wray is a Research Professor of Language and Communication at Cardiff University. Her research centres on the modelling of lexical storage and processing, particularly in relation to formulaic phrases, and it has been applied to language learning, evolution of language and language disability. Her two monographs Formulaic Language and the Lexicon (Cambridge University Press, 2002) and Formulaic Language: Pushing the Boundaries (Oxford University Press, 2008) are internationally acclaimed. She has a longstanding commitment to researcher training, including the developing of academic expertise. She is lead author of the popular undergraduate research methods textbook Projects in Linguistics (Hodder, 2006).
Acknowledgements We are grateful to the postgraduate students at the University of Bath and Cardiff University who helped us develop the materials in the first edition of this book, and to the many academics participating in our workshops for feedback informing the second edition. The ideas of the late Ray Bolam were a key influence on our thinking about mental map components and structuring a dissertation. The late Louise Poulson kindly gave us permission to draw on material (co-authored with Mike Wallace) that previously appeared in Chapters 1 and 2 and Appendix 2 of: Wallace, M. and Poulson, L. (eds) (2003) Learning to Read Critically in Educational Leadership and Management. London: Sage. Poulson, L. and Wallace, M. (eds) (2004) Learning to Read Critically in Teaching and Learning. London: Sage. Goodwin, A. and Stables, A. (eds) (2004) Learning to Read Critically in Language and Literacy Education. London: Sage. Thanks also to John Staczek and Equinox Publishing Ltd for permission to reproduce in abridged form the material in Appendix 1, and to Sage Publications Ltd and the British Educational Leadership, Management and Administration Society (BELMAS) for permission to reproduce the material in Appendix 2. The full references are: Wray, A. and Staczek, J. (2005) ‘One word or two? Psycholinguistic and sociolinguistic interpretations of meaning in a civil court case’, International Journal of Speech, Language and the Law 12(1): 1–18, published by The University of Birmingham Press © 2005. Reproduced with the permission of Equinox Publishing Ltd. Wallace, M. (2001) ‘Sharing leadership of schools through teamwork: a justifiable risk?’, Educational Management, Administration and Leadership 29(2): 153–67. Published by the British Educational Leadership, Management and Administration Society (BELMAS) © 2001. Reproduced with the permission of Sage Publications Ltd.
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12 Focusing and Building up your Cr
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Appendix 1 ‘One word or two? Psyc
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appendix 1 Certificates were issued
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appendix 1 why a speaker/writer cho
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appendix 1 account for why the expe
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appendix 1 but it could still be ar
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appendix 2 may inhere in their ende
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appendix 2 and organized to meet it
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appendix 2 ways that generate poor
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appendix 2 control. Changing belief
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appendix 2 sharing to consulting te
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appendix 2 Other SMT members Norms
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appendix 2 3 Other teachers have th
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Appendix 3 CRITICAL ANALYSIS OF A T
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appendix 3 (d) How does the sort of
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appendix 3 (d) With what degree of
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appendix 3 (d) Are sources of backi
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appendix 3 8 To what extent are cla
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Appendix 4 Logic checksheet: Develo
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appendix 4 Focusing the presentatio
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Index abstraction level of 84, 86 a
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