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The education dissertation : a guide for practitioner scholars

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• List of Figures Preface Who Should Read This Book and Why Key Features and How to Use Them Acknowledgments About the Author Dedication
• 1. A Guide for Practitioner Scholars Questioning the Doctorate Seeing the Doctoral Process Through Doctoral Students' Eyes This Book as Guidelines and Guardrails Strategies for Success
• 2. A Road Map From Start to Finish The Big Picture: An Outline of the Process The Dissertation Timeline Your Own Timeline and Benchmarks Embracing Technology: The Table of Contents and Reference List Structuring Your Life as a Doctoral Student
• 3. Focusing Your Research Articulating a Topic in "Academic Speak" Narrowing the Topic Your First Success at Focusing: Creating a Title and Research Question A Final Thought: Focusing Your Research at a Cocktail Party
• 4. Structuring Your Research Choosing a Theoretical Framework Doing a Literature Review Understanding Research Methodology Choosing a Research Method Empirical Methodologies Linking Research Purpose to Research Method
• 5. Conducting Your Research Linking Research Methods to Research Tools Institutional Review Board (IRB) Some Final Thoughts Before "ABD-Land"
• 6. Putting It All Together: Completing Your Dissertation The Dissertation as a "Machine" Reverse Engineering Your Dissertation What Are the Remaining Key Issues?
• 7. Defending and Moving On The Dissertation Defense Publish Your Findings Apply Your Research: Impacting K-12 Education Teach the Next Generation: Teaching in Higher Education The Beginning of Your Journey as a Practitioner Scholar Key Resources by Topic References Index.
• (source: Nielsen Book Data)

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Writing the Winning Thesis or Dissertation A Step-by-Step Guide

• Randy L. Joyner - Appalachian State University, North Carolina, East Carolina University, USA, Virginia Tech, USA
• William A. Rouse
• Allan A. Glatthorn
• Description

The classic step-by-step guide to thesis and dissertation success, fully updated for 2018.   From selecting your topic to defending your finished work, a masters thesis or doctoral dissertation is a major undertaking. Since 1998, this book has been the go-to resource for scholars seeking guidance and best practices at every phase of the process.  This revised and updated fourth edition is the most comprehensive guide yet to researching, writing, and publishing a successful thesis or dissertation. It includes: 

• Insights on leveraging new technologies to maximize your efficiency. 
• Current case studies demonstrating the book’s teachings in action. 
• Tested principles of effective planning, an engaging writing style, defense preparation, and more.  

Written in an easy, digestible style perfect for a thesis or dissertation-writer’s busy schedule, this latest edition of a contemporary classic belongs on every advanced degree candidate’s shelf. 

Dr. Joyner and Dr. Rouse have again put together an in-depth, comprehensive, and practical guide that is a valuable resource for graduate students. This edition includes important information related to current and emerging trends in technology and valuable case studies focusing on the most common problems encountered in writing at the master’s and doctoral levels.   James R. Machell, Dean College of Education and Professional Studies, University of Central Oklahoma  Writing the Winning Dissertation  is an essential guidebook for students writing a master’s thesis or doctoral dissertation. I used the first edition to write an award-winning dissertation and now use the updated edition with the doctoral students I advise. I highly recommend it to both students and advisors. Susan Colby, Director of Faculty Professional Development, Appalachian State University; Boone, NC Appalachian State University 

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

For assistance with your order: Please email us at [email protected] or connect with your SAGE representative.

SAGE 2455 Teller Road Thousand Oaks, CA 91320 www.sagepub.com

Dr. Joyner and Dr. Rouse have again put together an in-depth, comprehensive, and practical guide that is a valuable resource for graduate students. In addition to the excellent information provided in earlier editions, this edition also includes important information related to current and emerging trends in technology and valuable case studies focusing on the most common problems encountered in writing at the master’s and doctoral levels. If you are embarking on a thesis or dissertation, use this most valuable of resources to avoid the pitfalls inherent in the process.

Writing the Winning Dissertation is an essential guidebook for students writing a master’s thesis or doctoral dissertation. I used the first edition to write an award-winning dissertation and now use the updated edition with the doctoral students I advise. Each chapter of this cogent and comprehensive book addresses crucial elements that lead to success. I highly recommend it to both students and advisors.

In this book, Joyner, Rouse, and Glatthorn thoroughly introduce and explore writing a thesis or a dissertation – walking the reader through every path and pitfall imaginable.  It is a must-read for anyone starting one of these writing processes and a good read for the faculty working with them.

This book provides a comprehensive guide to the entire process, from selecting a research topic to the final defence. Its practical advice, clear examples, and step-by-step approach make complex concepts accessible and manageable. Adding this book to the reading list will equip postgraduate students with essential tools and strategies to successfully navigate the dissertation process, enabling them to produce high-quality, impactful research.

This book will be recommended as a resource for all thesis and dissertation candidates.

The perfect book for a Thesis Proposal course!

Clear explanations, well set out, easy to follow advice.

Greta for undergrads and post grads alike. Motivational and clear examples plus useful advice to follow

Excellent book and insightful for my students.

This book offers a thorough and detailed look at how to develop a research project. It is suited to those studying in US universities, as terminology and some of the focal points relate to this.

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Hands-on, Practical Guidance for Educators

From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

The Education Dissertation

Written for practicing educators, this resource provides a step-by-step process, organizational templates, and tips throughout for completing an academically rigorous dissertation.

Full description

• Grade Level: K-12
• ISBN: 9781412960441
• Published By: Corwin
• Page Count: 184
• Publication date: November 18, 2009

Price: $42.95

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Description

"With each turn of the page I found myself nodding 'exactly!' Whether as a class text assigned by faculty or as a self-study resource used by students, this book will resonate with readers." —Doug Leigh, Associate Professor of Education Pepperdine University

Use these focused guidelines to help you through every stage of the dissertation process!

Writing a dissertation requires focus and commitment. The Education Dissertation provides a step-by-step process for developing and completing an academically rigorous dissertation in a time-efficient manner.

Written for doctoral students in education who are also currently working in the field, this book provides specific and accessible guidance for the entire process, from finding a topic to conducting the literature review to writing and defending the dissertation. Grounded in adult learning theory, this volume:

• Offers a clear, easy-to-follow approach that highlights key milestones with concrete goals and workable methods at each step
• Discusses how practitioner scholars can apply their work experience to the dissertation
• Includes organizational templates complete with detailed charts, checklists, a timeline, student examples, and rubrics
• Provides tips throughout to help students think through situations
• Covers both quantitative and qualitative research

Perfect for practicing educators at any stage of the dissertation process, this resource provides the "big picture" framework as well as the nitty-gritty details.

Key features

• Guides the student through the entire process of writing a rigorous dissertation from selecting the research topic to defending the dissertation
• Offers the student a road map complete with detailed charts, checklists, a timeline, many student examples and rubrics
• Provides numerous "hints" throughout the book to help students think through situations before proceeding
• Explores the various types of research and the implications of each for the particular research topic selected by the student
• Incorporates "Try This!" activities at each stage of the process to help students understand important concepts, e.g., how to start a literature review correctly, how to focus research questions, and how to operationalize their ideas

Dan W. Butin

Table of contents.

List of Figures

Who Should Read This Book and Why

Key Features and How to Use Them

Acknowledgments

About the Author

1. A Guide for Practitioner Scholars

Questioning the Doctorate

Seeing the Doctoral Process Through Doctoral Students’ Eyes

This Book as Guidelines and Guardrails

Strategies for Success

2. A Road Map From Start to Finish

The Big Picture: An Outline of the Process

The Dissertation Timeline

Your Own Timeline and Benchmarks

Embracing Technology: The Table of Contents and Reference List

Structuring Your Life as a Doctoral Student

3. Focusing Your Research

Articulating a Topic in “Academic Speak”

Narrowing the Topic

Your First Success at Focusing: Creating a Title and Research Question

A Final Thought: Focusing Your Research at a Cocktail Party

4. Structuring Your Research

Choosing a Theoretical Framework

Doing a Literature Review

Understanding Research Methodology

Choosing a Research Method

Empirical Methodologies

Linking Research Purpose to Research Method

5. Conducting Your Research

Linking Research Methods to Research Tools

Institutional Review Board (IRB)

Some Final Thoughts Before "ABD-Land"

6. Putting It All Together: Completing Your Dissertation

The Dissertation as a “Machine”

Reverse Engineering Your Dissertation

What Are the Remaining Key Issues?

7. Defending and Moving On

The Dissertation Defense

Publish Your Findings

Apply Your Research: Impacting K-12 Education

Teach the Next Generation: Teaching in Higher Education

The Beginning of Your Journey as a Practitioner Scholar

Key Resources by Topic

"The book is rich with ideas and strategies for thinking about every phase of the dissertation and for undertaking each phase once it has been carefully thought out."

"The author does an excellent job of taking a serious, technical, overwhelming topic and making it fun and interesting to read."

"With each turn of the page I found myself nodding 'exactly!' Whether as a class text assigned by faculty or as a self-study resource used by students, this book will resonate with readers."

Other Titles in: Staff Development & Professional Learning | Administration & Leadership | Data-Driven Decision Making

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Your Dissertation in Education

• Scott Buckler - Independent Academic, Teacher, Chartered Psychologist
• Nicholas Walliman - Oxford Brookes University, UK
• Description

Are you struggling with your dissertation? Have you started too late and now you're panicking?

Help is here!  Your Dissertation in Education  is a straight-forward, plain English guide to doing and writing your project. It will take you from start to finish, with practical and friendly advice on every page. This second edition includes:

• A new Foundations section with the concepts and tools you need to get started
• An expanded guide to methodology and writing about methods
• A new chapter on mixed methods

An essential companion on your dissertation journey, this book is ideal for students across education, including teacher training, early childhood and education studies.

Student Success  is a series of essential guides for students of all levels. From how to think critically and write great essays to boosting your employability and managing your wellbeing, the  Student Success  series helps you study smarter and get the best from your time at university. 

From constructing a question to presenting the findings, this welcome second edition should be the first read for students undertaking a dissertation in education. It makes complex methodological and procedural issues accessible, while fostering students’ confidence and proficiency in undertaking an independent research project. 

Aimed primarily at undergraduate students on teacher education degrees, this book deserves a much wider audience. Written in an engaging style, it provides clear explanations of complex ideas and is an excellent ‘step-by-step’ guide to planning and writing a dissertation. Highly recommended.

The great achievement of  this book is the way in which it combines readability and rigour.  Scott Buckler and Nicholas Wallman are to be congratulated on the very thorough yet accessible approach they have taken to the topic of dissertation writing, offering advice on each and every aspect of the process, clearly drawing on a wide range of experience and referring to some of the latest literature to support their advice.  I am sure that many hard-pressed and potentially anxious colleagues undertaking writing of a sustained kind, perhaps for the first time, will gain enormous reassurance and support from this book.  And they may even find some amusement, given the authors' sense of humour!

We have this text in our library, and I will point students toward it as a reference source on specific items, such as organizing and writing the literature review. I would like a text that incorporates writing samples to help give students a better idea of what strong content looks like.

Useful reading for trainee teachers. Well structured and simple to follow.

A good reference book that is easy to read and understand when writing a dissertation. Ideal for the pre-registration nursing programme.

Excellent book! Very well written and easy to read. Following a pragmatic style and gathering exactly what the reader expect to find. Highly recommended to anyone interested in education research.

This provides students with a very good framework for understanding the requirements of a good disseration which they can use in their own research project.

To teach students how to handle their thesis subject and doing research in a structured, systematic way.

This publication gives detailed explanations with clear descriptions and stages to planning a dissertation. This book will be recommended to both the BA Education in Lifelong Learning students and the BA in Early Childhood Studies.

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Your Dissertation in Education: What is a dissertation?

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Writing Strategies for the Education Dissertation

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It uses writing to help students invent, think through, write, rethink, and rewrite as they develop and present their innovations. The book opens with this mindset and with the purposes of the task (adding to knowledge); it helps define a "researchable topic," and provides advice on invention ("brainstorming"). It then addresses each of the key sections of the dissertation, from Problem Statement, through Literature Review and Methods, to Findings and Conclusions, while underscoring the iterative nature of this writing. For each chapter, the book provides advice on invention, argument, and arrangement ("organization") – rhetorical elements that are seldom fully addressed in textbooks. Each chapter also looks at possible missteps, offers examples of student writing and revisions, and suggests alternatives, not rules. The text concludes with an inventive approach of its own, addressing style (clarity, economy, and coherence) as persuasion.

This book is suitable for all doctoral students of education and others looking for tips and advice on the best dissertation writing.

TABLE OF CONTENTS

Chapter | 2  pages, introduction, chapter 1 | 17  pages, de-mythologizing the process, chapter 2 | 29  pages, the problem statement, chapter 3 | 18  pages, writing strategies for the literature review, chapter 4 | 22  pages, writing the methods chapter, getting past preliminary orals, and getting started, chapter 5 | 21  pages, collecting and analyzing data, then writing up results and findings, chapter 6 | 15  pages, writing up the discussion, chapter 7 | 19  pages, revising the dissertation as a whole.

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Writing Strategies for the Education Dissertation

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Description

Writing Strategies for the Education Dissertation offers a unique take on doctoral writing. It uses composition and rhetoric strategies to identify key activities for generating thought to keep students writing. It de-mythologizes the view of writing as a mere skill and promotes the view of writing as thinking. It uses writing to help students invent, think through, write, rethink, and rewrite as they develop and present their innovations. The book opens with this mindset and with the purposes of the task (adding to knowledge); it helps define a "researchable topic," and provides advice on invention ("brainstorming"). It then addresses each of the key sections of the dissertation, from Problem Statement, through Literature Review and Methods, to Findings and Conclusions, while underscoring the iterative nature of this writing. For each chapter, the book provides advice on invention, argument, and arrangement ("organization") – rhetorical elements that are seldom fully addressed in textbooks. Each chapter also looks at possible missteps, offers examples of student writing and revisions, and suggests alternatives, not rules. The text concludes with an inventive approach of its own, addressing style (clarity, economy, and coherence) as persuasion. This book is suitable for all doctoral students of education and others looking for tips and advice on the best dissertation writing.

Table of Contents

Diane Bennett Durkin has taught critical thinking and writing at UCLA for over 30 years, publishing textbooks that merge disciplines, and helping education doctoral students understand and use writing processes to generate, organize, and communicate their ideas.

Critics' Reviews

"This exceedingly helpful book distills writing expert Diane Durkin's decades of experience into a warm and wise step-by-step guide through all phases of the dissertation process. You'll want this essential book on your desk from the first days of research to the refining of the conclusion of your study." -- Mike Rose, Professor, UCLA Graduate School of Education and Information Studies, USA "This book offers what most others cannot – solid advice based on many years in the trenches, helping literally hundreds of students as they go through the often painful, yet usually rewarding, process of writing a dissertation. It is full of ideas that are both concrete and immediately usable. I wouldn't skip a single paragraph. And I will recommend it to all of my own students." -- Jim Stigler, Professor of Psychology, UCLA, USA " Writing Strategies for the Education Dissertation is not just about writing a dissertation, but covers many practical tips beyond the writing. Everything from strategically reading prior research to working with a dissertation chair is addressed in this extremely pragmatic approach. Doctoral students working on their own will use this text as a mentor, while faculty and dissertation advisors may use it to provide specificity to their own work with students" -- Cindy C. Kratzer, Ph.D., Continuing Lecturer, UCLA Education & Information Studies, USA "This book fills a void in texts that guide graduate students in writing dissertations by emphasizing the thought processes that undergird the planning, drafting, and revising of text. By focusing on fundamentals of exposition rather than research design, the book can help students improve the clarity and impact of their thinking. The book also provides an excellent example of good writing." -- James Sampson, Professor Emeritus, Florida State University, USA

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Dissertations and Theses From Start to Finish

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• Table of contents
• Contributor bios
• Reviews and awards
• Book details

For more than 25 years, this book has guided student writers through the practical, logistical, and emotional struggles that come with writing dissertations and theses.

It offers guidance to students through all the essential steps, including:

• defining topics
• selecting faculty advisors
• scheduling time to work on the project
• conducting, analyzing, writing, presenting, and publishing research

This fully-updated third edition includes guiding questions, checklists, diagrams, and sample research papers. It also reflects the most recent advances in online research and includes fully updated online resources.

Each chapter begins with an Advance Organizer that offers an at-a-glance summary of chapter content and applicability for different types of readers. Chapters also include significantly expanded “To Do” and “Supplemental Resource” lists, as well as helpful suggestions for dealing with impasses and common internal and external “traps” that recur throughout the writing process.

The authors also provide a thoughtful consideration of the variety of roles faculty advisors play, and of variations in the thesis and dissertation process and requirements across institutions of higher learning.

Foreword Mitchell J. Prinstein

• What Are Theses and Dissertations, and Why Write a Book about Them?
• Starting Out: Assessing Your Preparation for the Task Ahead
• Time and Trouble Management
• Finding Topics and Faculty Collaborators
• Formulating and Communicating Your Plans: An Overview of the Proposal
• Reviewing the Literature
• Research Methodology and Ethics
• Measuring Study Variables
• Selecting the Appropriate Data Analysis Approaches
• Collecting, Managing, and Analyzing the Data
• Presenting the Results
• Discussing the Results
• Managing Committee Meetings: Proposal and Oral Defense
• Presenting Your Project to the World

About the Authors

Debora J. Bell, PhD, is a professor of psychology and associate chair for clinical science at the University of Missouri–Columbia.

She received her doctorate in psychology from West Virginia University after completing a clinical internship at the Western Psychiatric Institute and Clinic of the University of Pittsburgh School of Medicine. She has been at the University of Missouri since receiving her degree and has served as the director of clinical training and director of the clinical doctoral program’s training clinic, the Psychological Services Clinic, for 20 years.

Dr. Bell has held several national leadership positions in graduate psychology education, including current roles as editor of Training and Education in Professional Psychology and chair of the Council of University Directors of Clinical Psychology, and as commissioner and chair of APA’s Commission on Accreditation.

She is a fellow of the Association for Behavioral and Cognitive Therapies and is author of numerous articles, book chapters, and a book in the areas of graduate education, girls’ adjustment, and youths’ internalizing problems, social information processing, and regulation of positive emotions.

Sharon L. Foster, PhD, is a Distinguished Professor Emerita at Alliant International University in San Diego, California.

She received her doctorate in psychology from the State University of New York at Stony Brook after completing a clinical internship at the University of Washington Medical School. She also taught at West Virginia University.

Dr. Foster has served as an associate editor for the journals Behavioral Assessment and the Journal of Consulting and Clinical Psychology , and she was a fellow at the Center for Advanced Study in the Behavioral Sciences.

She is the author of four books and numerous articles and chapters on children’s peer relations, assessment and treatment of adolescent externalizing behavior problems, and research methodology.

John D. Cone, PhD, earned his BA in psychology from Stanford University and his master’s degree and doctorate from the University of Washington.

He has taught at the University of Puget Sound, West Virginia University, the University of Hawaii, United States International University, San Diego State University, and Alliant International University.

He is a fellow of both APA and the Association for Psychological Science, a member of the Association for Behavior Analysis, and a board certified behavior analyst.

His research interests include the development of idiographic assessment methodology; autism intervention; and the development, implementation, and evaluation of large-scale service delivery systems, especially those for persons with developmental disabilities.

An executive coach and frequent organizational consultant, Dr. Cone is the author of several books, including Evaluating Outcomes: Empirical Tools for Effective Practice (2001). When not being professionally active, he spends his time jogging, working on his 55’ yacht ( Context ), and cruising the waters of the blue Pacific.

Bell, Foster, and Cone draw from their many years of experience working with graduate students and input from their colleagues to offer this valuable resource to help students make the most of their graduate school experience. They provide sage advice on practical issues such as time management, basic skills such as writing and making oral presentations, and on more technical topics such as methodology and statistical analysis. Faculty interested in improving their mentoring will also find their advice helpful. —Albert D. Farrell, PhD Commonwealth Professor, Virginia Commonwealth University, Richmond

What a rich resource! The authors strike just the right tone: clear, direct, and supportive. Students (and their advisors) will especially like the detailed checklists. —Timothy A. Cavell, PhD Professor of Psychology, University of Arkansas, Fayetteville, author of Working With Parents of Aggressive Children

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Increasing Phonemic Awareness in Intellectually Impaired Students by Using Wilson’s Fundations Phonics Program in a Self-Contained Classroom , Theresa Lynne Garcia

A Causal Comparative Study of the Effects of Physical Activity Course Enrollment on College Students’ Perceived Wellness, Mental Health, and Basic Psychological Needs , Genee’ Regina Glascoe

The Effect of Computer-Based Learning Modules on Pre-Algebra Student Proficiency and Self-Efficacy in Manipulating Math Expressions Involving Negative Signs , Brian Charles Grimm

Exploring Literary Responses to Culturally Relevant Texts Through an AsianCrit Lens: A Collective Case Study of Chinese American Students in a Community-Based Book Club , Wenyu Guo

Building Leadership Capacity to Support International Educators: A Professional Learning Series , Amanda Hajji Minnillo

Unveiling the Lifeworld of Educators’ Social Justice Journeys: A Phenomenological Investigation , Maria Rocas Halkias

The Influence and Impacts of Critical Literacy Intervention in Preservice Teachers Culturally Responsive Teaching Self-Efficacy: A Mixed Methods Study , Heather Lynn Hall

Stories From North Carolina Teachers of Color: An Inquiry of Racialized Experiences in the Workplace. , Deborah Stephanie Harrison

Electronic Portfolios in a High School Community of Practice: Action Research Exploring Writing Experiences in an Advanced Placement Writing Course , Archibald Franklin Harrison IV

The Effects of Problem-Based Learning on Mathematics Motivation in a Flipped Classroom Instructional Environment , Joshua David Harrison

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Stories from North Carolina Teachers of Color: An Inquiry of Racialized Experiences in the Workplace. , Deborah Stephanie Harrisson

Examining the Perceptions and Knowledge of School Administrators in Special Education , Maranda Hayward

Supporting Black Students in Sixth-Grade Science Through a Social Constructivist Approach: A Mixed-Methods Action Research Study , Kirk Anthony Heath

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The Education Dissertation: A Guide for Practitioner Scholars 1st Edition

Use these focused guidelines to help you through every stage of the dissertation process!

Written for practicing educators pursuing a doctoral degree, this resource provides a step-by-step process for developing and completing an academically rigorous dissertation in a time-efficient manner. Grounded in adult learning theory, this volume:

• Offers a clear, easy-to-follow approach with concrete goals and workable methods 
• Discusses how practitioner scholars can apply their work experience to the dissertation
• Includes organizational templates, detailed charts, checklists, a timeline, student examples, and rubrics
• Provides tips throughout to help students think through situations
• Covers both quantitative and qualitative research
• ISBN-10 1412960436
• ISBN-13 978-1412960434
• Edition 1st
• Publisher Corwin
• Publication date December 10, 2009
• Language English
• Dimensions 7 x 0.5 x 9.75 inches
• Print length 184 pages
• See all details

Editorial Reviews

About the author, product details.

• Publisher ‏ : ‎ Corwin; 1st edition (December 10, 2009)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 184 pages
• ISBN-10 ‏ : ‎ 1412960436
• ISBN-13 ‏ : ‎ 978-1412960434
• Item Weight ‏ : ‎ 1.18 pounds
• Dimensions ‏ : ‎ 7 x 0.5 x 9.75 inches
• #8,359 in Education Research (Books)
• #67,455 in Education (Books)

About the author

Dan w. butin.

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Customers find the book helpful and insightful for graduate students. They say it's a comprehensive guide that takes the student from topic to topic. Readers also mention the text is accessible and well-written.

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Customers find the book helpful for students needing help on graduate classes. They say it helps them understand the dissertation process and provides great insight. Readers also mention it's a comprehensive guide that takes the student from topic to topic.

"...This guide is practical , thorough, and extremely accessible!" Read more

" This textbook is terrific , not only does it assist you understanding the dissertation process, it helps you along the whole process from beginning..." Read more

"...But in includes useful templates as well as helpful insights for the doctoral student ...." Read more

"...any question about your dissertation journey, this book is a quick and informative read that will give you a broad overview of what you can expect." Read more

Customers find the book very accessible and well-written. They also say it's a comprehensive guide that takes the student from topic to topic.

"...The text is very accessible and I wish I had known about/read this book sooner in my dissertation process...." Read more

"...It was easy to read , giving a much needed break from academia's rhetoric...." Read more

"...A well written , comprehensive guide that takes the student from topic selection to defense. This will be a book I refer to again and again!..." Read more

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Active funding opportunity

Nsf 24-605: cultural anthropology program - doctoral dissertation research improvement grants (ca-ddrig), program solicitation, document information, document history.

• Posted: September 12, 2024
• Replaces: NSF 23-502

Program Solicitation NSF 24-605

Full Proposal Deadline(s) (due by 5 p.m. submitting organization's local time):

     January 15, 2025

     January 15, Annually Thereafter

     August 15, 2025

     August 15, Annually Thereafter

Important Information And Revision Notes

• This solicitation provides instructions for preparation of proposals submitted to the Cultural Anthropology Program (CA) for Doctoral Dissertation Research Improvement Grants (DDRIG).
• This revision replaces target dates with deadlines.
• This revision eliminates the requirement that if the proposal is a resubmission, the first paragraph of the project description must summarize how the proposal has responded to previous reviewer concerns.
• This revision does not alter the restriction that a DDRIG proposal may only be re-submitted once without a waiver for an additional submission.
• This revision reaffirms the explanation of NSF's mission to support fundamental research, rather than applied research, or descriptive ethnographic work with primarily humanistic or philosophical objectives, or non-generalizable data collection centered on describing a particular ethnographic site or sites.
• The revision includes additional budgetary guidance.
• Additional solicitation-specific guidelines are described in the proposal preparation and submission instructions below. Failure to comply with the CA-DDRIG solicitation-specific instructions may result in a proposal being returned without review.

Any proposal submitted in response to this solicitation should be submitted in accordance with the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. The NSF PAPPG is regularly revised and it is the responsibility of the proposer to ensure that the proposal meets the requirements specified in this solicitation and the applicable version of the PAPPG. Submitting a proposal prior to a specified deadline does not negate this requirement.

Summary Of Program Requirements

General information.

Program Title:

Cultural Anthropology Program - Doctoral Dissertation Research Improvement Grants (CA-DDRIG)

The primary objective of the Cultural Anthropology Program is to support basic scientific research on the causes, consequences and complexities of human social and cultural variability. Contemporary cultural anthropology is an arena in which diverse research traditions and methodologies are valid in investigations of human cultural variation. Recognizing the breadth of the field's contributions to science, the Cultural Anthropology Program welcomes proposals for empirically grounded, fieldwork/lab-based theoretically engaged and methodologically sophisticated research in all sub-fields of cultural anthropology. Because the National Science Foundation's mission is to support basic research, the NSF Cultural Anthropology Program does not fund research that takes as its primary goal improved clinical practice, humanistic understanding or applied policy. A proposal that applies anthropological methods to a social problem but does not propose how that problem provides an opportunity to make a theory-testing and/or theory-expanding contribution to anthropology will be returned without review. Program research priorities include, but are not limited to, research that increases our understanding of: Sociocultural drivers of critical anthropogenic processes such as deforestation, desertification, land cover change, urbanization and poverty. Resilience and robustness of sociocultural systems. Scientific principles underlying conflict, cooperation and altruism, as well as explanations of variation in culture, norms, behaviors and institutions. Economy, culture, migration and globalization. Variability and change in kinship and family norms and practices. General cultural and social principles underlining the drivers of health outcomes and disease transmission. Biocultural work that considers the nexus of human culture and its relationship with human biology. Social regulation, governmentality and violence. Origins of complexity in sociocultural systems. Language and culture: orality and literacy, sociolinguistics and cognition. Theoretically-informed approaches to co-production in relation to scientific understandings of human variability and environmental stewardship. Mathematical and computational models of sociocultural systems such as social network analysis, agent-based models, multi-level models, and modes that integrate agent-based simulations and geographic information systems (GIS). Socio-cultural drivers of technology and technological systems such as AI, machine learning, augmented data, and platforms. As part of its effort to encourage and support projects that explicitly integrate education and basic research, CA provides support to enhance and improve the conduct of doctoral dissertation projects designed and carried out by doctoral students enrolled in U.S. institutions of higher education who are conducting scientific research that enhances basic scientific knowledge.

Broadening Participation In STEM

NSF recognizes the unique lived experiences of individuals from communities that are underrepresented and/or under-served in science, technology, engineering, and mathematics (STEM) and the barriers to inclusion and access to STEM education and careers. NSF highly encourages the leadership, partnership, and contributions in all NSF opportunities of individuals who are members of such communities supported by NSF. This includes leading and designing STEM research and education proposals for funding; serving as peer reviewers, advisory committee members, and/or committee of visitor members; and serving as NSF leadership, program, and/or administrative staff. NSF also highly encourages demographically diverse institutions of higher education (IHEs) to lead, partner, and contribute to NSF opportunities on behalf of their research and education communities. NSF expects that all individuals, including those who are members of groups that are underrepresented and/or under-served in STEM, are treated equitably and inclusively in the Foundation's proposal and award process.

NSF encourages IHEs that enroll, educate, graduate, and employ individuals who are members of groups underrepresented and/or under-served in STEM education programs and careers to lead, partner, and contribute to NSF opportunities, including leading and designing STEM research and education proposals for funding. Such IHEs include, but may not be limited to, community colleges and two-year institutions, mission-based institutions such as Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), women's colleges, and institutions that primarily serve persons with disabilities, as well as institutions defined by enrollment such as Predominantly Undergraduate Institutions (PUIs), Minority-Serving Institutions (MSIs), and Hispanic Serving Institutions (HSIs).

"Broadening participation in STEM" is the comprehensive phrase used by NSF to refer to the Foundation's goal of increasing the representation and diversity of individuals, organizations, and geographic regions that contribute to STEM teaching, research, and innovation. To broaden participation in STEM, it is necessary to address issues of equity, inclusion, and access in STEM education, training, and careers. Whereas all NSF programs might support broadening participation components, some programs primarily focus on supporting broadening participation research and projects. Examples can be found on the NSF Broadening Participation in STEM website.

Cognizant Program Officer(s):

Please note that the following information is current at the time of publishing. See program website for any updates to the points of contact.

• Jeffrey Mantz, Program Director, W13148, telephone: (703) 292-7783, email: [email protected]
• Tarini Bedi, Program Director, telephone: (703) 292-8740, email: [email protected]
• Jeremy Koster, Program Director, telephone: (703) 292-8740, email: [email protected]
• Brittiney Cleveland, Program Specialist, telephone: (703) 292-4634, email: [email protected]
• 47.075 --- Social Behavioral and Economic Sciences

Award Information

Anticipated Type of Award: Standard Grant

Estimated Number of Awards: 40 to 50

During a fiscal year, Cultural Anthropology expects to recommend (either on its own or jointly with one or more other NSF programs) a total of 40-50 doctoral dissertation research improvement (DDRIG) awards.

Anticipated Funding Amount: $800,000

Anticipated Funding Amount is $800,000 pending availability of funds. Project budgets should be developed at scales appropriate for the work to be conducted. The total direct costs for CA DDRIG awards may not exceed $25,000; applicable indirect costs are in addition to (that is, on top of) that amount.

The proposer may concurrently submit a doctoral dissertation proposal to other funding organizations. Please indicate this in the "Current and Pending (Other) Support" section of the NSF proposal, so that NSF may coordinate funding with the other organizations. The "Current and Pending (Other) Support" section of the NSF proposal should also list the submitted NSF proposal itself. The proposer may submit a DDRIG proposal to only one NSF program although they may request that the proposal be co-reviewed with one or more other NSF programs; actual co-review will be at the discretion of the relevant program officers.

Eligibility Information

Who May Submit Proposals:

Proposals may only be submitted by the following: Institutions of Higher Education (IHEs) - Two- and four-year IHEs (including community colleges) accredited in, and having a campus located in the US, acting on behalf of their faculty members. Special Instructions for International Branch Campuses of US IHEs: If the proposal includes funding to be provided to an international branch campus of a US institution of higher education (including through use of sub-awards and consultant arrangements), the proposer must explain the benefit(s) to the project of performance at the international branch campus, and justify why the project activities cannot be performed at the US campus. Non-profit, non-academic organizations: Independent museums, observatories, research laboratories, professional societies and similar organizations located in the U.S. that are directly associated with educational or research activities. Tribal Nations: An American Indian or Alaska Native tribe, band, nation, pueblo, village, or community that the Secretary of the Interior acknowledges as a federally recognized tribe pursuant to the Federally Recognized Indian Tribe List Act of 1994, 25 U.S.C. §§ 5130-5131.

Who May Serve as PI:

The proposal must be submitted through regular organizational channels by the dissertation advisor(s) on behalf of the graduate student. The advisor is the principal investigator (PI); the student is the co-principal investigator (co-PI). The student must be the author of the proposal. The student must be enrolled at a U.S. institution, but need not be a U.S. citizen. To be eligible to serve as the PI, the advisor must be available during the period of submission, review, and performance of the research to relay information and communications from NSF to the student.

Limit on Number of Proposals per Organization:

There are no restrictions or limits.

Limit on Number of Proposals per PI or co-PI:

There are no limitations on the number of DDRIGs that may be submitted by an organization on behalf of a single faculty member during a specific competition or over the course of their career. But an organization may submit only two proposals (an original submission and if necessary a resubmission) for a particular student over the student's career, barring special dispensation from the Cultural Anthropology Program for an additional resubmission. Such dispensations are exclusively at the discretion of the CA Program Officer(s). A student and their advisor therefore should carefully consider at what point during the student's graduate program the student is ready to submit a DDRIG proposal, keeping in mind that proposal processing normally takes approximately six months.

Proposal Preparation and Submission Instructions

A. proposal preparation instructions.

• Letters of Intent: Not required
• Preliminary Proposal Submission: Not required
• Full Proposals submitted via Research.gov: NSF Proposal and Award Policies and Procedures Guide (PAPPG) guidelines apply. The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .
• Full Proposals submitted via Grants.gov: NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov guidelines apply (Note: The NSF Grants.gov Application Guide s available on the Grants.gov website and on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ).

B. Budgetary Information

C. due dates, proposal review information criteria.

Merit Review Criteria:

National Science Board approved criteria apply.

Award Administration Information

Award Conditions:

Standard NSF award conditions apply.

Reporting Requirements:

Standard NSF reporting requirements apply.

I. Introduction

The Cultural Anthropology Program awards Doctoral Dissertation Research Improvement Grants (DDRIGs) in all areas of cultural anthropological science supported by the program. The primary objective of the Cultural Anthropology Program is to support basic scientific research on the causes, consequences and complexities of human social and cultural variability. DDRIGs support the development of the next generation of cultural anthropologists to pursue those questions.

Contemporary cultural anthropology is an arena in which diverse research traditions and methodologies are valid in investigations of human cultural variation. Recognizing the breadth of the field's contributions to science and its methodological variety, the Cultural Anthropology Program welcomes proposals for empirically grounded, theoretically engaged and methodologically sophisticated research in all sub-fields of cultural anthropology. Because the National Science Foundation's mission is to support basic research, the NSF Cultural Anthropology Program does not fund research that takes as its primary goal improved clinical practice, humanistic or philosophical understanding or applied policy. Program research priorities include, but are not limited to, research that increases our understanding of:

• Sociocultural drivers of critical anthropogenic processes such as deforestation, desertification, land cover change, urbanization and poverty.
• Resilience and robustness of sociocultural systems.
• Scientific principles underlying conflict, cooperation and altruism, as well as explanations of variation in culture, norms, behaviors and institutions.
• Economy, culture, migration and globalization.
• Variability and change in kinship and family norms and practices.
• General cultural and social principles underlining the drivers of health outcomes and disease transmission.
• Biocultural work that considers the nexus of human culture and its relationship with human biology.
• Social regulation, governmentality and violence.
• Origins of complexity in sociocultural systems.
• Language and culture: orality and literacy, sociolinguistics and cognition.
• Theoretically informed approaches to co-production in relation to scientific understandings of human variability and environmental stewardship.
• Mathematical and computational models of sociocultural systems such as social network analysis, agent-based models, multi-level models, and modes that integrate agent-based simulations and geographic information systems (GIS).
• Socio-cultural drivers of technology and technological systems such as AI, machine learning, augmented data, and platforms.

II. Program Description

CA Doctoral Dissertation Research Improvement Grants provide funds for items not usually available from the student's U.S. academic institution. The awards are not intended to provide the full costs of a student's doctoral dissertation research or to replace support for a student's program of graduate study that is typically provided by the student's institution. Funds may be used for valid research expenses. The funds may not be used for post-field research writing, analysis and thesis production costs. Funds may not be used for stipends, tuition or the purchase of textbooks or journals. Further details concerning allowable as well as non-allowable expenses can be found in the budgetary information section of this solicitation.

While NSF provides support for doctoral dissertation research, the student (co-PI) is solely responsible for the conduct of such research and preparation of results for publication. NSF, therefore, does not assume responsibility for such findings or their interpretation. This program does not support research with applied, disease-related goals, including research directly focused on the etiology, diagnosis or treatment of disease or dysfunction.

III. Award Information

The proposer may concurrently submit a doctoral dissertation proposal to other funding organizations. Please indicate this in the "Current and Pending (Other) Support" section of the NSF proposal, so that NSF may coordinate funding with the other organizations. The "Current and Pending (Other) Support" section of the NSF proposal should also list the proposal itself. The proposer may submit a DDRIG proposal to only one NSF program although they may request that the proposal be co-reviewed with one or more other NSF programs; actual co-review will be at the discretion of the relevant program officers.

Estimated program budget, number of awards and average award size/duration are subject to the availability of funds.

IV. Eligibility Information

V. proposal preparation and submission instructions.

Full Proposal Preparation Instructions : Proposers may opt to submit proposals in response to this Program Solicitation via Research.gov or Grants.gov.

• Full Proposals submitted via Research.gov: Proposals submitted in response to this program solicitation should be prepared and submitted in accordance with the general guidelines contained in the NSF Proposal and Award Policies and Procedures Guide (PAPPG). The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg . Paper copies of the PAPPG may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] . The Prepare New Proposal setup will prompt you for the program solicitation number.
• Full proposals submitted via Grants.gov: Proposals submitted in response to this program solicitation via Grants.gov should be prepared and submitted in accordance with the NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov . The complete text of the NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: ( https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ). To obtain copies of the Application Guide and Application Forms Package, click on the Apply tab on the Grants.gov site, then click on the Apply Step 1: Download a Grant Application Package and Application Instructions link and enter the funding opportunity number, (the program solicitation number without the NSF prefix) and press the Download Package button. Paper copies of the Grants.gov Application Guide also may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

See PAPPG Chapter II.C.2 for guidance on the required sections of a full research proposal submitted to NSF. Please note that the proposal preparation instructions provided in this program solicitation may deviate from the PAPPG instructions.

In addition to the guidelines in the PAPPG or NSF Grants.gov Application Guide, specific instructions for Cultural Anthropology (CA) Doctoral Dissertation Research Improvement Grant (DDRIG) proposals are:

Proposal Set-Up

Select "Prepare New Full Proposal" in Research.gov. Search for and select this solicitation title in Step 1 of the Full Proposal wizard. The information in Step 2, Where to Apply, will be pre-populated by the system. Select "Research" as the proposal type. In the proposal details section, select "Single proposal (with or without sub-awards). Separately submitted collaborative proposals will be returned without review. The project title must begin with "Doctoral Dissertation Research:". The title should be descriptive rather than clever. It should emphasize the generalizable science that the research will address, such as the main research question that the student aims to investigate.

You may select additional programs if you would like those programs to consider co-review of your proposal with Cultural Anthropology. After the proposal is created click on the 'Manage Where to Apply" link on the proposal main page. This will open the "Manage Where to Apply" page where additional programs can be selected. Note that a request for co-review should be made only when the PIs believe the proposed work makes a strong case for advancing theory and basic knowledge in multiple communities served by multiple programs and when the project description engages literature from those communities. Methods that are relevant to other programs are not sufficient to merit co-review; the contribution must be theoretical and scientific. Not all standing programs support the co-review of DDRIG proposals. You should verify that the proposed program is willing to co-review a DDRIG proposal.

Senior/Key Personnel

List the primary dissertation advisor as the "PI" and the student as the "co-PI."

Cover Sheet

• Mark human subjects as pending, approved or exempted.

Project Description

• This section is limited to 10 single-spaced pages of text.
• The "Results from Prior NSF Support" section is NOT required for DDRIG proposals.
• A statement of the research problem and its scientific importance, specific aims, questions or hypotheses. The research questions or hypotheses must be empirically driven. Arguments that are not subject to falsification via empirical discovery and data analysis will be returned without review. Projects that are motivated strictly by philosophical or humanistic questions, or that source information in service of a particular theoretical position (without putting that theoretical position at risk of falsification through data collection and analysis), will also be judged to be unsuitable for funding and returned without review.
• A section addressing intellectual merit (we recommend you clearly label it in a way that highlights the basic scientific value of the project, e.g., "intellectual merit," "scientific generalizability," or "scientific merit", rather than "literature review"). This section should describe the project's potential contribution to advancing anthropological theory beyond the site and context of the project itself. It should include a focused review of what is thought to be known about the topic of study and a clear statement of what the project's original contribution will be and why that contribution will be significant. Proposals that list areas of scholarship without reference to the specific means by which theory will be tested, queried or advanced are not sufficient. The project description must describe the project's potential contribution to advancing anthropological theory beyond the site and context of the project itself. Projects that are focused narrowly on the sociological or cultural context of a particular site that fail to frame the project in terms of a larger, generalizable set of questions will be returned without review.
• A section labeled broader impacts that discusses the broader impacts of the proposed activities and the pathways by which those broader impacts will be realized. Broader impacts are significant effects beyond basic science. They might include communicating results to policy makers, contributing to the knowledge base to solve an important social problem, engaging students of any age in the research enterprise, doing outreach to the public, producing databases that contribute to scientific infrastructure, strengthening international research collaborations, broadening the scientific participation of underrepresented communities, or strengthening research capacity in developing nations. Partisan activities explicitly related to advocacy and/or activism fall outside of of the statutory mission of the NSF and should not be included.
• A discussion of any preliminary studies performed by the student, the results of those studies and how they inform the project.
• An account of whether the student has the relevant technical training, language competence and other preparation necessary to make the project feasible. This must also include an explanation of how the student has obtained the relevant methodological training (at their institution or elsewhere) to conduct a scientific research project.
• A statement of steps taken to ensure objectivity given student positionality with respect to their research site(s), question(s) and hypotheses;
• A research design that includes a discussion of the research site(s) and source(s) of data, the methods by which data will be collected to answer the questions or test hypotheses posed by the proposal, and the reasons those methods are the most appropriate.
• A clear description of the systematic strategy that will be used to recruit research participants (i.e., sample design) and a justified estimate of the sample size necessary to achieve research objectives. Research sample design and estimates of sample size should be carefully described; the researcher should explain how these strategies mitigate sampling bias, omitted variables and confirmation biases.
• A well-developed data analysis plan (usually one page in length) that explains how the data will be systematically analyzed to address the specific research questions, aims or hypotheses posed within the proposal.
• A research schedule or timeline that includes the date that funds are required.

Budget and Budget Justification

• The budget justification pages should be used to detail and explain the rationale for each item requested.
• Travel expenses may include food and lodging as well as transportation while the researcher is living away from their normal place of residence. All travel expenses should be requested under "Travel - Domestic" or "Travel - Foreign."
• All other expenses should be requested under "Other Direct Costs."
• No items may be budgeted under "Consultants" or "Sub-awards". If casual or itinerant labor is being requested to assist in data collection activities (e.g., the hiring of local field assistants at a research site), this may be budgeted under "Other Direct Costs."
• Incentive payments to research participants to participate in the study should be budgeted under "Other Direct Costs." These should not be described as "gifts."
• Any software requested should be at academic pricing where available.
• Salaries or stipends for the graduate student or the advisor are not eligible for support. Therefore, after the PI and co-PI(s) are entered on the cover page, their names must be manually removed from the Senior/Key Personnel listing on the budget pages. This is to avoid construal as voluntary committed cost sharing, which is not permitted.

Facilities, Equipment & Other Resources

• If you have resources (such as a research awards from another sources) that will be used to supplement any NSF award, those resources must be listed here (rather than in the budget justification).

Data Management and Sharing Plan

A data management and sharing plan is required for all research proposals, and proposals that do not include one will not be able to be submitted. The plan should address the following questions:

• What kinds of data, software and other materials will your research produce?
• How will you manage them (e.g., standards for meta-data, format, organization, etc.)?
• How will you give other researchers access to your data, while preserving confidentiality, security, intellectual property and other rights and requirements?
• How will you archive data and preserve access in publicly accessible and institutionally maintained repositories in the short and the long term? (A departmental website is not dequate.)

PIs are encouraged to consult the American Anthropological Association's (AAA) Statement on Professional Ethics . PIs who plan to use a standard archive, such as the Qualitative Data Repository (QDR) at Syracuse University, the Inter-University Consortium for Political and Social Research (ICPSR) archive housed at the University of Michigan or the Harvard University Data-verse, are strongly advised to contact the archive before undertaking the research to ascertain any specific requirements for permissions or meta-data, which would require advance planning. The AAA maintains a wiki where researchers can identify where their data are archived or deposited. We recommend use of this facility to enhance data sharing.

Individuals with disabilities who need reasonable accommodations as part of the proposal process must contact the NSF Office of Equity and Civil Rights (OECR) at least 30 days prior to the proposal target date.

Supplementary Documentation

• Up to two pages of technical illustrations, maps, or sample survey questions may be included as a supplementary document.
• If the project's success depends on access to a non-public site (such as a clinic, Native American or Indigenous territory or business), PIs are advised to obtain a letter providing that access. This should not be an endorsement of the proposal. Please use this template:

To: NSF _________(Program Title)___________ Program From: ____________________________________ (Printed name of the individual collaborator or name of the organization and name and position of the official submitting this memo) By signing below (or transmitting electronically), we acknowledge that we are listed as providing resources, access or assistance for the project described in the proposal entitled. Barring unforeseen events, I/we agree to provide the access, resources or assistance as described in the project description of the proposal. Signed: _______________________ Organization: ________________________________ Date: _________________________ Letters of reference or evaluation are NOT allowed. The Cultural Anthropology Program does NOT require a letter from the department assessing the student's progress to degree.

Cost Sharing:

Inclusion of voluntary committed cost sharing is prohibited.

Budget Preparation Instructions:

Proposers may request up to $25,000 in direct costs and durations of up to 24 months. There are no indirect cost limitations; proposals submitted in response to this solicitation are subject to the awardee's current federally negotiated indirect cost rate. Indirect costs are in addition to (that is, on top of) the maximum direct cost request of up to $25,000. Project budgets should be developed at scales appropriate for the work to be conducted and may only include costs directly associated with the conduct of dissertation research. Please allow 6 to 8 months after the target date for an award to be made.

DDRIG awards provide funding for research costs not normally covered by the student's university. Expenses that may be included in a DDRIG proposal budget include:

• Costs associated with travel and related expenses (budgeted under Line E) to conduct research at field sites, archives, specialized collections or facilities away from the student's campus.
• Costs for data collection activities.
• Costs for modest field equipment (e.g., laptops; photo, video or audio equipment), and materials and supplies (usually budgeted under Line G1) necessary for the conduct of the project that will be devoted to the project over the duration of the award. (Note that any equipment purchased with NSF funds becomes property of the awardee organization.) Costs should be based on appropriateness to the scientific need of the study and current market prices. Top-of-the-line equipment is generally not funded unless there is a specific and well-justified explanation as to why standard equipment will not suffice.
• NOT ALLOWABLE: donation of books to a needy school or gifts simply because it is cultural custom.
• ALLOWABLE: purchase of books needed to perform a study that will take place at a school, incentives (including pre-paid gift cards) for participation in a study that would likely not be able to be completed without incentives (e.g., a very long survey to fill out, a study that requires multiple follow-up sessions, medical testing, etc.), subject payments for survey respondents.
• Costs for casual or itinerant research assistance (budgeted under Line G6), such as the hiring of local field assistants at a research site, if essential to the execution of the study. Specifically address the significance of this local support to the successful execution of the project in the budget justification.
• Costs for other research services that are essential for the research and are not otherwise available.
• Costs for travel-specific insurance (such as for medical evacuation and repatriation of remains), if appropriately justified.
• Costs for modest (i.e., typically less than State Department or GAO per diem rates) living expenses for the co-PI during research in locations away from the university or normal place of residence.
• For field data collection efforts that are being carried out locally (i.e., within 50 miles of the researcher's home institution), costs for a per diem or stipend to support living costs if the research is being conducted full time. Those costs should be budgeted under Line G6.
• Costs of obtaining a visa required for the research.
• Costs related to achieving the broader impacts of the proposed work.
• Costs for the travel expenses of relatives or dependents, including childcare, may be allowable as specifically authorized and described in 2 CFR § 200.475. We recommend contacting program officers in advance of proposal submission, wherever possible, to discuss allowability of specific costs.

Costs that cannot be reimbursed by DDRIG awards include the following:

• Salary for the doctoral student or advisor.
• Costs for tuition, university fees, the purchase of textbooks or journals (except publication costs), dissertation preparation, routine medical insurance, mortgage payments, personal clothing, toiletries, over-the-counter medicines or other items not directly related to the conduct of dissertation research.
• Costs for transcription services are not ordinarily allowed.
• Costs for consultants budgeted under Line G3.
• Subawards budgeted under Line G5Costs for expensive cameras and computers unless justified in terms of the research goals.
• Insurance for equipment.
• "Gifts" or "tokens" for research participants/informants that are requested because it is a cultural norm to exchange gifts.

D. Research.gov/Grants.gov Requirements

For Proposals Submitted Via Research.gov:

To prepare and submit a proposal via Research.gov, see detailed technical instructions available at: https://www.research.gov/research-portal/appmanager/base/desktop?_nfpb=true&_pageLabel=research_node_display&_nodePath=/researchGov/Service/Desktop/ProposalPreparationandSubmission.html . For Research.gov user support, call the Research.gov Help Desk at 1-800-381-1532 or e-mail [email protected] . The Research.gov Help Desk answers general technical questions related to the use of the Research.gov system. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this funding opportunity.

For Proposals Submitted Via Grants.gov:

Before using Grants.gov for the first time, each organization must register to create an institutional profile. Once registered, the applicant's organization can then apply for any federal grant on the Grants.gov website. Comprehensive information about using Grants.gov is available on the Grants.gov Applicant Resources webpage: https://www.grants.gov/applicants . In addition, the NSF Grants.gov Application Guide (see link in Section V.A) provides instructions regarding the technical preparation of proposals via Grants.gov. For Grants.gov user support, contact the Grants.gov Contact Center at 1-800-518-4726 or by email: [email protected] . The Grants.gov Contact Center answers general technical questions related to the use of Grants.gov. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this solicitation. Submitting the Proposal: Once all documents have been completed, the Authorized Organizational Representative (AOR) must submit the application to Grants.gov and verify the desired funding opportunity and agency to which the application is submitted. The AOR must then sign and submit the application to Grants.gov. The completed application will be transferred to Research.gov for further processing. The NSF Grants.gov Proposal Processing in Research.gov informational page provides submission guidance to applicants and links to helpful resources including the NSF Grants.gov Application Guide , Grants.gov Proposal Processing in Research.gov how-to guide , and Grants.gov Submitted Proposals Frequently Asked Questions . Grants.gov proposals must pass all NSF pre-check and post-check validations in order to be accepted by Research.gov at NSF. When submitting via Grants.gov, NSF strongly recommends applicants initiate proposal submission at least five business days in advance of a deadline to allow adequate time to address NSF compliance errors and resubmissions by 5:00 p.m. submitting organization's local time on the deadline. Please note that some errors cannot be corrected in Grants.gov. Once a proposal passes pre-checks but fails any post-check, an applicant can only correct and submit the in-progress proposal in Research.gov.

Proposers that submitted via Research.gov may use Research.gov to verify the status of their submission to NSF. For proposers that submitted via Grants.gov, until an application has been received and validated by NSF, the Authorized Organizational Representative may check the status of an application on Grants.gov. After proposers have received an e-mail notification from NSF, Research.gov should be used to check the status of an application.

VI. NSF Proposal Processing And Review Procedures

Proposals received by NSF are assigned to the appropriate NSF program for acknowledgment and, if they meet NSF requirements, for review. All proposals are carefully reviewed by a scientist, engineer, or educator serving as an NSF Program Officer, and usually by three to ten other persons outside NSF either as ad hoc reviewers, panelists, or both, who are experts in the particular fields represented by the proposal. These reviewers are selected by Program Officers charged with oversight of the review process. Proposers are invited to suggest names of persons they believe are especially well qualified to review the proposal and/or persons they would prefer not review the proposal. These suggestions may serve as one source in the reviewer selection process at the Program Officer's discretion. Submission of such names, however, is optional. Care is taken to ensure that reviewers have no conflicts of interest with the proposal. In addition, Program Officers may obtain comments from site visits before recommending final action on proposals. Senior NSF staff further review recommendations for awards. A flowchart that depicts the entire NSF proposal and award process (and associated timeline) is included in PAPPG Exhibit III-1.

A comprehensive description of the Foundation's merit review process is available on the NSF website at: https://www.nsf.gov/bfa/dias/policy/merit_review/ .

Proposers should also be aware of core strategies that are essential to the fulfillment of NSF's mission, as articulated in Leading the World in Discovery and Innovation, STEM Talent Development and the Delivery of Benefits from Research - NSF Strategic Plan for Fiscal Years (FY) 2022 - 2026 . These strategies are integrated in the program planning and implementation process, of which proposal review is one part. NSF's mission is particularly well-implemented through the integration of research and education and broadening participation in NSF programs, projects, and activities.

One of the strategic objectives in support of NSF's mission is to foster integration of research and education through the programs, projects, and activities it supports at academic and research institutions. These institutions must recruit, train, and prepare a diverse STEM workforce to advance the frontiers of science and participate in the U.S. technology-based economy. NSF's contribution to the national innovation ecosystem is to provide cutting-edge research under the guidance of the Nation's most creative scientists and engineers. NSF also supports development of a strong science, technology, engineering, and mathematics (STEM) workforce by investing in building the knowledge that informs improvements in STEM teaching and learning.

NSF's mission calls for the broadening of opportunities and expanding participation of groups, institutions, and geographic regions that are underrepresented in STEM disciplines, which is essential to the health and vitality of science and engineering. NSF is committed to this principle of diversity and deems it central to the programs, projects, and activities it considers and supports.

A. Merit Review Principles and Criteria

The National Science Foundation strives to invest in a robust and diverse portfolio of projects that creates new knowledge and enables breakthroughs in understanding across all areas of science and engineering research and education. To identify which projects to support, NSF relies on a merit review process that incorporates consideration of both the technical aspects of a proposed project and its potential to contribute more broadly to advancing NSF's mission "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense; and for other purposes." NSF makes every effort to conduct a fair, competitive, transparent merit review process for the selection of projects.

1. Merit Review Principles

These principles are to be given due diligence by PIs and organizations when preparing proposals and managing projects, by reviewers when reading and evaluating proposals, and by NSF program staff when determining whether or not to recommend proposals for funding and while overseeing awards. Given that NSF is the primary federal agency charged with nurturing and supporting excellence in basic research and education, the following three principles apply:

• All NSF projects should be of the highest quality and have the potential to advance, if not transform, the frontiers of knowledge.
• NSF projects, in the aggregate, should contribute more broadly to achieving societal goals. These "Broader Impacts" may be accomplished through the research itself, through activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. The project activities may be based on previously established and/or innovative methods and approaches, but in either case must be well justified.
• Meaningful assessment and evaluation of NSF funded projects should be based on appropriate metrics, keeping in mind the likely correlation between the effect of broader impacts and the resources provided to implement projects. If the size of the activity is limited, evaluation of that activity in isolation is not likely to be meaningful. Thus, assessing the effectiveness of these activities may best be done at a higher, more aggregated, level than the individual project.

With respect to the third principle, even if assessment of Broader Impacts outcomes for particular projects is done at an aggregated level, PIs are expected to be accountable for carrying out the activities described in the funded project. Thus, individual projects should include clearly stated goals, specific descriptions of the activities that the PI intends to do, and a plan in place to document the outputs of those activities.

These three merit review principles provide the basis for the merit review criteria, as well as a context within which the users of the criteria can better understand their intent.

2. Merit Review Criteria

All NSF proposals are evaluated through use of the two National Science Board approved merit review criteria. In some instances, however, NSF will employ additional criteria as required to highlight the specific objectives of certain programs and activities.

The two merit review criteria are listed below. Both criteria are to be given full consideration during the review and decision-making processes; each criterion is necessary but neither, by itself, is sufficient. Therefore, proposers must fully address both criteria. (PAPPG Chapter II.D.2.d(i). contains additional information for use by proposers in development of the Project Description section of the proposal). Reviewers are strongly encouraged to review the criteria, including PAPPG Chapter II.D.2.d(i), prior to the review of a proposal.

When evaluating NSF proposals, reviewers will be asked to consider what the proposers want to do, why they want to do it, how they plan to do it, how they will know if they succeed, and what benefits could accrue if the project is successful. These issues apply both to the technical aspects of the proposal and the way in which the project may make broader contributions. To that end, reviewers will be asked to evaluate all proposals against two criteria:

• Intellectual Merit: The Intellectual Merit criterion encompasses the potential to advance knowledge; and
• Broader Impacts: The Broader Impacts criterion encompasses the potential to benefit society and contribute to the achievement of specific, desired societal outcomes.

The following elements should be considered in the review for both criteria:

• Advance knowledge and understanding within its own field or across different fields (Intellectual Merit); and
• Benefit society or advance desired societal outcomes (Broader Impacts)?
• To what extent do the proposed activities suggest and explore creative, original, or potentially transformative concepts?
• Is the plan for carrying out the proposed activities well-reasoned, well-organized, and based on a sound rationale? Does the plan incorporate a mechanism to assess success?
• How well qualified is the individual, team, or organization to conduct the proposed activities?
• Are there adequate resources available to the PI (either at the home organization or through collaborations) to carry out the proposed activities?

Broader impacts may be accomplished through the research itself, through the activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. NSF values the advancement of scientific knowledge and activities that contribute to achievement of societally relevant outcomes. Such outcomes include, but are not limited to: full participation of women, persons with disabilities, and other underrepresented groups in science, technology, engineering, and mathematics (STEM); improved STEM education and educator development at any level; increased public scientific literacy and public engagement with science and technology; improved well-being of individuals in society; development of a diverse, globally competitive STEM workforce; increased partnerships between academia, industry, and others; improved national security; increased economic competitiveness of the United States; and enhanced infrastructure for research and education.

Proposers are reminded that reviewers will also be asked to review the Data Management and Sharing Plan and the Mentoring Plan, as appropriate.

B. Review and Selection Process

Proposals submitted in response to this program solicitation will be reviewed by Panel Review.

Reviewers will be asked to evaluate proposals using two National Science Board approved merit review criteria and, if applicable, additional program specific criteria. A summary rating and accompanying narrative will generally be completed and submitted by each reviewer and/or panel. The Program Officer assigned to manage the proposal's review will consider the advice of reviewers and will formulate a recommendation.

After scientific, technical and programmatic review and consideration of appropriate factors, the NSF Program Officer recommends to the cognizant Division Director whether the proposal should be declined or recommended for award. NSF strives to be able to tell proposers whether their proposals have been declined or recommended for funding within six months. Large or particularly complex proposals or proposals from new recipients may require additional review and processing time. The time interval begins on the deadline or target date, or receipt date, whichever is later. The interval ends when the Division Director acts upon the Program Officer's recommendation.

After programmatic approval has been obtained, the proposals recommended for funding will be forwarded to the Division of Grants and Agreements or the Division of Acquisition and Cooperative Support for review of business, financial, and policy implications. After an administrative review has occurred, Grants and Agreements Officers perform the processing and issuance of a grant or other agreement. Proposers are cautioned that only a Grants and Agreements Officer may make commitments, obligations or awards on behalf of NSF or authorize the expenditure of funds. No commitment on the part of NSF should be inferred from technical or budgetary discussions with a NSF Program Officer. A Principal Investigator or organization that makes financial or personnel commitments in the absence of a grant or cooperative agreement signed by the NSF Grants and Agreements Officer does so at their own risk.

Once an award or declination decision has been made, Principal Investigators are provided feedback about their proposals. In all cases, reviews are treated as confidential documents. Verbatim copies of reviews, excluding the names of the reviewers or any reviewer-identifying information, are sent to the Principal Investigator/Project Director by the Program Officer. In addition, the proposer will receive an explanation of the decision to award or decline funding.

VII. Award Administration Information

A. notification of the award.

Notification of the award is made to the submitting organization by an NSF Grants and Agreements Officer. Organizations whose proposals are declined will be advised as promptly as possible by the cognizant NSF Program administering the program. Verbatim copies of reviews, not including the identity of the reviewer, will be provided automatically to the Principal Investigator. (See Section VI.B. for additional information on the review process.)

B. Award Conditions

An NSF award consists of: (1) the award notice, which includes any special provisions applicable to the award and any numbered amendments thereto; (2) the budget, which indicates the amounts, by categories of expense, on which NSF has based its support (or otherwise communicates any specific approvals or disapprovals of proposed expenditures); (3) the proposal referenced in the award notice; (4) the applicable award conditions, such as Grant General Conditions (GC-1)*; or Research Terms and Conditions* and (5) any announcement or other NSF issuance that may be incorporated by reference in the award notice. Cooperative agreements also are administered in accordance with NSF Cooperative Agreement Financial and Administrative Terms and Conditions (CA-FATC) and the applicable Programmatic Terms and Conditions. NSF awards are electronically signed by an NSF Grants and Agreements Officer and transmitted electronically to the organization via e-mail.

*These documents may be accessed electronically on NSF's Website at https://www.nsf.gov/awards/managing/award_conditions.jsp?org=NSF . Paper copies may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

More comprehensive information on NSF Award Conditions and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

Administrative and National Policy Requirements

Build America, Buy America

As expressed in Executive Order 14005, Ensuring the Future is Made in All of America by All of America's Workers (86 FR 7475), it is the policy of the executive branch to use terms and conditions of Federal financial assistance awards to maximize, consistent with law, the use of goods, products, and materials produced in, and services offered in, the United States.

Consistent with the requirements of the Build America, Buy America Act (Pub. L. 117-58, Division G, Title IX, Subtitle A, November 15, 2021), no funding made available through this funding opportunity may be obligated for infrastructure projects under an award unless all iron, steel, manufactured products, and construction materials used in the project are produced in the United States. For additional information, visit NSF's Build America, Buy America web page.

C. Reporting Requirements

For all multi-year grants (including both standard and continuing grants), the Principal Investigator must submit an annual project report to the cognizant Program Officer no later than 90 days prior to the end of the current budget period. (Some programs or awards require submission of more frequent project reports). No later than 120 days following expiration of a grant, the PI also is required to submit a final annual project report, and a project outcomes report for the general public.

Failure to provide the required annual or final annual project reports, or the project outcomes report, will delay NSF review and processing of any future funding increments as well as any pending proposals for all identified PIs and co-PIs on a given award. PIs should examine the formats of the required reports in advance to assure availability of required data.

PIs are required to use NSF's electronic project-reporting system, available through Research.gov, for preparation and submission of annual and final annual project reports. Such reports provide information on accomplishments, project participants (individual and organizational), publications, and other specific products and impacts of the project. Submission of the report via Research.gov constitutes certification by the PI that the contents of the report are accurate and complete. The project outcomes report also must be prepared and submitted using Research.gov. This report serves as a brief summary, prepared specifically for the public, of the nature and outcomes of the project. This report will be posted on the NSF website exactly as it is submitted by the PI.

More comprehensive information on NSF Reporting Requirements and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

VIII. Agency Contacts

Please note that the program contact information is current at the time of publishing. See program website for any updates to the points of contact.

General inquiries regarding this program should be made to:

For questions related to the use of NSF systems contact:

• NSF Help Desk: 1-800-381-1532
• Research.gov Help Desk e-mail: [email protected]

For questions relating to Grants.gov contact:

• Grants.gov Contact Center: If the Authorized Organizational Representatives (AOR) has not received a confirmation message from Grants.gov within 48 hours of submission of application, please contact via telephone: 1-800-518-4726; e-mail: [email protected] .

IX. Other Information

The NSF website provides the most comprehensive source of information on NSF Directorates (including contact information), programs and funding opportunities. Use of this website by potential proposers is strongly encouraged. In addition, "NSF Update" is an information-delivery system designed to keep potential proposers and other interested parties apprised of new NSF funding opportunities and publications, important changes in proposal and award policies and procedures, and upcoming NSF Grants Conferences . Subscribers are informed through e-mail or the user's Web browser each time new publications are issued that match their identified interests. "NSF Update" also is available on NSF's website .

Grants.gov provides an additional electronic capability to search for Federal government-wide grant opportunities. NSF funding opportunities may be accessed via this mechanism. Further information on Grants.gov may be obtained at https://www.grants.gov .

About The National Science Foundation

The National Science Foundation (NSF) is an independent Federal agency created by the National Science Foundation Act of 1950, as amended (42 USC 1861-75). The Act states the purpose of the NSF is "to promote the progress of science; [and] to advance the national health, prosperity, and welfare by supporting research and education in all fields of science and engineering."

NSF funds research and education in most fields of science and engineering. It does this through grants and cooperative agreements to more than 2,000 colleges, universities, K-12 school systems, businesses, informal science organizations and other research organizations throughout the US. The Foundation accounts for about one-fourth of Federal support to academic institutions for basic research.

NSF receives approximately 55,000 proposals each year for research, education and training projects, of which approximately 11,000 are funded. In addition, the Foundation receives several thousand applications for graduate and postdoctoral fellowships. The agency operates no laboratories itself but does support National Research Centers, user facilities, certain oceanographic vessels and Arctic and Antarctic research stations. The Foundation also supports cooperative research between universities and industry, US participation in international scientific and engineering efforts, and educational activities at every academic level.

Facilitation Awards for Scientists and Engineers with Disabilities (FASED) provide funding for special assistance or equipment to enable persons with disabilities to work on NSF-supported projects. See the NSF Proposal & Award Policies & Procedures Guide Chapter II.F.7 for instructions regarding preparation of these types of proposals.

The National Science Foundation has Telephonic Device for the Deaf (TDD) and Federal Information Relay Service (FIRS) capabilities that enable individuals with hearing impairments to communicate with the Foundation about NSF programs, employment or general information. TDD may be accessed at (703) 292-5090 and (800) 281-8749, FIRS at (800) 877-8339.

The National Science Foundation Information Center may be reached at (703) 292-5111.

The National Science Foundation promotes and advances scientific progress in the United States by competitively awarding grants and cooperative agreements for research and education in the sciences, mathematics, and engineering. To get the latest information about program deadlines, to download copies of NSF publications, and to access abstracts of awards, visit the NSF Website at . 2415 Eisenhower Avenue, Alexandria, VA 22314 (NSF Information Center) (703) 292-5111 (703) 292-5090   Send an e-mail to: or telephone: (703) 292-8134 (703) 292-5111 Privacy Act And Public Burden Statements The information requested on proposal forms and project reports is solicited under the authority of the National Science Foundation Act of 1950, as amended. The information on proposal forms will be used in connection with the selection of qualified proposals; and project reports submitted by proposers will be used for program evaluation and reporting within the Executive Branch and to Congress. The information requested may be disclosed to qualified reviewers and staff assistants as part of the proposal review process; to proposer institutions/grantees to provide or obtain data regarding the proposal review process, award decisions, or the administration of awards; to government contractors, experts, volunteers and researchers and educators as necessary to complete assigned work; to other government agencies or other entities needing information regarding proposers or nominees as part of a joint application review process, or in order to coordinate programs or policy; and to another Federal agency, court, or party in a court or Federal administrative proceeding if the government is a party. Information about Principal Investigators may be added to the Reviewer file and used to select potential candidates to serve as peer reviewers or advisory committee members. See System of Record Notices , NSF-50 , "Principal Investigator/Proposal File and Associated Records," and NSF-51 , "Reviewer/Proposal File and Associated Records." Submission of the information is voluntary. Failure to provide full and complete information, however, may reduce the possibility of receiving an award. An agency may not conduct or sponsor, and a person is not required to respond to, an information collection unless it displays a valid Office of Management and Budget (OMB) control number. The OMB control number for this collection is 3145-0058. Public reporting burden for this collection of information is estimated to average 120 hours per response, including the time for reviewing instructions. Send comments regarding the burden estimate and any other aspect of this collection of information, including suggestions for reducing this burden, to: Suzanne H. Plimpton Reports Clearance Officer Policy Office, Division of Institution and Award Support Office of Budget, Finance, and Award Management National Science Foundation Alexandria, VA 22314 Nation + World Oxford school shooting Not-so-great expectations: Students are reading fewer books in English class Chris Stanislawski didn’t read much in his middle school English classes, but it never felt necessary. Students were given detailed chapter summaries for every novel they discussed, and teachers played audio of the books during class. Much of the reading material at Garden City Middle School in Long Island was either abridged books, or online texts and printouts, he said. “When you’re given a summary of the book telling you what you’re about to read in baby form, it kind of just ruins the whole story for you,” said Chris, 14. “Like, what’s the point of actually reading?” In many English classrooms across America, assignments to read full-length novels are becoming less common. Some teachers focus instead on selected passages — a concession to perceptions of shorter attention spans, pressure to prepare for standardized tests and a sense that short-form content will prepare students for the modern, digital world. The National Council of Teachers of English acknowledged the shift in a  2022 statement  on media education, saying: “The time has come to decenter book reading and essay-writing as the pinnacles of English language arts education.” The idea is not to remove books but to teach media literacy and add other texts that feel relevant to students, said Seth French, one of the statement's co-authors. In the English class he taught before becoming a dean last year at Bentonville High School in Arkansas, students engaged with plays, poetry and articles but read just one book together as a class. “At the end of the day, a lot of our students are not interested in some of these texts that they didn’t have a choice in,” he said. The emphasis on shorter, digital texts does not sit well with everyone. Deep reading is essential to strengthen circuits in the brain tied to critical thinking skills, background knowledge — and, most of all, empathy, said Maryanne Wolf, a cognitive neuroscientist at UCLA specializing in  dyslexia  research. “We must give our young an opportunity to understand who others are, not through little snapshots, but through immersion into the lives and thoughts and feelings of others,” Wolf said. At Garden City Middle School, students are required to read several books in their entirety each year, including “Of Mice and Men” and “Romeo and Juliet,” Principal Matthew Samuelson said. Audio versions and summaries are provided as extra resources, he said. For Chris, who has dyslexia, the audio didn't make the reading feel more accessible. He just felt bored. He switched this fall to a Catholic school, which his mother feels will prepare him better for college. Even outside school, students are reading less There's little data on how many books are assigned by schools. But in general, students are reading less. Federal data from last year shows only  14% of young teens say they read for fun  daily, compared with 27% in 2012. Teachers say the slide has its roots in the COVID-19 crisis. “There was a trend, it happened when COVID hit, to stop reading full-length novels because students were in trauma; we were in a pandemic. The problem is we haven’t quite come back from that,” said Kristy Acevedo, who teaches English at a vocational high school in New Bedford, Massachusetts. This year, she said she won't accept that students are too distracted to read. She plans to teach time-management strategies and to use only paper and pencils for most of class time. Other teachers say the trend stems from standardized testing and the influence of education technology. Digital platforms can deliver a complete English curriculum, with thousands of short passages aligned to state standards — all without having to assign an actual book. “If admins and school districts are judged by their test scores, how are they going to improve their test scores? They’re going to mirror the test as much as possible,” said Karl Ubelhoer, a middle school special education teacher in Tabernacle, New Jersey. For some students, it's a struggle to read at all. Only around a third of fourth and eighth graders reached reading proficiency in the 2022 National Assessment of Educational Progress, down significantly from 2019. More: Reading scores at 10-year low for Michigan third-graders, M-STEP scores show Leah van Belle, a literacy advocate in Detroit, said when her son read “Peter Pan” in late elementary school, it was too hard for most kids in the class. She laments that Detroit feels like “a book desert." Her son's school doesn't even have a library. Still, she said it makes sense for English classes to focus on shorter texts. “As an adult, if I want to learn about a topic and research it, be it personal or professional, I’m using interactive digital text to do that,” she said. Teachers fit books in with other ‘spinning plates’ Even in well-resourced schools, one thing is always in short supply: time. Terri White, a teacher at South Windsor High School in Connecticut, no longer makes her honors ninth-grade English class read all of “To Kill a Mockingbird.” She assigns about a third of the book and a synopsis of the rest. They have to move on quickly because of pressure for teachers to cram more into the curriculum, she said. “It’s like spinning plates, you know what I mean? Like it's a circus,” she said. She also assigns less homework because kids' schedules are so packed with sports, clubs and other activities. “I maintain rigor. But I’m more about helping students become stronger and more critical readers, writers and thinkers, while taking their social-emotional well-being into account,” she said. In the long run, the synopsis approach harms students' critical thinking skills, said Alden Jones, a literature professor at Emerson College in Boston. She assigns fewer books than she once did and gives more quizzes to make sure students do the reading. “We don’t value the thinking time that we used to have. It’s all time we could be on our phone accomplishing tasks,” she said. Will Higgins, an English teacher at Dartmouth High School in Massachusetts, said he still believes in teaching the classics, but demands on students' time have made it necessary to cut back. “We haven’t given up on 'Jane Eyre' and 'Pride and Prejudice.' We haven’t given up on ‘Hamlet’ or ‘The Great Gatsby,’″ Higgins said. But he said they have given up assigning others like “A Tale of Two Cities.” His school has had success encouraging reading through student-directed book clubs, where small groups pick a book and discuss it together. Contemporary authors like John Green and Jason Reynolds have been a big hit. “It's funny," he said. "Many students are saying that it’s the first time in a long time they’ve read a full book.” The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s  standards  for working with philanthropies, a  list  of supporters and funded coverage areas at AP.org. 478 IMAGES 알라딘: Your Dissertation In Education (Paperback, Revised) 5 Books You Should Buy to Help You Create Your Dissertation Proposal Phd Thesis Book Binding The Education Dissertation: A Guide for Practitioner Scholars / Edition How to Complete a Dissertation/Thesis, 978-3-659-85255-8, 3659852554 Order your Thesis/Dissertation Binding online, Upload, Pay and arrange VIDEO Doctoral Student Colloquium 12-4-23 Dissertation writing style tips Dissertation Writing Strategy #DissertationTips #dissertationhelp #collegetips #collegestudytips Worst dissertation mistake Modernizing Undergraduate SDR Education How To Find Bibliographies on Your Topic in Dissertations and Theses COMMENTS The Education Dissertation Writing a dissertation requires focus and commitment. 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Not-so-great expectations: Students are reading fewer books in English The National Council of Teachers of English acknowledged the shift in a 2022 statement on media education, saying: "The time has come to decenter book reading and essay-writing as the pinnacles ... assignment essay homework paper phd report resume review speech thesis