This is the advice I remember hearing years ago. Advice, I must admit, that I brushed off and stored in the "useless suggestions" part of my brain. WELLLLLLL, let me tell you something: It has been re-assigned to the "CRITICAL INFORMATION" section of my brain. Here is why:
I am SO FREAKIN' sick of the word capacity. School capacity. Human capacity. Material capacity. capacity, capacity, capacity. I am living, sleeping and breathing this word. I mean how many different ways can one use this term??????? SERIOUSLY.
They, whoever they are, were right, "you better LOVE your topic" because you will live with it for A LONG TIME and if you don't love it, you may just throw it away out of shear BOREDOM. And then you'll never finish. What a shame that would be.
So, good for me, I do LOVE my topic. And even with this love I am SO SICK OF IT. The thing that worries me most is that I haven't even started collecting data yet. This means that I have to live "capacity" for another 7 or 8 months. AND, I have to get others, my committee and proposal panel to be specific, to LOVE capacity too!!!! Lord, help me!
9.8.12
OMG, I have a date!
Borrowing the slang, OMG (OH MY GOD), from my seven year old I share with you that I have IRB approval to collect data AND a proposal defense date set: September 10th at 3:00 PM.
YIKES!!!
It's time to get serious folks.
If all goes well I'll collect data in October and November, analyze in December, write in January, edit/revise in February, defend in early March, edit/revise AGAIN in late March, submit in April and WALK in May.
That keeps me on track for May 2013 graduation.
WOOHOO now THAT is just the motivation I need!
If all goes well I'll collect data in October and November, analyze in December, write in January, edit/revise in February, defend in early March, edit/revise AGAIN in late March, submit in April and WALK in May.
That keeps me on track for May 2013 graduation.
WOOHOO now THAT is just the motivation I need!
2.8.12
Look for this title coming out in November...
Unifying Educational Systems encourages leaders to move beyond the traditional forms and rituals of leadership for special education that are caught within traditional definitions of a continuum of services. Grounded in public policy debates, research on teaching and learning, and an emerging consensus throughout the leadership community that calls into question our current practices, chapters in this volume provide a discussion of the purpose, principles, and paradoxes extant in the implementation of current special education policy. Chapter authors discuss how students are currently served, the feasibility of re-conceptualizing special education leadership in the current policy context, and the challenges for the future. Ultimately,Unifying Educational Systems calls for a new policy framework to integrate special education within the larger instructional support system in schools, in order to support a social justice and inclusive practices agenda.
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