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About ctcpx084

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  1. I know people who are teaching burnouts (literally left half-way through the year) who have worked on the staffs of representatives and are still ascending through policy circles. thdus82's question is an important one. If you aspire to the doctorate, your teaching experience may mean very little in Ed Policy; as an aside, I'm a curriculum and teaching doctoral student, and teaching experience doesn't mean much there, either.
  2. Any meeting with someone I don't know, at an institution at which I'm trying to make a favorable impression, I would treat as formal. I would dress accordingly, which for me would be a suit and tie. It's hard to know what they will ask. I met informally with a professor at Wisconsin several years ago, before I applied to graduate school. He seemed mostly interested--if you could say he was interested at all, which is debatable--in what my research interests were. Vague answers were not taken well; he challenged every general statement I made, and at the time I thought he was a horse's ass.
  3. I think this, like many aspects of graduate school admissions, varies by program, though my general feeling is that it doesn't really help. My program at TC went years without admitting more than one male per cohort, and I don't think it's for lack of applicants. I have a classmate who is doing some admissions work in our department who might have a better perspective on this, but I don't think being male counts for all that much in the process.
  4. To your first question, no. Again, when people disagree with you, they are not "bashing" necessarily. I pointed to a frequent criticism of TFA, which I did not support with anything, whether that source was academic or otherwise--a point td21230 pointed out. I should point out that saying it was easy to get in to was totally incorrect; I'm not sure what I meant when I said that, but the academic credentials of incoming candidates are certainly not lacking, and are in fact carefully scrutinized.
  5. Incidentally, if I didn't have to go dredge up some things in other aspects of teaching and teacher education, I would go and search for peer-reviewed support. At the moment, I don't have the time to do that, so I'll have to accept your criticism if the above links (which, again, are straight from a "Google search") are insufficient "proof", or even insufficient enough to be used to interrogate your individual experience, which is at this point all you've offered.
  6. Well, yes, we would have to define what kind of attrition we are talking about (i.e., term of commitment, exceeding beyond initial commitment), and perhaps focus on effectiveness and attention separately. When I look at "Google", I see a number of "Google links" expressing concerns along both fronts, to say the least. http://www.edweek.org/ew/articles/2011/10/04/kappan_donaldson.html [2/3 stay, but few actually stay long enough in context to fully develop] http://voices.washingtonpost.com/answer-sheet/teachers/a-new-look-at-teach-for-americ.html http://www.greatlakescenter.org/docs
  7. TFA has a pretty wretched attrition rate, too. Easier to get in, perhaps, and easier to "burn out" or just quit.
  8. Definitely email; admissions is much more cooperative than other departments.
  9. Good luck to all of you! I had always wanted to apply at UT, as many of my professors in my master's program had earned doctorates there; this was so much the case that the College of Education at this school was referred to as "UT West." Just when I was ready to apply they dropped their Curriculum Studies specialization, so I never applied.
  10. I've heard of people going either way with this. The last thing I remember being told is not to use an objective on a resume, since employers could potentially just weed you out using the objective alone. Whether this is true or not, I don't know. I go through periods where I will use one, and then periods where I will leave it off. I've never used one on a CV, though.
  11. Well, yes--an idea I tried to stress several posts up as well. The point of writing this was that there isn't a shortcut to a doctorate. In nearly all cases, you don't save time by "skipping" a master's degree.
  12. Looking at this a second time, I do think I underplayed recommendations in my previous posts. As an undergraduate, I had -zero- professors who I was close with, so applying to any type of graduate school from this point was difficult. Things were much different after my M.Ed when I was looking at going on for a doctorate, when I had a number of professors who I had a decent rapport with, and one or two who still write recommendations for me if I need them. It made a huge difference in the quality of my application.
  13. You won't be "skipping" a master's degree either way. Let's assume a PhD is 90 credits. If you have a master's degree, often you'll be able to transfer a certain number of credits in to the PhD, as recognition of prior learning. In my own program, I was able to transfer in 40 credits from my previous graduate work, leaving me with 50 credits to go (minus what I've completed now, that is). Without previous graduate work, you'll be responsible for the full load. In some programs, this means you will effectively earn a master's on the way to a PhD. In other cases, you'll just complete the credits
  14. All due respect to michigan girl, but the necessary qualifications for each program will vary. While GPA, GRE, and the like will of course factor in--again, to different degrees, depending on program and university--your statement of purpose will probably carry as much weight as any of the quantitative factors. Your ability to connect with research and with professors who are at your chosen universities will be big as well, and you can do this through your statement of purpose and through letters of recommendation as well. Research experience is not a firm prerequisite, but it may well set
  15. I couldn't say this for certain, but I don't think Teachers College is making any funding decisions based on GRE quantitative scores. Then again, their reputation is so poor when it comes to financial aid that it is a miracle that anyone receives it. From it sounds like, they offer funding during the first semester or year in many cases, but once you've earned some credits the funding goes bye-bye and you're left with tough--and extremely expensive--decisions for the years to follow.
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