To improve graduation rates in doctoral programs, the Council of Graduate Schools has recommended more supports for dissertation writing. This article describes and evaluates through action research one such support, an online discussion board where students could post drafts of their dissertation and peer review each other's work. Results of effectiveness were mixed because of the wide spectrum of student participation. Students did not feel they had the expertise to critically read another's work, although they liked reading the instructor's comments to other students. Future implementation of the discussion board might be more successful if it was utilized as a support group or frequently asked questions page rather than a place for peer review or if it was utilized for excerpts from the dissertation rather than entire chapters. Faculty involved with supervising doctoral students should consider what supports are being offered and continue to evaluate their effectiveness.

Online learning takes place among learners of all ages in both formal and informal contexts. Due to the fact that traditional age students learn differently from non-traditional age students, especially in the virtual environment, educators are encouraged to employ either pedagogical or andragogical assessment methods accordingly. Using pedagogical assessment methods may work for traditional age learners. Likewise, applying andragogical methods may work for non-traditional age learners. Available assessment methods such as objectively-scored tests, subjectively-rated tests and criterion referenced tests will be discussed as well as a new form of assessment--learner self-evaluation. To use the proper tests or methods to assess online learning, educators are encouraged to possess both pedagogical and andragogical knowledge and/or skills. Instructors should use a variety of instructional and assessment methods. The authors of this article provide specific examples of online assessments from both andragogy and pedagogy.

Dissertation writing is often the most challenging aspect of the doctoral program. In an effort to raise completion rates and lower time-to-degree as well as increase student satisfaction with the program, professors in an Ed.D. program developed a semester-long course to support students writing their dissertations. This case study describes the development of the course and the implementation of the first semester. The course consisted of a series of workshops on various aspects of dissertation writing as well as various other activities such as peer review. The students did not receive a grade for the course. After reviewing data, students in the course were classified by their productivity that semester and engagement in the course. Students who were highly engaged but not highly productive were the most prevalent group. In this article, the authors also provide follow-up, including changes made the next semester and data on student completion.

This chapter addresses the uniqueness of rural schools and the importance of teacher leaders in those settings. The teacher leader model will be different in a smaller school, although this context is less studied. Because teacher leaders have experience in the community context, they can guide others. Rural schools often have more difficulty recruiting and retaining teachers; while location cannot be changed, working conditions can. Supportive mentors can help rural school districts retain new teachers; however, teacher leaders are often not formally recognized. Less than half of states have a teacher leader licensure, and even fewer have standards in this area. Although national standards exist, little research has focused on how these and other professional development strategies can be effectively implemented in the rural setting.

This article addresses the phenomenon of why andragogical instructional approaches should work for online learners in the 21st century. As some senior faculty members and institutional administrators are reluctant to embrace education delivered via web 2.0 technologies, this article reveals discussions that will change these misconceptions. This article prompts readers to rethink their instructional strategies that will work well for online learners in particular. Even for face to face courses, instructors should incorporate an online component, as the principles of adult learning lend themselves well to an online environment.