This single-site investigative action research study used an insider research strategy using selfdirected focus groups comprised of the four participants/researchers. These "four voices" include the Program Director of the doctoral program in instruction and leadership, a recent program graduate, and two faculty members who teach the quantitative and qualitative components of the program. Survey data from students represent the "fifth voice". The focus of our research was to discuss the most effective ways to prepare doctoral students to use research methodologies in an accelerated, cohort-based doctoral program. Qualitative data from the focus groups were coded independently by two of the researchers to promote credibility and the secondary data set ("fifth voice") was used to evaluate student views. The analyses produced five themes that describe the experiences and understandings of the participants in regard to research methods preparation as well as seven recommendations for rebalancing methods curriculum and methods instruction in order to improve practice. In order to triangulate findings, student data served as a corroborating voice. From the analyses and interpretation of these data, the following program changes were made to the research methodology courses: (1) a team-taught integrative methods course for qualitative and quantitative design was initiated; (2) a related course sequence change that places statistics in the more logical position of following rather than preceding research design; and (3) the formation of an ad-hoc committee that is currently examining the qualifier exam (largely methods) with the intention of restructuring it based on student feedback that suggests perhaps a more project-based assignment reflecting changes made to qualitative and quantitative methods courses and incorporating a subject or content-specific focus.

may not get opportunities to engage in thoughtful discourse. With advances in on-line education, however, teachers who might otherwise not have opportunities to engage in meaningful, reflective discourse about teaching and learning can easily, and at their own relative convenience, do so. Through an on-line venue, teachers can get involved in substantive communication about teaching and learning, address valid and invalid preconceptions about the profession, and work to improve their practice through directed meta-cognitive reflective activities.[Article copies are available for purchase from InfoSci-on-Demand.com]

An Instructional Management and Leadership doctoral program (IML) incorporated the use of Twitter to examine what this looked like in practice. Did students actually use Twitter, and if so, how frequently, for what purpose(s), and were there differences between students on the pattern of use? Additionally, we sought to determine if Twitter is a legitimate instructional tool and if the use of Twitter can help mitigate feelings of isolation. Utilizing a descriptive case study design we implemented a survey methodology by distributing a modified version of the First Year Engagement Questionnaire to five IML cohorts. Active use of Twitter was infrequent. IML students used Twitter to gather news, follow experts, and find stimulating interactions. Active users and students who previously had a Twitter account were more positive about using Twitter. On average however, IML students were infrequent, passive Twitter users, aggregating information to supplement instruction. They did not use Twitter to reduce feelings of isolation. Female and male students used Twitter similarly. Younger students were more active than older students. Familiarity with the platform potentially moderates Twitter activity. Twitter has utility as a supplemental instructional tool but expanded use requires active student engagement.

Despite the perception that face-to-face classrooms provide speaking opportunities, studies by , , and have conveyed that there is limited interaction in a traditional college lecture setting. Social media networks such as Twitter provide an opportunity for instructors to utilize popular mobile technology to create a discussion beyond the classroom. Twitter's 140-character maximum creates an efficient method of communication that can be spaced over time. Spacing practice has the potential for improving classroom learning (). This mixed-methods study utilizing a convenience sample tested if Twitter could serve as a more effective method of review than a traditional paper study guide in an introductory college history course. No significant differences were found in in the posttest performance of both groups. Participants found Twitter easy to use, were unconcerned about their privacy on social media, and reported that Twitter did not increase student engagement when used only as an information distribution tool.

Discourse has been thought to be an essential aspect of high quality education (Bean & Stevens, 2002; Harkness, D’Ambrasio & Marrone, 2006; Wade, Fauske & Thompson, 2008; NCTM, 2000; Heller, 2004). But because the teaching profession is sometimes one of isolation and disconnecteness (Wong & Wong, 2001; Zmuda, Kuklis & Kline, 2004; Sparks & Hirsh, 1997), teachers may not get opportunities to engage in thoughtful discourse. With advances in on-line education, however, teachers who might otherwise not have opportunities to engage in meaningful, reflective discourse about teaching and learning can easily, and at their own relative convenience, do so. Through an on-line venue, teachers can get involved in substantive communication about teaching and learning, address valid and invalid preconceptions about the profession, and work to improve their practice through directed meta-cognitive reflective activities.