This chapter concludes the discussion of typical coursework structure of doctoral programs in education. The dissertation is the culminating experience of both the Ph.D. and the Ed.D. in education. It is presented here because it falls within the coursework structure of doctoral programs. The last credit hours of the doctoral program are dissertation hours. Chapter 7 highlights the many ways the dissertation can be viewed. It is the final learning opportunity, the largest assessment, a form of apprenticeship, a professional discourse opportunity, and a rite of passage. The chapter finishes with a brief description of some alternative forms that some innovative programs offer.

How are the results of the Third International Mathematics and Science Study (TIMSS) connected with your classroom? How would your students perform on these questions? How can you help your students perform well on questions like these? Do your students measure up metrically?

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This paper summarizes and integrates the lessons learned from the last decade of professional development efforts based on the standards of the National Council of Teachers of Mathematics (1989, 1991, 1995). The fundamental challenges to such reform are identified, then the rest of the paper is dedicated to strategies that have been helpful in overcoming these obstacles. The challenges include both the teachers' views of mathematics and their image of teaching. The Immerse and Instill approach describes strategies that encourage teachers to implement standards‐based teaching upon entering the teaching field (Immerse) as well as instilling some of the professional habits necessary to keep teachers and their students actively engaged (Instill).

Various techniques can enhance mathematics instruction for English language learners.