This study examines the admission requirements of Canadian Master of Arts in Sociology programs. A content analysis was performed on a sample of 58 programs based on information provided on department and university websites. Admission requirements centred on high grade point averages, strong letters of support and prior academic and research experience as indicated in a Curriculum Vitae, samples of work or a statement of intent. Results revealed admission preferences for applicants with minimum entrance grades of 80%, an honours degree, prior courses in research methods, statistics and social theory, and a demonstrated research focus. In addition to maintaining high grades, our findings suggest that undergraduates planning to pursue a Master’s degree in sociology should aim to incorporate substantive courses early on in their programs of study and take advantage of other opportunities to develop research skills, networks and training.
One way to provide intensive intervention for students with severe and persistent reading difficulties is to use a systematic data-based decision-making process called data-based individualisation (DBI). DBI is a process for identifying needs and aligning them with specialist support. Meta-analyses of DBI studies by university-based researchers have shown positive effects, but university research studies do not involve many of the implementation science-related factors that affect success. This study addresses the dearth of data from practice-based studies that incorporate DBI and was done as a researcher-practitioner collaboration, developed with based on the theory that the collaborators' combined knowledge and skills could produce positive outcomes. Mixed methods were used to examine whether there was evidence of success in implementation DBI conducted through a researcher-practitioner partnership in New York City Public Schools, the largest public school system in the United States. Specifically, data were collected concerning the quality of DBI implementation and changes in teachers' and administrators' perspectives about the value of implementing intensive intervention. Results indicated that district-level implementation met many criteria for effective DBI, that school teams (N = 6) implemented DBI with an overall high level of fidelity (mean score of 4.1 on a 5-point scale) and that teachers and school administrators changed their thinking about intensive intervention as a result of participation in DBI. Stakeholder interview data indicated a high level of social acceptability for DBI implementation. Features of the research-practice partnership thought to have contributed to the success of the project are discussed.
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