Pat Thomson – författare

Russell Fussell can't stop speaking in rhyme. His problem gets him into lots of trouble - and it's driving everyone mad! Somehow, he has to be cured.

Alex is always losing things which frustrates his mother and perplexes his teacher. Readership level: 6 – 8.

This Read with Oxford Stage 4 story collection contains four traditional tales: The Frog Prince; How the Bear Lost his Tail; Monkey's Magic Pipe; and Yoshi the Stonecutter. This beautifully-illustrated book with clear phonics progression is ideal for children who are gaining more reading confidence.These well-loved traditional tales from around the world have been rewritten so that children can read them for themselves. They are expertly levelled and in line with children's phonics learning at school. In additional to the stories, the collection offers tips for reading the stories together, extended story texts that parents can read aloud to their child, and story maps that children can use to help retell the story in their own words.Featuring much-loved characters, great authors, engaging storylines and fun activities, Read with Oxford offers an exciting range of carefully levelled reading books to build your child's reading confidence.Find practical advice, free eBooks and fun activities to help your child progress on oxfordowl.co.uk. Let's get them flying!

The Oxford Reading Tree Traditional Tales series includes 40 of the best known stories from all over the world, which have been passed down for generations. They are a perfect introduction to different cultures, traditions and morals. All the stories are carefully levelled to Oxford Reading Tree levels and matched to the phonic progression in Letters and Sounds, enabling your children to read the stories independently. There are four Traditional Tales titles available at Level 6:The Frog PrinceYoshi the StonecutterMonkey's Magic PipeHow the Bear Lost His TailThe Oxford Reading Tree Traditional Tales series includes 40 of the best known stories from all over the world, which have been passed down for generations. They are a perfect introduction to different cultures, traditions and morals. All the stories are carefully levelled to Oxford Reading Tree levels and matched to the phonic progression in Letters and Sounds enabling your children to read the stories independently.Books contain inside cover notes to support children in their reading. Help with childrens reading development is also available at www.oxfordowl.co.uk.

The Oxford Reading Tree Traditional Tales series includes 40 of the best known stories from all over the world, which have been passed down for generations. They are a perfect introduction to different cultures, traditions and morals. All the stories are carefully levelled to Oxford Reading Tree levels and matched to the phonic progression in Letters and Sounds, enabling your children to read the stories independently. There are four Traditional Tales titles available at level 6:The Frog PrinceYoshi the StonecutterMonkey's Magic PipeHow the Bear Lost His TailThe Oxford Reading Tree Traditional Tales series includes 40 of the best known stories from all over the world, which have been passed down for generations. They are a perfect introduction to different cultures, traditions and morals. All the stories are carefully levelled to Oxford Reading Tree levels and matched to the phonic progression in Letters and Sounds enabling your children to read the stories independently.Books contain inside cover notes to support children in their reading. Help with childrens reading development is also available at www.oxfordowl.co.uk.

In this traditional South American tale, Monkey triumphs over the Monster, who thinks he is the best at everything. Clever Monkey tricks the Monster into releasing her friends, and he goes back to his cave empty-handed.This imaginative story, written by Pat Thomson and charmingly illustrated by Alessandra Cimatoribus, will capture your child's imagination! It has been sensitively rewritten to enable your child to read it with confidence whilst capturing the magic of the original tale. There are useful tips for parents and an engaging story map inside the book to help you and your child retell the story together.The Oxford Reading Tree Traditional Tales series includes 40 of the best known stories from all over the world, which have been passed down for generations. They are a perfect introduction to different cultures, traditions and morals. All the stories are carefully levelled to Oxford Reading Tree levels and matched to the phonic progression in Letters and Sounds enabling your children to read the stories independently.Books contain inside cover notes to support children in their reading. Help with childrens reading development is also available at www.oxfordowl.co.uk.

Oxford Reading Tree All Stars is an engaging chapter fiction series which combines age-appropriate content with imaginative stories, perfect for inspiring and stretching able infants. The series develops comprehension skills and provides a wide variety of fiction topics and styles, alongside illustrations that aid understanding.All the books in this series are carefully levelled, so its easy to match every child to the right book one which will develop their reading skills and fuel their love of reading. Help with childrens reading development is also available at www.oxfordowl.co.uk.This pack contains six Level 9 books, one of each of the following titles: The Magic Porridge Pot, Cosmo for Captain, Charlie Stories, Farmer Skiboo Stories, The Sand Witch and An Adventure for Robo-dog.

Oxford Reading Tree All Stars is an engaging chapter fiction series which combines age-appropriate content with imaginative stories, perfect for inspiring and stretching able infants. The series develops comprehension skills and provides a wide variety of fiction topics and styles, alongside illustrations that aid understanding. All the books in this series are carefully levelled, so its easy to match every child to the right book one which will develop their reading skills and fuel their love of reading. Help with childrens reading development is also available at www.oxfordowl.co.uk.This pack contains 36 Level 9 books, six of each of the following titles: The Magic Porridge Pot, Cosmo for Captain, Charlie Stories, Farmer Skiboo Stories, The Sand Witch and An Adventure for Robo-dog.

Oxford Reading Tree All Stars is an engaging chapter fiction series which combines age-appropriate content with imaginative stories, perfect for inspiring and stretching able infants. The series develops comprehension skills and provides a wide variety of fiction topics and styles, alongside illustrations that aid understanding.All the books in this series are carefully levelled, so its easy to match every child to the right book one which will develop their reading skills and fuel their love of reading. Help with childrens reading development is also available at www.oxfordowl.co.uk.This pack contains six Level 10 books, one of each of the following titles: Badcats, Tom Thumb and the Football Team, Doris Bean and the Queen, Yummy Scrummy, Nelly the Monster-Sitter and Disgusting Denzil.

Oxford Reading Tree All Stars is an engaging chapter fiction series which combines age-appropriate content with imaginative stories, perfect for inspiring and stretching able infants. The series develops comprehension skills and provides a wide variety of fiction topics and styles, alongside illustrations that aid understanding.All the books in this series are carefully levelled, so its easy to match every child to the right book one which will develop their reading skills and fuel their love of reading. Help with childrens reading development is also available at www.oxfordowl.co.uk.This pack contains 36 Level 10 books, six of each of the following titles: Badcats, Tom Thumb and the Football Team, Doris Bean and the Queen, Yummy Scrummy, Nelly the Monster-Sitter and Disgusting Denzil.

Oxford Reading Tree All Stars is an engaging chapter fiction series which combines age-appropriate content with imaginative stories, perfect for inspiring and stretching able infants. The series develops comprehension skills and provides a wide variety of fiction topics and styles, alongside illustrations that aid understanding.All the books in this series are carefully levelled, so its easy to match every child to the right book one which will develop their reading skills and fuel their love of reading. Help with childrens reading development is also available at www.oxfordowl.co.uk.This pack contains six Level 11 books, one of each of the following titles: The Huge and Horrible Beast, Dick Whittington, Mary-Anne and the Cat Baby, Arabian Nights, Dancing the Night Away and Duperball.

Oxford Reading Tree All Stars is an engaging chapter fiction series which combines age-appropriate content with imaginative stories, perfect for inspiring and stretching able infants. The series develops comprehension skills and provides a wide variety of fiction topics and styles, alongside illustrations that aid understanding.All the books in this series are carefully levelled, so its easy to match every child to the right book one which will develop their reading skills and fuel their love of reading. Help with childrens reading development is also available at www.oxfordowl.co.uk.This pack contains 36 Level 11 books, six of each of the following titles: The Huge and Horrible Beast, Dick Whittington, Mary-Anne and the Cat Baby, Arabian Nights, Dancing the Night Away and Duperball.

This book delves into the complex history of the gardening movement in schools and examines the question why gardens should be built in schools. It offers practical guidance for teachers to begin thinking about how to approach educational gardening.A resurgence of interest in school gardens is linked to concerns about children’s health, food knowledge, lack of outdoor play and contact with the natural world. This book warns against simplistic one-best approaches and makes a case about the complexity of gardening in schools. It is the first critical attempt to address the complex and conflicting notions about school gardens and to tackle the question ‘what is the problem to which school gardens are the answer?’ Examining the educational theory in which gardening has been explained and advocated, the book explores the way contemporary gardens research has been conducted with specific questions such as ‘what works well in school gardens?’ Based on case studies of a school establishing a garden and another one maintaining a garden, chapters look at the way in which schools come to frame their gardens. The authors suggest that there are four issues to consider when setting up a school garden or evaluating a pre-existing one – wider social context, public policy, the whole school, and the formal and informal curriculum. The book ends with a call for consideration of the ways in which school gardens can be built, the myriad practices that constitute an educational garden space and the challenges of maintaining a school garden over the long term. It will be of interest to teachers in primary schools, as well as a key point of reference for scholars, academics and students researching school gardens.

Revision is often taken as a largely instrumental process which happens after the real work of writing is done – it is an unavoidable and tedious process. Refining by contrast is imaginative work, it requires craft, connoisseurship and courage, and builds knowledge about academic writing purposes and practices. Refining Your Academic Writing will help you complete your writing project and provides a reading, revising and rewriting repertoire that you can adapt and add to. It offers ways to think about revision and a basic tool kit which will help you to identify what needs your attention and why.This accessible book draws on and extends some of the most heavily used posts on Thomson’s popular academic writing blog Patter, as well as tried and tested writing workshops. Exercises and templates are grounded in research and theory on doctoral experience and academic writing. The wider context of academic writing is clearly explained, and the terms used to describe text refinement build understanding while challenging taken-for-granted assumptions about revision, editing and proof-reading.Written with a light touch, this book is ideal reading for doctoral and early career researchers, and provides strategies needed to support the writing revision process. The ‘Insider Guides to Success in Academia’ offers support and practical advice to doctoral students and early-career researchers. Covering the topics that really matter, but which often get overlooked, this indispensable series provides practical and realistic guidance to address many of the needs and challenges of trying to operate, and remain, in academia.These neat pocket guides fill specific and significant gaps in current literature. Each book offers insider perspectives on the often implicit rules of the game – the things you need to know but usually aren’t told by institutional postgraduate support, researcher development units, or supervisors – and will address a practical topic that is key to career progression. They are essential reading for doctoral students, early-career researchers, supervisors, mentors, or anyone looking to launch or maintain their career in academia.

Revision is often taken as a largely instrumental process which happens after the real work of writing is done – it is an unavoidable and tedious process. Refining by contrast is imaginative work, it requires craft, connoisseurship and courage, and builds knowledge about academic writing purposes and practices. Refining Your Academic Writing will help you complete your writing project and provides a reading, revising and rewriting repertoire that you can adapt and add to. It offers ways to think about revision and a basic tool kit which will help you to identify what needs your attention and why.This accessible book draws on and extends some of the most heavily used posts on Thomson’s popular academic writing blog Patter, as well as tried and tested writing workshops. Exercises and templates are grounded in research and theory on doctoral experience and academic writing. The wider context of academic writing is clearly explained, and the terms used to describe text refinement build understanding while challenging taken-for-granted assumptions about revision, editing and proof-reading.Written with a light touch, this book is ideal reading for doctoral and early career researchers, and provides strategies needed to support the writing revision process. The ‘Insider Guides to Success in Academia’ offers support and practical advice to doctoral students and early-career researchers. Covering the topics that really matter, but which often get overlooked, this indispensable series provides practical and realistic guidance to address many of the needs and challenges of trying to operate, and remain, in academia.These neat pocket guides fill specific and significant gaps in current literature. Each book offers insider perspectives on the often implicit rules of the game – the things you need to know but usually aren’t told by institutional postgraduate support, researcher development units, or supervisors – and will address a practical topic that is key to career progression. They are essential reading for doctoral students, early-career researchers, supervisors, mentors, or anyone looking to launch or maintain their career in academia.

‘Why study the arts at school?’ This book offers a fresh perspective on this question. Informed by rigorous research, the book argues that the arts help young people to develop key skills, knowledge and practices that support them to become both critical appreciative audiences and socially engaged cultural producers. Drawing on a three-year study in partnership with the Royal Shakespeare Company and Tate art museum, Schools and Cultural Citizenship sets out an ecological model for cultural citizenship that goes beyond the classroom to include families, the media and popular culture.The authors introduce new, interrelated concepts to change how we consider arts education. Chapters provide fresh insights, guidance and practical recommendations for educators, including:An introduction to the Tracking Arts Learning and Engagement researchDetailed case studies featuring arts-rich schools and arts-broker teachersAnalysis of the importance of immersive professional development for teachers and the benefits of partnerships with arts organisationsAn ecological model for cultural citizenshipFocusing on the ways in which cultural citizenship can be taught and learnt, this is an essential read for arts educators, education staff in arts organisations, researchers, postgraduate students, arts education activists and policy makers.

‘Why study the arts at school?’ This book offers a fresh perspective on this question. Informed by rigorous research, the book argues that the arts help young people to develop key skills, knowledge and practices that support them to become both critical appreciative audiences and socially engaged cultural producers. Drawing on a three-year study in partnership with the Royal Shakespeare Company and Tate art museum, Schools and Cultural Citizenship sets out an ecological model for cultural citizenship that goes beyond the classroom to include families, the media and popular culture.The authors introduce new, interrelated concepts to change how we consider arts education. Chapters provide fresh insights, guidance and practical recommendations for educators, including:An introduction to the Tracking Arts Learning and Engagement researchDetailed case studies featuring arts-rich schools and arts-broker teachersAnalysis of the importance of immersive professional development for teachers and the benefits of partnerships with arts organisationsAn ecological model for cultural citizenshipFocusing on the ways in which cultural citizenship can be taught and learnt, this is an essential read for arts educators, education staff in arts organisations, researchers, postgraduate students, arts education activists and policy makers.

Alternative education caters and cares for students whose regular schools have failed and excluded them. Fifty years of international research reports that alternative settings are characterised by close and powerful staff–student relationships, a curriculum which is relevant, engaging and meaningful, and the strong sense of agency afforded young people by the opportunity to make decisions. Together, these three practices produce increased life chances for alternative education participants.However, despite these apparent successes, alternative education seems to have had little impact on mainstream schools. This collection of papers addresses the important question – what might regular schools and teachers learn about socially just pedagogies from alternative education practices? In providing answers to this question, authors interrogate the taken-for-granted wisdom about alternative education while also taking account of ongoing policy shifts, differing locations and populations, and persistent and intersecting patterns of raced, classed and gendered inequalities. They draw on a range of theoretical and methodological approaches to interrogate the ways in which alternative schools and alternative education both challenge and legitimate the kinds of schooling most of us expect for our own and other people's children. The chapters in this book were originally published as a special issue of Critical Studies in Education.

This book delves into the complex history of the gardening movement in schools and examines the question why gardens should be built in schools. It offers practical guidance for teachers to begin thinking about how to approach educational gardening.A resurgence of interest in school gardens is linked to concerns about children’s health, food knowledge, lack of outdoor play and contact with the natural world. This book warns against simplistic one-best approaches and makes a case about the complexity of gardening in schools. It is the first critical attempt to address the complex and conflicting notions about school gardens and to tackle the question ‘what is the problem to which school gardens are the answer?’ Examining the educational theory in which gardening has been explained and advocated, the book explores the way contemporary gardens research has been conducted with specific questions such as ‘what works well in school gardens?’ Based on case studies of a school establishing a garden and another one maintaining a garden, chapters look at the way in which schools come to frame their gardens. The authors suggest that there are four issues to consider when setting up a school garden or evaluating a pre-existing one – wider social context, public policy, the whole school, and the formal and informal curriculum. The book ends with a call for consideration of the ways in which school gardens can be built, the myriad practices that constitute an educational garden space and the challenges of maintaining a school garden over the long term. It will be of interest to teachers in primary schools, as well as a key point of reference for scholars, academics and students researching school gardens.

'A truly exceptional book.' - Michael W. Apple, University of Wisconsin, Madison'A gripping insight into the local struggles facing disadvantaged schools and a compelling account of the injustice of their place in the bigger picture.' - Professor Geoff Whitty, Director, Institute of Education, University of LondonSchools in disadvantaged areas are struggling in the current economic and political environment. Like schools everywhere they are being asked to do more with less, but they face more obstacles.In recent years education policy has shifted from a holistic approach to learning to a focus on narrow educational outcomes: spelling, reading and writing. Thomson shows that this approach penalises disadvantaged schools and argues that educational and social disadvantage are inextricably linked in children's everyday lives.Examining primary and secondary schools in disadvantaged areas in a post-industrial ('rustbelt') city, Schooling the Rustbelt Kids reopens the debate about inequality in schooling. It provides concrete evidence that typical government policies in the Western world are not working, and that they are helping to create a permanent underclass. Thomson outlines an alternative whole of government approach to policy, which builds on those school programs that do make a real difference to educational outcomes.Thomson also emphasises the influence of local geography. Schools are coloured by particular neighbourhoods, permeated by national and global events, and tangled in complex networks of social relations. Interventions which work in one school may not work in others.

Most teachers become heads for idealistic reasons, wanting to make a difference to the lives of children and young people. Yet serving heads suggest the job is getting harder, talking openly about stress and leaving the job. Many teachers now see headship as a risky business, and succession planning, while necessary, will not on its own be sufficient to attract the diverse range of applicants required to satisfactorily fill leadership positions. School Leadership: Heads on the Block addresses this shortage. It suggests there is no crisis in supply per se, but that schools in some locations find it difficult to attract the ‘right people with the right stuff’. The book examines the expectations of heads, the hours they are expected to work and the nature of everyday demands. It proposes that ‘sudden death’ accountabilities act as a major disincentive to potential applicants, and outlines a series of policy measures to tackle the kinds of daily pressures heads now experience.Key features of the book: draws on a wide range of material, ranging from published research, interviews and media clippings to popular films and children’s novels makes extensive use of headteachers’ words and stories based in the author’s own experiences of headship, tackling issues that leadership books often ignore.The book will be of interest to headteachers, headteachers’ professional associations, teachers and those who study teaching. It will be useful to policy makers, those responsible for the education of potential heads and for headteacher professional development.

Most teachers become heads for idealistic reasons, wanting to make a difference to the lives of children and young people. Yet serving heads suggest the job is getting harder, talking openly about stress and leaving the job. Many teachers now see headship as a risky business, and succession planning, while necessary, will not on its own be sufficient to attract the diverse range of applicants required to satisfactorily fill leadership positions. School Leadership: Heads on the Block addresses this shortage. It suggests there is no crisis in supply per se, but that schools in some locations find it difficult to attract the ‘right people with the right stuff’. The book examines the expectations of heads, the hours they are expected to work and the nature of everyday demands. It proposes that ‘sudden death’ accountabilities act as a major disincentive to potential applicants, and outlines a series of policy measures to tackle the kinds of daily pressures heads now experience.Key features of the book: draws on a wide range of material, ranging from published research, interviews and media clippings to popular films and children’s novels makes extensive use of headteachers’ words and stories based in the author’s own experiences of headship, tackling issues that leadership books often ignore.The book will be of interest to headteachers, headteachers’ professional associations, teachers and those who study teaching. It will be useful to policy makers, those responsible for the education of potential heads and for headteacher professional development.

Visual media offer powerful communication opportunities. Doing Visual Research with Children and Young People explores the methodological, ethical, representational and theoretical issues surrounding image-based research with children and young people. It provides well-argued and illustrated resources to guide novice and experienced researchers through the challenges and benefits of visual research.Because new digital technologies have made it easier and cheaper to work with visual media, Pat Thomson brings together an international body of leading researchers who use a range of media to produce research data and communicate findings. Situating their discussions of visual research approaches within the context of actual research projects in communities and schools, and discussing a range of media from drawings, painting, collage and montages to film, video, photographs and new media, the book offers practical pointers for conducting research. These includewhy visual research is used how to involve children and young people as co–researchers complexities in analysis of images and the ethics of working visually institutional difficulties that can arise when working with a ‘visual voice’ how to manage resources in research projects Doing Visual Research with Children and Young People will be an ideal guide for researchers both at undergraduate and postgraduate level across disciplines, including education, youth and social work, health and nursing, criminology and community studies. It will also act as an up-to-date resource on this rapidly changing approach for practitioners working in the field. Pat Thomson is Professor of Education and Director of Research in the School of Education, University of Nottingham, UK. She is a former school principal of disadvantaged schools in Australia.

Visual media offer powerful communication opportunities. Doing Visual Research with Children and Young People explores the methodological, ethical, representational and theoretical issues surrounding image-based research with children and young people. It provides well-argued and illustrated resources to guide novice and experienced researchers through the challenges and benefits of visual research.Because new digital technologies have made it easier and cheaper to work with visual media, Pat Thomson brings together an international body of leading researchers who use a range of media to produce research data and communicate findings. Situating their discussions of visual research approaches within the context of actual research projects in communities and schools, and discussing a range of media from drawings, painting, collage and montages to film, video, photographs and new media, the book offers practical pointers for conducting research. These includewhy visual research is used how to involve children and young people as co–researchers complexities in analysis of images and the ethics of working visually institutional difficulties that can arise when working with a ‘visual voice’ how to manage resources in research projects Doing Visual Research with Children and Young People will be an ideal guide for researchers both at undergraduate and postgraduate level across disciplines, including education, youth and social work, health and nursing, criminology and community studies. It will also act as an up-to-date resource on this rapidly changing approach for practitioners working in the field. Pat Thomson is Professor of Education and Director of Research in the School of Education, University of Nottingham, UK. She is a former school principal of disadvantaged schools in Australia.

In the contemporary world it is clear that the need to study beyond Masters Level is increasing in importance for a wide range of practitioners in diverse professional settings. Students across the world are choosing doctorates not only to become career academics, but to go beyond the academic arena, in order to make a personal and educational, as well as an economic investment, in their workplace careers and their lives. However for many doctoral students, both full-time and part-time, navigating the literature and key issues surrounding doctoral research can often be a challenge.Bringing together contributions from key names in the international education arena, The Routledge Doctoral Student’s Companion is a comprehensive guide to the literature surrounding doctorates, bringing together questions, challenges and solutions normally scattered over a wide range of texts. Accessible and wide-ranging, it covers all doctoral students need to know about: what doctoral education means in contemporary practiceforming an identity and knowledge as a doctoral studentthe big questions which run throughout doctoral practicebecoming a researcher the skills needed to conduct researchintegrating oneself into a scholarly community.Offering an extensive and rounded guide to undertaking doctoral research in a single volume, this book is essential reading for all full-time and part-time doctoral students in education and related disciplines.

In the contemporary world it is clear that the need to study beyond Masters Level is increasing in importance for a wide range of practitioners in diverse professional settings. Students across the world are choosing doctorates not only to become career academics, but to go beyond the academic arena, in order to make a personal and educational, as well as an economic investment, in their workplace careers and their lives. However for many doctoral students, both full-time and part-time, navigating the literature and key issues surrounding doctoral research can often be a challenge.Bringing together contributions from key names in the international education arena, The Routledge Doctoral Student’s Companion is a comprehensive guide to the literature surrounding doctorates, bringing together questions, challenges and solutions normally scattered over a wide range of texts. Accessible and wide-ranging, it covers all doctoral students need to know about: what doctoral education means in contemporary practiceforming an identity and knowledge as a doctoral studentthe big questions which run throughout doctoral practicebecoming a researcher the skills needed to conduct researchintegrating oneself into a scholarly community.Offering an extensive and rounded guide to undertaking doctoral research in a single volume, this book is essential reading for all full-time and part-time doctoral students in education and related disciplines.

Accompanying The Routledge Doctoral Student’s Companion this book examines what it means to be a doctoral student in education and the social sciences, providing a guide for those supervising students. Exploring the key role and pedagogical challenges that face supervisors in students’ personal development, the contributors outline the research capabilities which are essential for confidence, quality and success in doctorate level research. Providing guidance about helpful resources and methodological support, the chapters: frame important questions within the history of debatesact as a road map through international literaturesmake suggestions for good practiceraise important questions and provide answers to key pedagogical issuesprovide advice on enabling students’ scholarly careers and identities.While there is no one solution to ideal supervision, this wide-ranging text offers resources that will help supervisors develop their own personal approach to supervision. Ideal for all supervisors whether assisting part-time of full-time students, it is also highly suitable for helping academics to support international students who confront Western doctoral traditions and academic cultures, helping both supervisor and student to understand why things are as they are.

Accompanying The Routledge Doctoral Student’s Companion this book examines what it means to be a doctoral student in education and the social sciences, providing a guide for those supervising students. Exploring the key role and pedagogical challenges that face supervisors in students’ personal development, the contributors outline the research capabilities which are essential for confidence, quality and success in doctorate level research. Providing guidance about helpful resources and methodological support, the chapters: frame important questions within the history of debatesact as a road map through international literaturesmake suggestions for good practiceraise important questions and provide answers to key pedagogical issuesprovide advice on enabling students’ scholarly careers and identities.While there is no one solution to ideal supervision, this wide-ranging text offers resources that will help supervisors develop their own personal approach to supervision. Ideal for all supervisors whether assisting part-time of full-time students, it is also highly suitable for helping academics to support international students who confront Western doctoral traditions and academic cultures, helping both supervisor and student to understand why things are as they are.