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EDUC 505.44

EDUC 505.44. July 18, 2011. Agenda. Introductory activities Course outline Educators as researchers World views Problem based methodology Choice of research topic Application activity. Introductory activities. Who am I? Who are you ? Who’s here? Lie detector

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EDUC 505.44

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  1. EDUC 505.44 July 18, 2011

  2. Agenda • Introductory activities • Course outline • Educators as researchers • World views • Problem based methodology • Choice of research topic • Application activity

  3. Introductory activities • Who am I? • Who are you? • Who’s here? • Lie detector • Questions and concerns

  4. Who are you? I teach in the Faculty of EducationatStFX: FL2 C&I, P&P, assessment (B.Ed.); research (M.Ed.) I workwithMi’kmaw-kina’tenewey staff on Mi’kmawlanguagelearning and revitalization. Anne Curry Collaborative self-study on assessment; study of Mi’kmawlanguage use in schools Read a master’sproject and thesis, mark researchassignments; takesome time off

  5. Who are you? Whatyouteach or workat Somethingunexpected or unusual about yourwork or teaching Yourname Yourinvolvement in or witheducationalresearch Your plans for August

  6. Data collection and analysis • What data do we have? • How canweorganize the data? • How canweinterpret the data?

  7. Formation of base groups • P-3, 4-6, 7-9, 10-12, other • Geographicallydistributed (school) • Program (regular, FI, other) • Likenumbers / likewords • Variety in August activities

  8. Questions and concerns • What questions do you have about the expectations of the course? • Whatconcerns or fears do you have about the course? • Writeeach question or concern on a separatepostit note • Place the postit notes in the basket • I willaddresseach of the questions / concernswith the class

  9. Whatisresearch? • Research • … systematic, critical and self-criticalenquirywhichaims to contributetoward the advancement of knowledge and wisdom . • Educationalresearch • Criticalinquiryaimedatinformingeducationaljudgements and decisions in order to improveeducational action (Bussey, 1999, cited in Morrison, 2002)

  10. Who are you as a researcher? • INDIVIDUALLY • Write 10 wordsthat come to mind as youthink about educationalresearch • IN YOUR GROUPS • Positivist / Post-positivist • Interpretivist • Critical / Participatory • Pragmatic

  11. Check-in • How are thingsgoing?

  12. Problem-basedmethodology • Whatis a practicalproblem? • How is the problemsolved? • How is the adequacy of the solution judged? • What type of relationshipfostersimproved solutions to problems? Wheredoes PBM fall in the world views table?

  13. Problem-basedmethodology (PBM) • Whatis a practicalproblem? • How is the problemsolved? • How is the adequacy of the solution judged? • What type of relationshipfostersimproved solutions to problems?

  14. PBM: The power of constraints • Whatis a constraint in PBM language? • Whymay a constraintbe consideredpositive? • What are the types of constraints? • Whatis a constraint set? • What causes tension amongconstraint sets? • Whatmay cause tension whenanalyzingconstraints?

  15. PBM: Actionsintegrateconstraints and haveconsequences • How canconstraints influence actions? • What are the consequences of actions? • What are intended and unintendedconsequences?

  16. PBM: Theories of action • Whatis the differencebetween an expousedtheory and a theory-in-use? • Whydoes a teacher-researcher have to consider the difference?

  17. PBM: Guided practice • INDIVIDUALLYChoose an aspect of learning and teaching oral language • Whatisyourtheory of action? • Constraints • Actions • Consequences • BASE GROUP Shareyourtheories of action notingsimilarities and differences.

  18. PBM: Evaluatingtheories of action Accuracy • Whatdoesaccuracymean in PBM language? • Whatdoesevaluatingaccuracysometimesreveal? • Whatmethodscanbeused to evaluateaccuracy? Effectiveness • Whatdoeseffectivenessmean in PBM language?

  19. PBM: Evaluatingtheories of action Coherence • Whatdoescoherencemean in PBM language? • Can constraintsbechallenged? • Whatis unique about the coherencecriterion? Improvability • Whatdoesimprovabilitymean in PBM language? • Whatdoesthiscriterion encourage?

  20. PBM: Alternatetheories of action • Whatis the potential of alternatetheories of action?

  21. PBM: Guided practice • BASE GROUPChoose an espousedtheory of action about teaching and learning oral language • Evaluatethistheory of action • Accuracy • Effectiveness • Coherence • Improvability CONFIDENTIALITY!

  22. Yourresearch question • « Pebble in yourshoe » • « One night stand »

  23. PBM: Independent practice • INDIVIDUALLY Consider a potentialresearchtopic • Whatisyourcurrenttheory of action? • Constraints • Actions • Consequences • Whatfurther information do youneed? • How canyoufindit?

  24. Let’s do someresearch! • BASE GROUP Choose a topic/situation related to oral language • Analyze the situation • Constraints • Actions • Consequences • Formulate a research question

  25. Beforenext class READ Chapters 3 and 10 DO Q cards 1 and 2 • Chapters 1 & 2; chapters 3 & 10 Decide on yourresearchtopic • E-mail me Ethicsexercise

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