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Reporting

EDUC 894 Week 13. Reporting. Important Goals and Techniques for Reporting Discussion of the Readings Group-work & Team Consultations Report 3’s back 5:00-5:20 --------------------Dinner Break------------------- 5:50-6:10, 6:15-6:35, 6:40-7:00, 7:05-7:25, 7:30-7:50 For Next Week

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Reporting

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  1. EDUC 894 Week 13 Reporting

  2. Important Goals and Techniques for Reporting • Discussion of the Readings • Group-work & Team Consultations • Report 3’s back • 5:00-5:20 --------------------Dinner Break------------------- • 5:50-6:10, 6:15-6:35, 6:40-7:00, 7:05-7:25, 7:30-7:50 • For Next Week • Final Reports • Presentations • Peer Evals, Research Reflection, Course Eval Plan for Today

  3. Compile Deliverables 1, 2 and 3 • Remove redundancies • Complete edits based on Deliverable Feedback • Do a pass for smoothing / consistency • Craft a conclusion section to complete the research cycle (1-2 paragraphs) • Summarize Key Findings • Implications for Practice • Ideas for Future Research Final Reports

  4. 15 minute presentations + 5 min for Q • All team members should give some part of the presentation • Goal = communicate what you’ve learned about your research topic with the class + guests Presentations

  5. 4:30-4:40 Administrata 4:45-5:05 Xi, Farshid, Trisha & Derek 5:10-5:30 Jill 5:35-5:55 Bal & Sundeep --------Bio Break-------- 6:05-6:25 Sally, Dave, Andrew & Jon-Paul 6:30-6:50 Sherina 6:55-7:15 Robin & Sandra Schedule

  6. Important Goals and Techniques for Reporting

  7. American Physicist • Nobel Prize (QED) 1965 • Part of the Manhattan Project • Early nanoscience proponent • Popularizer of Physics • If we can’t explain it so that freshman understand, then we don’t understand it well enough Richard Feynman • Prankster, Eccentric, Buffoon, Iconoclast • "... I think I can safely say that nobody really understands Quantum Mechanics" Image Source: http://upload.wikimedia.org/wikipedia/en/d/d2/SurelyYoureJokingMrFeynman.PNG

  8. Cargo Cult Science vs. Scientific Integrity • First you have to not fool yourself • Things to think about • Do his comments only apply to (or allow for) objectivist research? • What might his type of “integrity” look like in education research? • Why can it be hard to do what he suggests? Richard Feynman ON DOING SCIENCE Image Source: http://www.lassp.cornell.edu/ardlouis/dissipative/richard_feynman.jpg

  9. The importance of a warrant • Explicit chain of reasoning from evidence to conclusions • Examples • Things to think about • In what ways are his arguments similar to Feynman’s? • In what way are they different? Gorard on Warranting claims • Do his comments only allow for objectivist research? • Does he “get” constructivist / qualitative work? Image Source: http://www.education.bham.ac.uk/staff/gorard_stephen.shtml

  10. Group-work & Team Consultations

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