An Intro(Ed7004)


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An Intro(Ed7004)

  1. 1. An introduction to Assignment 2 (ED7004) Wasyl Cajkler & Sue Dymoke
  2. 2. Reflecting on UA1 <ul><li>Some very impressive high quality assignments </li></ul><ul><li>Level of enquiry was very pleasing </li></ul><ul><li>Many of you searched the literature effectively </li></ul><ul><li>Many of you engaged with the literature in an analytical way </li></ul><ul><li>What did you learn about writing at Masters level in completing UA1? </li></ul>
  3. 3. What is required? ‘ Critical Issues in the Secondary School: Researching Subject Teaching’ = the title of the Masters module What are the critical issues in the teaching of your subject ?
  4. 4. Some examples of critical issues… <ul><li>In Science: the teaching of a social/ethical/moral issue in the science curriculum </li></ul><ul><li>In Geography: how can we develop enquiry skills and move students towards independence in their learning? </li></ul><ul><li>In History: Teaching an emotive issue </li></ul><ul><li>In Mathematics: The importance of language in the classroom </li></ul><ul><li>In MFL: the decline in take-up of languages at GCSE and A level </li></ul><ul><li>In Citizenship: Can schools ever be truly democratic? How might they be organised to maximise opportunities for student consultation and active participation? </li></ul><ul><li>In English and Media: Where are the opportunities for learning about multi-modal texts in the curriculum? </li></ul><ul><li>In Social Science: the impact of the 14-19 framework on teaching sociology or psychology </li></ul>
  5. 5. Which issues interest you? <ul><li>Discuss with a partner the ideas you have had so far… </li></ul>
  6. 6. Zooming in: which issue to choose? <ul><li>Which issue would you be able to reflect on in relation to your own Phase A and/or Phase B teaching? </li></ul><ul><li>Which issue would you be able to investigate in the early stages of Phase B? </li></ul><ul><li>Could you observe or interview staff and/or students about this issue in your school? </li></ul><ul><li>Which issue will you be able to locate academic articles, chapters, books etc on? </li></ul>
  7. 7. What support can I expect? <ul><li>Discussion in your tutorial on your choice of focus </li></ul><ul><li>Feedback on your synopsis </li></ul><ul><li>References to research and texts recommended during A1 and B1 subject sessions – look back at your notes </li></ul><ul><li>Reading lists in your subject handbooks </li></ul><ul><li>Please do not ask your tutor to comment on your draft assignment </li></ul><ul><li>Draw on lessons learned/advice given in the formative assessment of your first assignment </li></ul>
  8. 8. Zooming in: which issue to choose and what underpins it? <ul><li>What are the theoretical and pedagogical frameworks that underpin this issue? </li></ul><ul><li>i.e In English and Media… </li></ul><ul><li>Discussion of multi–modal texts in the curriculum would be underpinned by theories of: critical literacy; visual literacy and the grammar of design and frameworks such as the 2008 National Curriculum programmes of study. </li></ul>
  9. 9. Zooming in: which issue to choose and what underpins it? <ul><li>i.e…. In History </li></ul><ul><li>Exploration of an emotive issue would be underpinned by theories of Identity and Historical Identity or Historical Consciousness and historical frameworks connected with testimony, memory and objectivity. </li></ul>
  10. 10. Advice <ul><li>Focus on a very specific subject- related question not a broad topic. </li></ul><ul><li>Once you have chosen your issue, focus on a specific class through which you can explore it. </li></ul><ul><li>Read widely and reflect on critical academic literature on this topic </li></ul><ul><li>Reflect on, research and critique your own developing practice </li></ul><ul><li>Don’t make generalisations based on limited experiences </li></ul><ul><li>Remember: you are writing a 5000 word study not a dissertation or a thesis! </li></ul>
  11. 11. How should I begin work? <ul><li>Choose your issue </li></ul><ul><li>Mindmap or list possible questions about that issue </li></ul><ul><li>Settle on a question which: </li></ul><ul><li>interests and engages you </li></ul><ul><li>can be realistically explored through research, reading and reflection in the time you have </li></ul><ul><li>Will aid your further professional development </li></ul>
  12. 12. Synopsis submission <ul><li>You will need to submit a synopsis to your tutor for discussion and approval </li></ul><ul><li>Each subject area has their own arrangements and deadlines for synopsis submission – check these with your tutor </li></ul>
  13. 13. Reading required <ul><li>Books </li></ul><ul><li>Journal articles </li></ul><ul><li>Conference papers </li></ul><ul><li>DCSF documents </li></ul><ul><li>Ofsted reports </li></ul><ul><li>Professional literature </li></ul><ul><li>TES articles </li></ul>
  14. 14. Good academic habits <ul><li>Begin reading early – School of Ed. Library is moving to at Easter </li></ul><ul><li>When reading, record the exact source, page, date of any quotations you note down </li></ul><ul><li>Don’t use Wikipedia or other unreliable sources! </li></ul><ul><li>Keep to the word limit (5000 words) </li></ul><ul><li>Be aware of the need for academic honesty and the severe penalties for plagiarism (refer to pages 9.6 – 9.7 in your course handbook) </li></ul>
  15. 15. Referencing your reading <ul><li>References - use Harvard system </li></ul><ul><li>Do not use footnotes </li></ul><ul><li>Refer to the annotated guidance sheet issued in this session </li></ul><ul><li>Refer to additional support on Blackboard </li></ul><ul><li>Reference list at end of assignment: this should only list the texts you have referred to in your assignment not all those you have read in preparation for writing it </li></ul>
  16. 16. Referencing your reading <ul><li>If you use the TDC (or any other text) and cite the texts referred to in it then you must acknowledge the original source of your information. Do not try to pass off this reading as your own! </li></ul><ul><li>i.e. for a direct quotation: </li></ul><ul><li>(Zebedee, 1998: 24 as cited in Dylan, 2007: 12) </li></ul><ul><li>i.e. for a paraphrase: </li></ul><ul><li>(Zebedee 1998 as cited in Dylan 2007) </li></ul>
  17. 17. Structure of Assignment 2 <ul><li>Refer to page 3.7 Course handbook for some suggested layouts. </li></ul><ul><li>We recommend 2 structures (see OHT) </li></ul><ul><li>Whatever layout you choose you need to include: </li></ul><ul><li>A cover title page </li></ul><ul><li>Abstract </li></ul><ul><li>Contents table </li></ul><ul><li>Introduction </li></ul><ul><li>Background </li></ul><ul><li>Outline </li></ul><ul><li>Main section of analysis and evaluation </li></ul><ul><li>Conclusion </li></ul><ul><li>References </li></ul><ul><li>Use Subheadings to divide up your work clearly </li></ul>
  18. 18. What is an abstract? <ul><li>150-300 words </li></ul><ul><li>Synopsis of what you have done </li></ul><ul><li>Not an introduction </li></ul><ul><li>Present or past tense (not future) </li></ul><ul><li>The reader should be able to understand the scope, general focus/content and principal outcome of your study from the abstract. </li></ul>
  19. 19. Example of abstract <ul><li>This study explored the perspectives of newly qualified teachers (NQTs) in England, entering the profession in 2005 and 2006 about their training and induction to meet the needs of pupils with English as an additional language (EAL). Findings from a survey and interviews revealed that the greatest concerns of NQTs related to the teaching of literacy and the assessment of EAL pupils’ language skills. Perspectives on initial teacher training offered by English Higher Education Institutions (HEIs) were mixed, with greatest importance given to the quality of school placements offered by training providers. </li></ul>
  20. 20. 167 words (Hall & Cajkler, forthcoming) <ul><li>Collaborative support was reported to be available in the induction year, by the third term of which confidence levels had risen. NQTs had found ways to develop their skills in teaching and assessing pupils with EAL. Nevertheless, while encouraging, the reported levels were not yet such that either teachers or the Training and Development Agency for Schools (TDA), the body responsible for teacher training in England, could feel satisfied with this aspect of teacher development. </li></ul>
  21. 21. Present tense: 151 <ul><li>This paper analyses the way English grammar is described in Grammar for Reading (DfES, 2003a, 2003b) and the pedagogy that underpins the document. The following features are considered: the accuracy of the grammatical description and its evidence base, the meaning of Grammar for Reading, and the evidence presented in support of this approach. While the description of English grammar at the beginning of each module is accurate and potentially helpful, the grammatical observations accompanying texts and activities are often vague and misleading. Furthermore, the value of Grammar for Reading’ s reductive approach to engaging with texts is called into question. </li></ul><ul><li>(Cajkler & Dymoke, 2005) </li></ul>
  22. 22. Appendices <ul><li>Be selective and link appendices firmly into the text </li></ul><ul><li>You may add transcripts, questionnaires or similar data-gathering items </li></ul><ul><li>No effect on word length, but .. </li></ul><ul><li>Clear links essential (not loose appendages). </li></ul>
  23. 23. In conclusion… <ul><li>Two files of further advice on Blackboard: </li></ul><ul><li>‘ Writing the curriculum study’ </li></ul><ul><li>‘ Quick Guide to Referencing’ </li></ul><ul><li>Deadline for submission: Monday 21 st April 2008 </li></ul><ul><li>Extensions only given for very good reasons. </li></ul><ul><li>(Extension form on Blackboard to be signed and submitted to your tutor.) </li></ul>
  24. 24. Finally… Good Luck!