Module three L3S210

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  • ideas: Need for a national curriculum; history; quality; consensus/co-operation; benefits/potential (avoid unnecessary duplication, smooth transitions between states; close gaps in academic standards & achievement between states; boost retention rates); aim of National Curriculum Board (synthesis of best elements); commonalities: language to report achievement, standards, types of skills; curriculum consistency; National approach = core (essential content & skills), nationally consistent assessment standards, shared language, and a common nomenclature for reporting achievement; Challenges: state defense of systems; membership of Board; teacher/union involvement
  • Hindrances to the development of an extended professionality
  • Strategies for the development of an extended professionality
  • collaboration with school practitioners trusting, respectful and credible researcher-practitioner partnership with each making a unique contribution to issues under investigation; collaborative & co-constructivist approach; engagement in ongoing conversation; mutual ownership; mutually appropriate entry points for researcher, practitioner & school; no single model or blueprint, approach responsive to project
  • ideas: Need for a national curriculum; history; quality; consensus/co-operation; benefits/potential (avoid unnecessary duplication, smooth transitions between states; close gaps in academic standards & achievement between states; boost retention rates); aim of National Curriculum Board (synthesis of best elements); commonalities: language to report achievement, standards, types of skills; curriculum consistency; National approach = core (essential content & skills), nationally consistent assessment standards, shared language, and a common nomenclature for reporting achievement; Challenges: state defense of systems; membership of Board; teacher/union involvement
  • Module three L3S210

    1. 1. Module 3 <ul><li>How can educational research inform our knowledge and understanding of educational issues and so enhance educational policies and practices? </li></ul>
    2. 2. This module aims to: <ul><li>Extend understandings of teacher professionalism and professionality </li></ul><ul><li>Explore concerns about the research practice connection in education </li></ul><ul><li>Identify examples of the way educational research can link to the practice of teachers, schools and educators </li></ul>
    3. 3. <ul><li>Please work through the notes and the readings about professionality </li></ul><ul><li>Review the steps taken in the example of </li></ul><ul><li>Modelling the process for topic exploration: </li></ul><ul><li>The case of the Australian National Assessment Program </li></ul>
    4. 4. Plagiarism <ul><li>“ Knowingly presenting the work or property of another person as if it were one's own. Plagiarism is a form of Academic Misconduct” (Griffith University, 2007). </li></ul><ul><li>Explore your own concepts of this further: </li></ul><ul><li>http://www.indiana.edu/~istd/practice.html </li></ul><ul><li>DO THE TUTORIAL </li></ul>
    5. 5. Group Activity: Developing a mind map <ul><li>Read the Leech (2008) paper </li></ul><ul><li>Identify concepts </li></ul><ul><li>Write concepts on Post-It notes </li></ul><ul><ul><li>Brief description in your own words </li></ul></ul><ul><ul><li>Reference: Author, Date, page number </li></ul></ul><ul><li>Construct map on A3 page </li></ul><ul><ul><li>Draw lines to show relationships </li></ul></ul><ul><li>Share this map with the class </li></ul><ul><li>Draw your own mind map for CSCNEPA (2007) </li></ul><ul><li>and for your topic </li></ul>
    6. 6. Preparation for Module 4 Weekend Workshop 1 <ul><li>Use the approaches outlined in module 3 to prepare a mind map on your topic to present to the group at the week 4 Module 4 Saturday Workshop. </li></ul><ul><li>On the day, bring: </li></ul><ul><ul><ul><li>mind map of your topic to discuss with a group and gain feedback to work on refining your topic and annotated bibliography </li></ul></ul></ul><ul><li>Look out for an email in the near future with all the details for the weekend workshop including the room locations at the Gold Coast campus. </li></ul>
    7. 7. Annotation – module 4 <ul><li>O’Leary 2004 provides a framework for developing individual annotations (p75) </li></ul><ul><li>Citation – APA 5th </li></ul><ul><li>Author/Audience </li></ul><ul><li>Summary </li></ul><ul><li>Critical comment </li></ul><ul><li>Relevance. </li></ul>
    8. 8. Annotation <ul><li>Use the O’Leary format to make notes in your Endnote library and you will have the information you need for your Assignment One </li></ul>
    9. 9. Presentation Preparation <ul><li>Create a Mind map of your topic of interest </li></ul><ul><li>Read several papers to do this </li></ul><ul><li>Prepare a 4 minute presentation that explains your mind map </li></ul><ul><li>Use the mind map of your topic as the stimulus to present your current thinking on your topic with the group </li></ul>
    10. 10. Presentation Preparation <ul><li>Your presentation will help you to gain feedback to finalise the paper for your first assignment. You can bring this electronically to display to the group or as a hard copy (20 copies please). You will need to be able to tell the group the following: </li></ul><ul><ul><ul><li>What is the education issue you are exploring? Why is it important to you? </li></ul></ul></ul><ul><ul><ul><li>Describe the key concepts and the connections between these concepts that you have identified from your research to date. In other words explain your mind map. </li></ul></ul></ul>
    11. 11. EnglishHELP <ul><li>(07) 3735 3735 </li></ul><ul><li>Seeking support from EnglishHELP has made the difference between failing and passing in this course </li></ul>
    12. 12. Module Three <ul><li>How can educational research inform our knowledge and understanding of educational issues and so enhance educational policies and practices? </li></ul>
    13. 13. This module aims to: <ul><li>Extend understandings of teacher professionalism and professionality </li></ul><ul><li>Explore concerns about the research practice connection in education </li></ul><ul><li>Identify examples of the way educational research can link to the practice of teachers, schools and educators </li></ul>
    14. 14. This module aims to: <ul><li>Further develop information literacy skills through an exploration of the topic Australian National Assessment to model the process of individual work </li></ul><ul><li>Understand what plagiarism is and how to avoid instances in your academic work </li></ul>
    15. 15. Meeting the Challenges <ul><li>Educational research could help us meet the challenges facing Australian education by: </li></ul><ul><li>strengthening teachers’ professional knowledge </li></ul><ul><li>creating a culture of professional learning </li></ul><ul><li>positioning teachers as experts and learners </li></ul><ul><li>enhancing teacher professionalism and professionality </li></ul>
    16. 16. Professionalism <ul><li>A collective notion </li></ul><ul><li>A contested term: two approaches to professionalism </li></ul><ul><li>Homogeneity of values and viewpoints across the collective </li></ul>
    17. 17. Approaches to Professionalism <ul><li>Essentialist approach: </li></ul><ul><ul><li>definition of an ideal for professional conduct </li></ul></ul><ul><ul><li>a set of defining characteristics </li></ul></ul><ul><ul><li>representation of a service level agreement </li></ul></ul><ul><ul><li>externally imposed </li></ul></ul>
    18. 18. Approaches to Professionalism <ul><li>Socially constructed approach </li></ul><ul><ul><li>identifies a range of historically bound descriptions, each with its own implications for professional practice </li></ul></ul><ul><ul><li>professionalism is susceptible to different constructions according to time, place, policy environment and the discursive disposition of its advocates and critics </li></ul></ul><ul><ul><li>attitudes and behaviours that teachers possess towards their profession i.e. offers possibilities for teachers taking greater control and responsibility for their work. </li></ul></ul>
    19. 19. Professionality <ul><li>Individuals are the basic components of a profession </li></ul><ul><li>Professionality is a key constituent element of professionalism, which is the amalgam of many professionalities </li></ul><ul><li>The knowledge, skills and procedures that individual teachers use in their work can be called professionality (stance to profession) </li></ul><ul><li>Restricted Professionality: a narrowly prescribed, classroom-centred autonomy where teachers are totally free to do their own thing </li></ul><ul><li>Extended Professionality: teachers embrace a wider, collaborative vision of teaching that involved networking beyond their own classroom </li></ul>
    20. 20. Continuum of Professionality
    21. 21. Where do you fit? <ul><li>Answer the following questions in order to decide your professionality orientation i.e. where you fit on the continuum. </li></ul><ul><ul><ul><li>1. How do you view education: as a classroom-based activity or from a wider perspective? Vision </li></ul></ul></ul><ul><ul><ul><li>2. Does experience (ie. the day-to-day practicalities of “what works”) or educational theory underpin your practices? Reason </li></ul></ul></ul><ul><ul><ul><li>3. What guides your decision-making: intuition (what I feel is/should be right) or evidence (drawn from research or successful practices)? Values </li></ul></ul></ul><ul><ul><ul><li>4. Do you see yourself as being totally free to do your own thing in the classroom? Autonomy </li></ul></ul></ul><ul><ul><ul><li>5. Do you network beyond your classroom? Professional Community </li></ul></ul></ul>
    22. 22. Research and Practice <ul><li>Lack of connection between research and practice in education </li></ul><ul><ul><li>Research lacks authority </li></ul></ul><ul><ul><li>Research lacks relevance to practice </li></ul></ul><ul><ul><li>Research is not accessible to users </li></ul></ul><ul><ul><li>Education systems lack the ability to respond to educational research </li></ul></ul>Kennedy 1997:4
    23. 23. Linking research and practice <ul><li>Teachers read research and then use it in their classroom. </li></ul><ul><li>Professional associations develop summary guides </li></ul><ul><li>Sustained long terms professional development </li></ul><ul><li>Policymakers often identified problems and solutions on the basis of research work. </li></ul><ul><li>Long term collaborative projects </li></ul><ul><li>Design experiments </li></ul>Burkhardt and Schoenfeld (2003:3-4)
    24. 24. MODULE THREE ACTIVITY <ul><li>Read: </li></ul><ul><li>Ancess, J., Barnett, E., & Allen, D. (2007). Using research to inform practice of teachers, schools and school reform organizations. Theory into Practice, 46 (4), 325-333. </li></ul>
    25. 25. Reflect on the following <ul><li>How do the examples of the research identified in this article demonstrate connections between research and practice in terms of: </li></ul><ul><ul><li>authority </li></ul></ul><ul><ul><li>relevance </li></ul></ul><ul><ul><li>accessibility </li></ul></ul><ul><ul><li>education systems ability to respond to educational research </li></ul></ul><ul><li>What models of research and practice have been drawn upon in these examples? How are they similar or different to the models identified by Burkhardt and Schoenfeld (2003:3-4). </li></ul><ul><li>How should the connection between research and practice be strengthened? </li></ul>
    26. 26. Modelling the process for topic exploration The Australian National Curriculum
    27. 27. Exploring an initial idea: <ul><li>Do a Google search on the topic: </li></ul><ul><li>Identified this article online </li></ul><ul><li>www.abc.net.au/news/stories/2010/04/12/2869909.htm </li></ul>
    28. 28. Was it published? <ul><li>Important to check out whether this was actually published? </li></ul><ul><li>Search of the newspapers via &quot;Library Press Display&quot;. This provides full-text access to text and images of 500 newspapers from 70 countries. </li></ul>
    29. 29. Identify the topic or issue <ul><li>Several bodies, including parents and teacher’s unions are concerned about the move to publish the results of the National Assessment program on a public website, the My Schools website. What are their key concerns about how this move and its implications for the possible development of League Tables and the introduction of increased accountability for teachers? </li></ul>
    30. 30. Developing a search strategy <ul><li>Use the Education Research Tutorial located under </li></ul><ul><li>Resources in the course </li></ul><ul><li>[email_address] course website </li></ul><ul><li>Make sure you use the library databases and the library catalogue. </li></ul>
    31. 31. Developing a mind map <ul><li>Construct a preliminary mind map using ovals or boxes </li></ul><ul><li>Identify and label the linking lines between concepts that serve to form propositions that relate ideas. </li></ul><ul><li>Make cross- link connections between different domains of knowledge </li></ul><ul><li>Continually revise map and consider them never final </li></ul><ul><li>mind maps help you understand and translate your reading into your own work </li></ul>
    32. 32. Plagiarism <ul><li>“ Knowingly presenting the work or property of another person as if it were one's own. Plagiarism is a form of Academic Misconduct” (Griffith University, 2007). </li></ul><ul><li>Explore your own concepts of this further: </li></ul><ul><li>http://www.indiana.edu/~istd/practice.html </li></ul>
    33. 33. Develop a group mind map <ul><li>In groups of 3 – 4 people prepare a mind map on the paper ‘Setting the Course’ (Leech: 2008) to share with the group. </li></ul>
    34. 34. Group Activity: Developing a mind map <ul><li>Read the Leech (2008) paper </li></ul><ul><li>Identify concepts </li></ul><ul><li>Write concepts on Post-It notes </li></ul><ul><ul><li>Brief description in your own words </li></ul></ul><ul><ul><li>Reference: Author, Date, page number </li></ul></ul><ul><li>Construct map on A3 page </li></ul><ul><ul><li>Draw lines to show relationships </li></ul></ul><ul><li>Share this map with the class </li></ul><ul><li>Draw your own mind map for your topic </li></ul>
    35. 35. Preparation for Module 4 Weekend Workshop 1 <ul><li>Use the approaches outlined in module 3 to prepare a mind map on your topic to present to the group at the week 4 Module 4 Saturday Workshop. </li></ul><ul><li>On the day, bring: </li></ul><ul><ul><ul><li>mind map of your topic to discuss with a group and gain feedback to work on refining your topic and annotated bibliography </li></ul></ul></ul><ul><li>Look out for an email in the near future with all the details for the weekend workshop including the room locations at the Gold Coast campus. </li></ul>
    36. 36. Presentation Preparation <ul><li>Use the mind map of your topic as the stimulus to present your current thinking on your discussion paper with a group. Your presentation will help you to gain feedback to finalise the paper for your first assignment. You can bring this electronically to display to the group or as a hard copy (20 copies please). You will need to be able to tell the group the following: </li></ul><ul><ul><ul><li>What is the education issue you are exploring? Why is it important to you? </li></ul></ul></ul><ul><ul><ul><li>Describe the key concepts and the connections between these concepts that you have identified from your research to date. In other words explain your mind map. </li></ul></ul></ul>
    37. 37. At the end of this module, you should have: <ul><li>Read the set readings and study notes </li></ul><ul><li>Completed the activities for self reflection </li></ul><ul><li>Developed a search strategy for newspapers and databases on the topic of national curriculum. </li></ul><ul><li>Explored the use of mind mapping as a strategy for organising ideas when exploring research topics. </li></ul><ul><li>Explored the notion of plagiarism and how to avoid common types of plagiarism in your academic work. </li></ul><ul><li>Identified an educational issue for further investigation for assessment and used the above strategies to identify and read the literature identified. </li></ul>
    38. 38. EnglishHELP <ul><li>(07) 3735 3735 </li></ul><ul><li>Seeking support form EnglishHELP has made the difference between failing and passing in this course </li></ul>

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