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Teachers as Consumers of Educational Research
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Teachers as Consumers of Educational Research


Here is the ppt for our first meeting together in Halifax (Summer I, 2012).

Here is the ppt for our first meeting together in Halifax (Summer I, 2012).

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  • 1. +GCRD 6353Teachers as InformedConsumers ofEducational Research Colin Lankshear & Michele Knobel &
  • 2. + Research as systematic inquiry p. 29 of your textbook
  • 3. + Relationship of Research Logic to Evaluation Template  Context of study (purpose, question, problem area, relevant other research)  Framework (theory and concepts)  Design and methodology  The evaluative template (Appendix 1 in your syllabus)
  • 4. + Tasks for today  Forming work groups (teams) & sending names and email addresses to Michele & Colin  Kitting up (key resources for the semester)  Becoming familiar with the evaluative template  Practising with the template in work groups using the Gainer article we’ve supplied  Locating a literacy research-based paper to critique (that all members of a group can “relate to”)
  • 5. + Forming work groups  Ideally 4-6 members  Likely to share some common interest to help with article selection  Likely to be able to work together online and offline and contribute equally to the final analytic paper
  • 6. + Kitting up Using Google Docs to write collaboratively ( ) Using the internet to communicate between meetings (e.g., or messenger/chat, blog, Twitter, email) Resources for finding a suitable article (e.g., ; MSVU online article archives)
  • 7. + Using Google Docs
  • 8. + Google Docs (cont.)
  • 9. + Google Docs (cont.)
  • 10. + Google Docs (cont.)Title yourdocument here
  • 11. + Google docs (cont.)  Share your Google Docs with Colin and Michele: colin.lankshear@gmailcom
  • 12. + Using Scholar Google as a meta- search engine Select “Scholar Preferences”
  • 13. + Scholar Google (cont.) Write out uni name in full
  • 14. + Scholar Google (cont.) Place check mark in box
  • 15. + Scholar Google (cont.)
  • 16. + Critiquing Gainer article  In groups, work through the Gainer article, using the analytic template found in Appendix 1 of your syllabus to guide your evaluation  Discuss as a whole group  This is a sampling of the kind of process you’ll go through for writing your final paper
  • 17. + Finding a focus article  The article must be relevant to literacy studies.  The article must be a peer-reviewed and formally published research article.  Ideally published within the past 5 years.  You need to be truly interested in the focus of the article. Focus must be good and “meaty”  The focus of your article needs to have a prior history of research – be part of a research area or field  Your final paper must engage with debates, present an argument, and include critique (your group needs to take a theorised position and you’ll be reading well beyond your focus article)
  • 18. + Course website & additional resources /halifax-2012-consumers There are 3 examples of final papers posted here.