Research Literacy GEDU6170 MSVU

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Research Literacy GEDU6170 MSVU

  1. 1. GEDU 6170 Research Literacy Saad Chahine, PhD May 1, 2014
  2. 2. Breadth of Educational Research AERA http://www.aera.net/AboutAERA/tabid/10062/Default.aspx Divisions http://www.aera.net/AboutAERA/MemberConstituents/Division s/tabid/10178/Default.aspx SIGs http://www.aera.net/AboutAERA/MemberConstituents/SIGs/tab id/10179/Default.aspx
  3. 3. Forms • Articles • Journals/magazines • Conferences • Government/Institutional reports • Books (researched vs authored)
  4. 4. Quality • Blind Peer Reviewed Journal articles published in reputable academic journals • Blind Peer Reviewed Journal articles published in reputable academic journals • Research Reports by reputable institutions (caution: political agendas) • Edited Books • News Articles/Books (Major difference between authors and researchers)
  5. 5. Empirical Methods • Quantitative – Randomized control trials – Quasi experimental – Pre/post design • Qualitative – Case study – Ethnography – Phenomenology • Mixed Methods – Sequential – Concurrent – Iterative Writing that does not specify the method is usually not research based and is more opinion… in education there is a great deal of opinion on “what works”
  6. 6. Impetus for Research • Curiosity • Practical Need • Academic Funding • Contracted Funding* • Ongoing Concerns • Consistent body of evidence (Shank & Brown p.8)
  7. 7. Four basic goals 1. Create a useful public record – What good is it to do research, if the researchers do not share the results? 2. Write articles that are precise and accurate as possible – Researchers need to documents thoroughly and correctly any and all steps, procedures and findings 3. Create articles that are as clear as possible – Even the most complex ideas can be explained easily 4. Organize their articles in as orderly a fashion as possible – How does a piece of research fit in with the larger body of evidence? (Shank & Brown p. 10)
  8. 8. Tone of Articles 1. Rhetoric – expected tone of language of a community 2. Style guides – writing style conventions and guides e.g. APA style guide 3. Structures • textual structures, outlines, charts & figures, underlining or italicizing 4. Precedents • Rules, conventions, shared knowledge, shared assumptions
  9. 9. Start with Secondary Articles • These are often professional journals • http://www.ascd.org/publications/educational- leadership.aspx • http://www.canadianteachermagazine.com/ • Secondary Journals are not as rigorous as primary research journals sometimes more relevant for practice settings
  10. 10. Types of Secondary Articles • Lay review – Provide some exposure to the topic • Focused Review – Systematic review of research • Action Plan – Focused review with a piece on how to move forward • Interview – A published interview transcript often informative • Opinion Piece – Difficult to evaluate, many of these in education
  11. 11. Activity • In groups review the article you were provided • As a larger group identify: – Purpose – Methodology – Importance – Relevance to Education

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