Module three L3S210

Module 3Module 3

How can educational research How can educational research inform our knowledge and inform our knowledge and understanding of educational understanding of educational issues and so enhance issues and so enhance educational policies and educational policies and practices?practices?

This module aims to:This module aims to:

Extend understandings of teacher Extend understandings of teacher professionalism and professionalityprofessionalism and professionalityExplore concerns about the research Explore concerns about the research practice connection in educationpractice connection in educationIdentify examples of the way educational Identify examples of the way educational research can link to the practice of research can link to the practice of teachers, schools and educatorsteachers, schools and educators

Please work through the notes and the Please work through the notes and the readings about professionalityreadings about professionality

Review the steps taken in the example ofReview the steps taken in the example of

Modelling the process for topic Modelling the process for topic exploration:exploration:

The case of the Australian National The case of the Australian National Assessment Program Assessment Program

PlagiarismPlagiarism

“ “Knowingly presenting the work or property Knowingly presenting the work or property of another person as if it were one's own. of another person as if it were one's own. Plagiarism is a form of Academic Plagiarism is a form of Academic Misconduct” (Griffith University, 2007). Misconduct” (Griffith University, 2007).

Explore your own concepts of this further:Explore your own concepts of this further:

http://www.indiana.edu/~istd/practice.html

DO THE TUTORIALDO THE TUTORIAL

Group Activity: Developing a Group Activity: Developing a mind mapmind map

Read the Leech (2008) paper Read the Leech (2008) paper Identify conceptsIdentify concepts Write concepts on Post-It notesWrite concepts on Post-It notes

Brief description in your own wordsBrief description in your own words Reference: Author, Date, page numberReference: Author, Date, page number Construct map on A3 pageConstruct map on A3 page

Draw lines to show relationshipsDraw lines to show relationships Share this map with the classShare this map with the class Draw your own mind map for CSCNEPA (2007) Draw your own mind map for CSCNEPA (2007)

and for your topicand for your topic

Preparation for Module 4 Weekend Preparation for Module 4 Weekend Workshop 1Workshop 1

Use the approaches outlined in module 3 to prepare a Use the approaches outlined in module 3 to prepare a mind map on your topic to present to the group at the mind map on your topic to present to the group at the week 4 Module 4 Saturday Workshop.week 4 Module 4 Saturday Workshop.

On the day, bring:On the day, bring:

mind map of your topic to discuss with a group and mind map of your topic to discuss with a group and gain feedback to work on refining your topic and gain feedback to work on refining your topic and annotated bibliographyannotated bibliography

Look out for an email in the near future with all the Look out for an email in the near future with all the details for the weekend workshop including the room details for the weekend workshop including the room locations at the Gold Coast campus. locations at the Gold Coast campus.

Annotation – module 4Annotation – module 4

O’Leary 2004 provides a framework for O’Leary 2004 provides a framework for developing individual annotations (p75)developing individual annotations (p75)

Citation – APA 5thCitation – APA 5th

Author/AudienceAuthor/Audience

SummarySummary

Critical comment Critical comment

Relevance.Relevance.

AnnotationAnnotation

Use the O’Leary format to make notes in Use the O’Leary format to make notes in your Endnote library and you will have the your Endnote library and you will have the information you need for your Assignment information you need for your Assignment OneOne

Presentation PreparationPresentation Preparation

Create a Mind map of your topic of interestCreate a Mind map of your topic of interest

Read several papers to do thisRead several papers to do thisPrepare a 4 minute presentation that explains Prepare a 4 minute presentation that explains your mind mapyour mind map

Use the mind map of your topic as the stimulus Use the mind map of your topic as the stimulus to present your current thinking on your topic to present your current thinking on your topic with the groupwith the group

Presentation PreparationPresentation PreparationYour presentation will help you to gain feedback to Your presentation will help you to gain feedback to finalise the paper for your first assignment. You can finalise the paper for your first assignment. You can bring this electronically to display to the group or as a bring this electronically to display to the group or as a hard copy (20 copies please). You will need to be able hard copy (20 copies please). You will need to be able to tell the group the following:to tell the group the following:

What is the education issue you are exploring? What is the education issue you are exploring? Why is it important to you?Why is it important to you?

Describe the key concepts and the connections Describe the key concepts and the connections between these concepts that you have between these concepts that you have identified from your research to date. In other identified from your research to date. In other words explain your mind map.words explain your mind map.

EnglishHELPEnglishHELP

(07) 3735 3735

Seeking support from EnglishHELP has made the difference between failing and passing in this course

Module ThreeModule Three

How can educational research How can educational research inform our knowledge and inform our knowledge and

understanding of educational understanding of educational issues and so enhance issues and so enhance educational policies and educational policies and

practices? practices?

This module aims to:This module aims to:

Extend understandings of teacher Extend understandings of teacher professionalism and professionalityprofessionalism and professionalityExplore concerns about the research Explore concerns about the research practice connection in educationpractice connection in educationIdentify examples of the way educational Identify examples of the way educational research can link to the practice of research can link to the practice of teachers, schools and educatorsteachers, schools and educators

This module aims to:This module aims to:

Further develop information literacy skills Further develop information literacy skills through an exploration of the topic through an exploration of the topic Australian National Assessment to model Australian National Assessment to model the process of individual workthe process of individual work

Understand what plagiarism is and how to Understand what plagiarism is and how to avoid instances in your academic workavoid instances in your academic work

Meeting the ChallengesMeeting the Challenges

Educational research could help us meet the Educational research could help us meet the challenges facing Australian education by: challenges facing Australian education by:

strengthening teachers’ professional knowledge strengthening teachers’ professional knowledge creating a culture of professional learningcreating a culture of professional learningpositioning teachers as experts and learnerspositioning teachers as experts and learners enhancing teacher professionalism and enhancing teacher professionalism and

professionalityprofessionality

ProfessionalismProfessionalism

A collective notionA collective notion

A contested term: two approaches to A contested term: two approaches to professionalismprofessionalism

Homogeneity of values and viewpoints across Homogeneity of values and viewpoints across the collectivethe collective

Approaches to ProfessionalismApproaches to Professionalism

Essentialist approach: Essentialist approach: definition of an ideal for professional conduct definition of an ideal for professional conduct a set of defining characteristicsa set of defining characteristics representation of a service level agreementrepresentation of a service level agreement externally imposedexternally imposed

Approaches to ProfessionalismApproaches to Professionalism

Socially constructed approachSocially constructed approach identifies a range of historically bound descriptions, identifies a range of historically bound descriptions,

each with its own implications for professional each with its own implications for professional practicepractice

professionalism is susceptible to different professionalism is susceptible to different constructions according to time, place, policy constructions according to time, place, policy environment and the discursive disposition of its environment and the discursive disposition of its advocates and criticsadvocates and critics

attitudes and behaviours that teachers possess attitudes and behaviours that teachers possess towards their profession i.e. offers possibilities for towards their profession i.e. offers possibilities for teachers taking greater control and responsibility for teachers taking greater control and responsibility for their work.their work.

ProfessionalityProfessionality

Individuals are the basic components of a professionIndividuals are the basic components of a professionProfessionality is a key constituent element of Professionality is a key constituent element of professionalism, which is the amalgam of many professionalism, which is the amalgam of many professionalitiesprofessionalitiesThe knowledge, skills and procedures that individual The knowledge, skills and procedures that individual teachers use in their work can be called professionality teachers use in their work can be called professionality (stance to profession) (stance to profession) Restricted Professionality: Restricted Professionality: a narrowly prescribed, a narrowly prescribed, classroom-centred autonomy where teachers are classroom-centred autonomy where teachers are totally free to do their own thingtotally free to do their own thingExtended Professionality: Extended Professionality: teachers embrace a wider, teachers embrace a wider, collaborative vision of teaching that involved collaborative vision of teaching that involved networking beyond their own classroomnetworking beyond their own classroom

Continuum of ProfessionalityContinuum of Professionality

Restricted Extended

your professional location (professionality orientation)

Where do you fit?Where do you fit?

Answer the following questions in order to decide Answer the following questions in order to decide your professionality orientation i.e. where you fit on your professionality orientation i.e. where you fit on the continuum.the continuum.

1.1. How do you view education: as a classroom-based How do you view education: as a classroom-based activity or from a wider perspective? activity or from a wider perspective? VisionVision

2.2. Does experience (ie. the day-to-day practicalities of Does experience (ie. the day-to-day practicalities of “what works”) or educational theory underpin your “what works”) or educational theory underpin your practices? practices? ReasonReason

3.3. What guides your decision-making: intuition (what I What guides your decision-making: intuition (what I feel is/should be right) or evidence (drawn from feel is/should be right) or evidence (drawn from research or successful practices)? research or successful practices)? ValuesValues

4.4. Do you see yourself as being totally free to do your Do you see yourself as being totally free to do your own thing in the classroom? own thing in the classroom? AutonomyAutonomy

5.5. Do you Do you network beyond your classroom? network beyond your classroom? Professional Professional CommunityCommunity

Research and PracticeResearch and Practice

Lack of connection between research and Lack of connection between research and practice in educationpractice in education Research lacks authorityResearch lacks authority Research lacks relevance to practiceResearch lacks relevance to practice Research is not accessible to usersResearch is not accessible to users Education systems lack the ability to respond Education systems lack the ability to respond

to educational researchto educational research

Kennedy 1997:4

Linking research and practiceLinking research and practice

Teachers read research and then use it in Teachers read research and then use it in their classroom. their classroom. Professional associations develop summary Professional associations develop summary guides guides Sustained long terms professional Sustained long terms professional development development Policymakers often identified problems and Policymakers often identified problems and solutions on the basis of research work. solutions on the basis of research work. Long term collaborative projects Long term collaborative projects Design experimentsDesign experiments

Burkhardt and Schoenfeld (2003:3-4)

MODULE THREE ACTIVITYMODULE THREE ACTIVITY

Read: Read:

Ancess, J., Barnett, E., & Allen, D. (2007). Ancess, J., Barnett, E., & Allen, D. (2007). Using research to inform practice of Using research to inform practice of teachers, schools and school reform teachers, schools and school reform organizations. organizations. Theory into Practice, 46Theory into Practice, 46(4), (4), 325-333.325-333.

Reflect on the followingReflect on the following

How do the examples of the research identified in How do the examples of the research identified in this article demonstrate connections between this article demonstrate connections between research and practice in terms of: research and practice in terms of:

authorityauthority relevance relevance accessibilityaccessibility education systems ability to respond to educational education systems ability to respond to educational

researchresearch

What models of research and practice have been What models of research and practice have been drawn upon in these examples? How are they similar drawn upon in these examples? How are they similar or different to the models identified by Burkhardt and or different to the models identified by Burkhardt and Schoenfeld (2003:3-4).Schoenfeld (2003:3-4).How should the connection between research and How should the connection between research and practice be strengthened? practice be strengthened?

Modelling the process Modelling the process for topic explorationfor topic exploration

The Australian National The Australian National CurriculumCurriculum

Exploring an initial idea:Exploring an initial idea:

Do a Google search on the topic:Do a Google search on the topic:

Identified this article onlineIdentified this article online

www.abc.net.au/news/stories/2010/04/12/2869909.htm

Was it published?Was it published?

Important to check out whether this was Important to check out whether this was actually published?actually published?Search of the newspapers via "Library Search of the newspapers via "Library Press Display". This provides full-text Press Display". This provides full-text access to text and images of 500 access to text and images of 500 newspapers from 70 countries. newspapers from 70 countries.

Identify the topic or issueIdentify the topic or issue

Several bodies, including parents and teacher’s Several bodies, including parents and teacher’s unions are concerned about the move to publish unions are concerned about the move to publish the results of the National Assessment program the results of the National Assessment program on a public website, the My Schools website. on a public website, the My Schools website. What are their key concerns about how this What are their key concerns about how this move and its implications for the possible move and its implications for the possible development of League Tables and the development of League Tables and the introduction of increased accountability for introduction of increased accountability for teachers?teachers?

Developing a search strategyDeveloping a search strategy

Use the Use the Education Research TutorialEducation Research Tutorial located under located under

ResourcesResources in the course in the course

Learning@GriffithLearning@Griffith course website course website

Make sure you use the library databases Make sure you use the library databases and the library catalogue.and the library catalogue.

Developing a mind mapDeveloping a mind map

Construct a preliminary mind map using ovals or Construct a preliminary mind map using ovals or boxesboxesIdentify and label the linking lines between Identify and label the linking lines between concepts that serve to form propositions that concepts that serve to form propositions that relate ideas.relate ideas.Make cross- link connections between different Make cross- link connections between different domains of knowledgedomains of knowledgeContinually revise map and consider them never Continually revise map and consider them never finalfinalmind maps help you understand and translate mind maps help you understand and translate your reading into your own workyour reading into your own work

PlagiarismPlagiarism

“ “Knowingly presenting the work or property of Knowingly presenting the work or property of another person as if it were one's own. another person as if it were one's own. Plagiarism is a form of Academic Misconduct” Plagiarism is a form of Academic Misconduct” (Griffith University, 2007). (Griffith University, 2007).

Explore your own concepts of this further:Explore your own concepts of this further:

http://www.indiana.edu/~istd/practice.html

Develop a group mind mapDevelop a group mind map

In groups of 3 – 4 people prepare a mind In groups of 3 – 4 people prepare a mind map on the paper ‘Setting the Course’ map on the paper ‘Setting the Course’ (Leech: 2008) to share with the group.(Leech: 2008) to share with the group.

Group Activity: Developing a Group Activity: Developing a mind mapmind map

Read the Leech (2008) paper Read the Leech (2008) paper Identify conceptsIdentify concepts Write concepts on Post-It notesWrite concepts on Post-It notes

Brief description in your own wordsBrief description in your own words Reference: Author, Date, page numberReference: Author, Date, page number Construct map on A3 pageConstruct map on A3 page

Draw lines to show relationshipsDraw lines to show relationships Share this map with the classShare this map with the class Draw your own mind map for your topicDraw your own mind map for your topic

Preparation for Module 4 Weekend Preparation for Module 4 Weekend Workshop 1Workshop 1

Use the approaches outlined in module 3 to prepare a Use the approaches outlined in module 3 to prepare a mind map on your topic to present to the group at the mind map on your topic to present to the group at the week 4 Module 4 Saturday Workshop.week 4 Module 4 Saturday Workshop.

On the day, bring:On the day, bring:

mind map of your topic to discuss with a group and mind map of your topic to discuss with a group and gain feedback to work on refining your topic and gain feedback to work on refining your topic and annotated bibliographyannotated bibliography

Look out for an email in the near future with all the Look out for an email in the near future with all the details for the weekend workshop including the room details for the weekend workshop including the room locations at the Gold Coast campus. locations at the Gold Coast campus.

Presentation PreparationPresentation PreparationUse the mind map of your topic as the stimulus to Use the mind map of your topic as the stimulus to present your current thinking on your discussion paper present your current thinking on your discussion paper with a group. Your presentation will help you to gain with a group. Your presentation will help you to gain feedback to finalise the paper for your first assignment. feedback to finalise the paper for your first assignment. You can bring this electronically to display to the group You can bring this electronically to display to the group or as a hard copy (20 copies please). You will need to or as a hard copy (20 copies please). You will need to be able to tell the group the following:be able to tell the group the following:

What is the education issue you are exploring? What is the education issue you are exploring? Why is it important to you?Why is it important to you?Describe the key concepts and the connections Describe the key concepts and the connections between these concepts that you have between these concepts that you have identified from your research to date. In other identified from your research to date. In other words explain your mind map.words explain your mind map.

At the end of this module, you At the end of this module, you should have:should have:

Read the set readings and study notesRead the set readings and study notesCompleted the activities for self reflectionCompleted the activities for self reflectionDeveloped a search strategy for newspapers and Developed a search strategy for newspapers and databases on the topic of national curriculum.databases on the topic of national curriculum.Explored the use of mind mapping as a strategy for Explored the use of mind mapping as a strategy for organising ideas when exploring research topics.organising ideas when exploring research topics.Explored the notion of plagiarism and how to avoid Explored the notion of plagiarism and how to avoid common types of plagiarism in your academic work.common types of plagiarism in your academic work.Identified an educational issue for further investigation Identified an educational issue for further investigation for assessment and used the above strategies to identify for assessment and used the above strategies to identify and read the literature identified.and read the literature identified.

EnglishHELPEnglishHELP

(07) 3735 3735

Seeking support form EnglishHELP has made the difference between failing and passing in this course