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Navigation short-cut: Session jump by number

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Session 1 - Monday, 18 Jan

Before class

  • Get your hands on the textbook (Taber, 2007, Classroom-based research and evidence-based practice). The bookstore should have it, Amazon has it, used copies are fine
  • Cruise the CourseSite and the wiki, list of bookmarks

During class (ppt )

  • Housekeeping
    • Introductions
    • Syllabus
    • The textbook and its author, how to use (e.g., disambiguation)
    • Where this course aims to situate itself
  • Conceptual work
    • The complexity of education research in real environments
      • Opening vignette
        • Let's have a look at a PowerPoint
        • Now let's learn the backstory
        • ...and what was the rest of the story?
      • Unpacking the assumptions
        • Views of students
        • Views of testing
        • Views of technology
        • Views of teachers / "solutions" to problems
        • ...anything to inform us when looking at this ?
    • A metaphor for what we're after (or might be after) when researching in classrooms: Have a banana
  • Closure

After class

  • Reading
    • Taber, Ch. 1 & 2
    • Boster et al., 2006
  • Assignments
    • WTL: What prior experiences have you had in reading research? Doing research?
    • Topic forum: Post three (or more) questions you have about K-12 teaching and learning.

Session 2 - Monday, 25 Jan

Before class

  • Complete reading
  • WTL: What prior experiences have you had in reading research? Doing research?
  • Topic forum: Post three (or more) questions you have about K-12 teaching and learning.

During class (ppt )

  • Housekeeping
  • Conceptual work
    • Prior research experiences?
    • Ontology & Epistemology
    • UTOS and all that (Cronbach)
    • Interpretation: Generalization, causal inference, etc.
    • Paradigms: Medical model, SBR, & CBR (et al.?)
    • Discussion of classroom observation assign
  • Closure

After class

  • Reading
    • Taber, Ch. 3 & 4
    • Friedman & Heafner, 2007
    • Heafner & Friedman, 2008
  • Assignments
    • WTL
    • Create and post a representation of the Friedman & Heafner / Heafer & Friedman UTOS
    • Brainstorm project topic
    • Start locating articles for research reviews
    • Complete classroom observation assignment #1. (Remember: The due dates on this are flexible, but do let me know what to (not) expect. Just send an email.

Session 3 - Monday, 1 Feb

Before class

  • Complete reading
  • Classroom observations: If you're not going to have it for this week, let me know to (not) expect this and approx. when you think you will have it. If you need some discussion about venues, what you're looking for, etc., let me know!

During class (ppt )

  • Housekeeping
  • Conceptual work
    • Re-cap of last week: UTOS, interpretation, Boster et al., 2006
    • Something we didn't get to last week: Paradigms: Medical model, SBR, & CBR (et al.?)
    • How to read a research paper
      • Sections
      • Strategies / patterns in reading
        • Findings first (the non-researcher's approach)
        • Tables and figures first (the 'What do you got to convince me?' approach)
        • Methodology first (the measurement and evaluation specialist's approach)
        • Read the intro, stop at the RQs, predict the lit search (the topic specialist / snob approach)
        • UTOS it, identify IVs & DVs, summarize outcomes, make your own notes (i.e., wrestle it to the ground and club it into submission)
      • Writing / logging what you read
    • Looking at the reading: Friedman & Heafner, 2007; Heafner & Friedman, 2008. What kinds of diagrams did you come up with? What do you think of the design & results?
    • Research questions: What are they, how to evaluate them, how to feel your way towards one, & the difference between the research question you WANT to address vs. the one you CAN address
    • Beginning to think about data: quant, qual, and when-where-why to use them.
    • Time permitting: Finding research articles
  • Closure

After class

  • Reading
    • Taber, Ch. 5 & 6
    •  Pierson, 2001
  • Assignments 
    • WTL
      • Comment on another's project topic
      • Refine your own topic brainstorm
    • Start locating opportunities for classroom observation
    • Work on research article reviews

Session 4 - Monday, 8 Feb

Before class

  • Complete reading
  • WTL
    • If you haven't already, post up something about your possible research topics. Just brainstorm! Don't hold back.
    • Comment on someone else's topic idea(s)
    • Refine your own topic idea(s)
  • Work on research article reviews

During class (ppt )

  • Housekeeping
  • Conceptual work
    • Classroom contexts for research
    • IRB and human subjects research
  • Closure

After class

  • Reading
    • Taber, Ch. 7 & 8
    • Pianta, la Paro, Payne, Cox, & Bradley, 2002
  • Assignments 
    • WTL
    • Complete research article review #1
    • Please at least explore the online IRB training from the National Institute of Health here .

Session 5 - Monday, 15 Feb

Before class

  • Complete the reading. Don't forget to think about your reading strategy!
  • Complete research article review
  • Look at the IRB materials linked above

During class (ppt )

  • Housekeeping
    • Anything to report about your research article review #1 experience?
    • Anything of interest in looking at IRB materials?
  • Conceptual work
    • Designing classroom research
      • Units
      • Treatments
      • Observations
      • Settings (espec. time)
    • Observations toolkit
      • Test items ... multiple formats; nifty tool in the form of the NAEP Questions database .
      • Observation
      • Document analysis
      • Interview / focus group
      • Survey
      • (etc.)
    • Working with data: Confidentiality vs. anonymity, security, etc.
    • IRB review / discussion
  • Closure

After class

  • Reading:
    • Taber, Ch. 9 & 10
    • Barton, 1997
  • Assignments
    • WTL
    • Work on research article review #2
    • Refine research topic further

Session 6 - Monday, 22 Feb

Before class

  • Complete readings--don't forget that the Barton article is meant to be an example of student (collective) case study, a look into students' conceptions, not teachers' decision-making
  • Work on your research project
  • Look for articles for research review #2

During class (ppt )

  • Housekeeping
    • Research article #1 return
    • Research article #2 finding
  • Conceptual work
    • Review of last week's 'four recipes' (out of many possible)
    • IRB & human subjects research discussion / review
    • What's in your observation toolbox? (This is the real reason I assigned Pianta et al.)
    • The world of qualitative data
      • What it is
      • Where it comes from
      • What to do with it
      • Demonstration: Sketchmaps
      • Practice: Essays on the Great Migration
      • Discussion
        • Grounded theory = ??
        • Some practical advice
        • One application of qualitative work: Building high-quality quantitative assessments
  • Closure

After class

  • Reading
    • Watts, 1983; Kuiper, 1994 -- these are both discussed at length in Taber. Hopefully you're coming at this with a lot of context; what we're interested in now is the concept of bridging from qualitative to quantitative work. NB: Be sure to set your printer to scale down the Kuiper manuscript -- it's more than 11" wide (European journals!) and will cut off the sides if printed 1:1
  • Assignments
    • Complete second research article review
    • Work on classroom observations
    • Settle on a research project topic and start fiddling with design concepts (?)

Session 7 - Monday, 1 Mar

Before class

  • Complete reading

During class (ppt )

  • Housekeeping
  • Conceptual work: Working with quantitative data (focusing on test items)
    • Validity
    • Reliability
    • Other concerns
    • Working with real data
    • Review: What are our impressions and concerns about working with quantitative data?
  • Closure

After class

  • Reading
    • Bell & Trundle, 2008
    • Trundle, Atwood, & Christopher, 2007
  • Assignments
    • WTL
    • Complete second classroom observation assignment

Spring break - Monday, 8 Mar -- no class

Session 8 - Monday, 15 Mar

Before class

  • Complete reading--I think this is top-shelf stuff; do you agree? If so, why? If not, why not?
  • Complete second classroom observation assignment

During class (ppt )

  • Housekeeping
  • Conceptual work: Challenges of researching technology integration
    • Quick, selective review of history of ed tech
    • Example of a paradigm shift in ed tech research: Clark/Kozma
    • Exploring Clark/Kozma via the assigned reading
    • Other issues: Learner control, learner support, productivity tools, communication tools
  • Closure

After class

  • Reading
    • Reeves, 1993 (learner control)
    • Cates & Bruce, 2000 (learner support)
  • Assignments 
    • WTL
    • Complete project topic sketch
    • Work on classroom observation #3

Session 9 - Monday, 22 Mar

Before class

  • Complete reading
  • Complete project topic sketch (RQs, UTOS, plus whatever else you can muster: relevant lit, rationale, theoretical bases, etc.)

During class (ppt)

  • Housekeeping
  • Conceptual work: Quick, selective discussion of teachers as research subjects / partners
  • Sample project presentation: Developing geography skills in middle school students using mobile technology
  • Closure

After class

  • Reading
    • Smith & Niemi, 2001
  • Assignments
    • WTL
    • Work on your instrument design
    • Sign up for a presentation slot. I will post the resulting schedule later this week.

Session 10 - Monday, 29 Mar

Before class

  • Complete reading

During class (ppt )

  • Housekeeping
  • Project presentations
    • Lisa
    • Paige
    • Ali
  • Conceptual work: Research on students
  • Closure

After class

  • Reading
    • Harrison & Treagust, 2000
  • Assignments
    • WTL
    • Work on your design project
    • If you're presenting: Prepare! (And remember to post your materials to your WTL thread in advance)
    • Complete (if you haven't already) classroom observation #3


Session 11 - Monday, 5 Apr

Before class

  • Complete reading

During class (ppt)

  • Housekeeping
  • Conceptual work
  • Project presentations
    • Whitney
    • Lauren
    • Rachel
  • Closure

After class

  • Reading
  • Assignments

Session 12 - Monday, 12 Apr

Before class

  • Complete reading

During class (ppt)

  • Housekeeping
  • Conceptual work
  • Presentations
    • Rich
    • Jen
    • Maureen
  • Closure

After class

  • Reading
    • As an amuse-bouche: Wesch, 2007, "A Vision of Students Today" (YouTube)
    • Carroll, 2007
    • Explore www.p21.org.
  • Assignments
    • WTL
    • Work on final project
    • Get caught up on anything remaining (e.g., classroom obs.)



Session 13 - Monday, 19 Apr

Before class

  • Complete reading

During class (ppt)

  • Housekeeping
  • Conceptual work
  • Presentations
    • Uhu
    • Ian
  • Closure

After class

  • Reading
    • Taber, Ch. 10
    • Ross & Morrison, 2001
  • Assignments

Session 14 - Monday, 26 Apr

Before class

  • Complete reading

During class (ppt)

After class

  • Assignments : Complete whatever's remaining, get it to me by Monday, May 3.
  • Don't forget that you can submit anonymous feedback any time you like -- if you think of something later, pop it in there. Or in an email to me -- whatever. 

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