Writing

1. Writing • Describe a problem in education. • What is the significance of this issue? • What would you like to know about this problem? • Who else is interested in this problem? What do they say about it? • How would you systematically investigate this problem?

2. Scenario - Dinner Party Imagine that you have been invited to a dinner party. The invited guests are among the people you respect, but sometimes you challenge one another. When you arrive several of your friends and some unfamiliar people are standing together discussing a topic you all care deeply about. You approach them and exchange greetings and introductions. You listen to the conversation at hand, then join the discussion. This is the party that is academic research.

3. Research Design in Education EDLPS 549 Autumn 2006

4. Overview - Purpose • To broadly examine the elements of research design common to the social sciences, with particular emphasis on the interdisciplinary field of Education. • To explore the techniques underlying the development of a literature review and conference proposal • To develop the skills to be successful in the academic research community.

5. Overview - Research Design • You will learn about research questions, and how to ask them. • You will learn about using theory to guide your own research designs. • You will be exposed (in broad ways) to the traditions of: • Qualitative research design • Quantitative research design • Foundations, and foundations-oriented approaches.

6. Overview - Writing • This course has been designed to guide you through and intense term of writing. • The course offers a structured environment to develop your own writing habits - the heart of your academic research. • To be successful, you will need to devote substantial time outside of class writing each day. The habits of successful writing are an integral component of successful academic research.

7. Course Objectives • Examine the three broad areas of educational research: qualitative, quantitative, foundations. • Develop competence in critiquing and using information from research in different formats and research designs • Demonstrate the skills and methods of conducting a literature review. • Prepare research proposals appropriate for conferences, funding, and/or graduate level research. • Develop skills and habits of academic writing and peer review. • Demonstrate individual accountability and group responsibility in collaborative learning and peer-review activities.

8. Tools • Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 2nd Edition. • On Writing Well, 30th Anniversary Edition: The Classic Guide to Writing Nonfiction. • Additional course readings - paper and electronic • Notebook or journal • Jump drive and/or CDs • A laptop is helpful, but not required.

9. Assignments • Writing Journal • Writing Groups • Research Essentials Jigsaw • Conference Proposal • Literature Review

10. Schedule In-class • Weekly readings & assignments • Creswell - assigned weekly by chapter • Zinsser - at your pace by deadline • Articles & handouts - posted to class online resources Out-of-class • Journal • Research (literature or resources) • Daily Writing • Writing Meetings (3 minimum)

11. Next Steps - Journal • Reflections on writing. • Writing journal – annotations of time place, what works, what doesn’t, venues, fuel (ie food or beverages), books, tools, etc. needed. • Accomplishments, starting points, ideas. • Writing Groups – journal entry for how your own writing is going and how your experience as a writing group participant is going. • Personal - Not be turned in.

12. Syllabus/Class Questions?

13. Thesis - Purpose • Institutional: Making a contribution to the field • Demonstration of fitness to conduct & publish research • To enter the scholarly ranks • Personal: To earn the degree! • Way of learning (self and topic) • A way of knowing and thinking “I don’t know it until I write it” • Systematizing knowledge and finding a forum to express it • Personal & professional growth • Communication: Write the results of your research • To inform

14. What a dissertationIS • Report intended for a scholarly audience • Long – average 200 pages (125-225) • Scholarly; build on previous knowledge • Systematic (Objective vs. Subjective) • Specifically organized

15. What a dissertation is NOT • A long term paper • Anecdotal account of professional success • Personal statement of philosophy or opinion

16. Thesis-Audience • Committee • Self • [faculty as a whole] • [members of your professional community] • Participants • Peers & Colleagues • Other Scholars • Practitioners

17. Course Writing Prompts • Describe a problem in education. • What is the significance of this issue? • What would you like to know about this problem? • Who else is interested in this problem? What do they say about it? • How would you systematically investigate this problem?

18. Writing Prompts For This Week Questions to help the shift from topic to problem: 1. What causes it? 2. Who is especially involved in it? 3. When does it occur? 4. What effects does it have? 5. What types are there? 6. How do various groups perceive it? 7. In what stage does it occur? 8. What will make it better? 9. What makes it effective? 10. What relationship does it have to other phenomena?

19. End