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Grow as a Professional: Effective Presentations, Writing for Funding and Conferences, Research Critique

Learn how to make effective professional presentations, improve your writing for funding and conferences, and develop critical thinking skills for research critique.

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Grow as a Professional: Effective Presentations, Writing for Funding and Conferences, Research Critique

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  1. Week 15, May 1st, 07 Grow up as a Professional

  2. Agenda for today, the last class • Making effective professional presentation • Writing for funding and for conferences • Research critique • House keeping (final submission & final presentation)

  3. Making Effective Professional Presentations What makes a good presentation?

  4. Presentations: bad ones • PowerPoint presentations: the good, the bad, and the ugly • Performing arts (group work) Recall the presentations you made or you attended – imitate/perform (could be in an exaggerating way) a very bad – if not the worst, presentation.

  5. Presentations: good ones • 10 rules for keeping your audience awake

  6. What is in a Title? Be creative – have fun with titles - pique the curiosity of readers; Cathy opening and a colon: ‘Come to My Web (Site)’, said the spider to the fly: Reflections on the life of a virtual professor P184 • It’s memorable! • It provides a focus

  7. Final Presentation – how to get a full score? • Title of the study (& your name); • Study purpose in a nutshell; • Major research questions; • Research site & participants in brief (how many classes/students/teachers/parents? How are you related to them - for instance, do you teach there or substitute or else?); • Data sources to answer your research questions - highlight one of the sources to answer one of your questions; • How will you increase the validity, reliability and credibility of your study? What critical ethical issues could there be (or not)? • Show one of your instruments from appendix and explain, for instance, did you design the instrument? Is it valid - can it answer your question? • Timeline and justify your timeline (only focus on the total length of data collection process); • Significance – what will you learn from doing this research? How will this improve (or not) your teaching?

  8. Writing for funding and for conferences

  9. Take a chance • If you don’t ask for funds, you will never receive it – this is the most important funding principles.

  10. Rituals and Writing • Establish a writing routine P173-4

  11. Geoff’s Tips for Being Able to Avoid Writing • Think about all the things at school that I need to do before tomorrow. • Scan my desk to see if someone has left me a note about a meeting, sports practices, birthday party that I need to go NOW. • Check my voice mail • Check my e-mail • Check my checkbook to see if it is balanced. • Call my wife/husband/child/friend/enemy to see what they are doing. • Walk down the hallway to see if I can find someone to talk to. • Dream about winning a lottery. • Make an appointment to see my dentist

  12. Proposal Format for funding • Purpose and significance of the study, including the research questions itself and why this is an important teaching question. • A short exploration of the topic – literature review. • Method, which explains what data will be collected and how it will be analyzed. • The feasibility – timeline. • Dissemination plan- who do you intend to do with the results of this study. • A budget with justification. • Letters of support. An example: http://web.cortland.edu/shis/webfolio/shi_FRPproposal.pdf

  13. Grant resources for teacher - researchers • Teacher As Researcher Grant – Interntional Reading Association http://www.reading.org/association/awards/research_teacher_as_researcher.html • Download application guidelines • Download cover sheet • Download application form • Many local and state Writing Project sites, as well as local and state affiliates of NCTE and IRA offer small grants to fund teacher research.  I suggest checking your local site for further information.  

  14. Conferences • NCTE: National Council of Teachers of English, Annual Conference: http://www.ncte.org/profdev/conv/annual • Action Research Special Interest Group (SIG) of American Educational Research Association (AERA): http://coe.westga.edu/arsig/ • New York State Art Teachers Association http://www.nysata.org/ • Annual Conference: http://www.nysata.org/conference.php • More conferences, see list compiled by Shi and the Research and Technology Committee.

  15. Journals • Networks: An Online Journal for Teacher Research • http://education.ucsc.edu/faculty/gwells/networks/ • Action Research International • http://www.scu.edu.au/schools/gcm/ar/ari/arihome.html • Others • English Quarterly • Journal of Research in Science Teaching • International Journal of Science Education • The Journal of the Learning Sciences • New Directions for Teaching and Learning

  16. Action Research Resources • Teacher Research Resources: • http://www.ed.arizona.edu/teacherresearch/#grant • Educating as Inquiry – A Teacher Action Research Site • http://www.lupinworks.com/ar/index.html • Reflections on Teaching (The National Writing Projects) http://www.writingproject.org/Resources/reflections.csp

  17. Grow as a Professional with a Critical Mind Research Critique

  18. Research Critique • Understanding and evaluating published research articles; • Relate the evaluation guidelines to your own research.

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