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welcome to 550 fall 2013

welcome to 550 fall 2013. research it is the special task of the social scientist in each generation to pin down contemporary facts…[and] to realign culture’s view of [people] with present realities. (Lee Cronbach, 1975, p. 126). don’t make up what you could find out.

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welcome to 550 fall 2013

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  1. welcome to 550fall 2013

  2. research • it is the special task of the social scientist in each generation to pin down contemporary facts…[and] to realign culture’s view of [people] with present realities. • (Lee Cronbach, 1975, p. 126)

  3. don’t make up what you could find out. • (Howard Becker, 1996, p. 59)

  4. 550’s four themes 1. doing research • becoming a researcher—someone who tries to get beyond the obvious, past the everyday, beneath the surface, who pins down contemporary facts, who finds it out

  5. to become a researcher • one must enter research communities • larger educational research community • research community of your area of interest • one must acquire a knowledge base in an area, research skills, attitudes, tricks of the trade, and so on • this semester: Krathwohl, Vogt & Johnson, readings, guests, lectures, conference programs, etc.

  6. 2.research ethics • being fair • this semester: Sieber, cases, IRB material, guests 3. writing • this semester: Becker, style manuals, lectures 4. life in academia: • Ph.D research requirement, early research, other requirements etc • grad school and beyond

  7. info card 1 (orient landscape-wise) • name • address • phones • email • department, adviser, year at UIUC • area of interest • research specialization • on back: top left corner (landscape-wise) the name by which you wish to be addressed in class

  8. info card 2 (orient landscape-wise) • name (last name, preferred first name) • home city and country • language(s) • 1. • 2. • 3. • years in U.S.

  9. seating • basic rules: • sit in a different tier (8 tiers) each class • you may not move in pairs (or larger groups, or language groups) • interact with and get to know as many people as possible this semester

  10. thriving in 550 • don’t fall behind • read syllabus, schedule etc. carefully • follow directions exactly • read and work ahead the first part of the semester • use style manual (APA or Chicago) constantly—for all classes

  11. get focused right away • select area of interest • find researchers who do good work in that area • ask people, like your adviser, other grad students etc. for direction • move immediately from annotations to lit review

  12. overlap • do all the readings carefully and take good notes • get involved in class and take good notes • ask lots of questions • use the TAs and the on-line office hours • work ahead • attend discussion sessions • use my office hours

  13. Brian & Jeff, May 21, 2010, Fargo, ND

  14. Brian & Jeff, June 30, 2010, New Orleans,LA

  15. Fargo, ND to New Orleans, LA 2345.6 miles (3774.8 K)

  16. Bernadette Laumann Annotation 17 Brownell, M. T., & Pajares, F. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behavior problems. Teacher Education and Special Education, 22, 154-164. question: relationship between (a) teachers’ beliefs about teaching students with learning and behavior problems, (b) student SES, (c) teachers’ perceptions of principal support, (d) collegial interactions, (e) value of preservice and inservice, (f) success in teaching such students in mainstream classrooms methodology: survey using 6 pt Likert-scale, except SES subjects, location etc.: large southeastern US school district; 128 2cnd grade teachers findings: 64% response rate. Path Analysis. 5 variables had direct effect on teachers’ perception of success with students with disabilities: (a) personal feelings of efficacy, (b) collegiality with special ed teachers, (c) perceived quality of inservice preparation, (d) SES, and (e) collegialty with other general ed teachers conclusions: (a) importance of experiences and support that foster general ed teachers’ efficacy beliefs and success in teaching students with disabilities. (b) need for administrators to foster collegiality between special ed and general ed teachers brief critique: Scales need to be looked at. Have they been used for other but related questions? Would they work with teachers at other grades? Follow-up interviews with subset of teachers would provide more useful information. Looks at perceptions only, not at actual practice. Comparing efficacy ratings with actual classroom practice would be helpful. salient quotations: “We urge researchers, teacher educators, and practitioners to more carefully investigate the types of preparation experiences and supports that general education teachers need to develop the confidence required to serve students with disabilities” (p. 162).

  17. grad life • News-Gazette Answer Book • E3: Thursday in News-Gazette • DI (Daily Illini) • Inside Illinois • check out CRCE and ARC • go to a football game • get a Krannert Center for the Performing Arts schedule (students maximum $10 for almost all performances)

  18. visit the Krannert Art Museum • enjoy the Labor Day Weekend—go somewhere (last break until Thanksgiving) • on a hot night, go to the Custard Cup (on Kirby, block west of Neil) • farmers market, Saturday morning (Lincoln Square in Urbana)

  19. free and cheap this week • under construction

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