In Wednesday's session Karen was interested in looking at the impact of text-talk in the classroom, the article at the address below was written by David Crystal to help publicise the release of his book on this subject. The Guardian also has a couple of articles by Will Self and Lynne Truss disagreeing with his comments. David Crystal is a Professor of Linguistics and has written numerous books on English and language, including the Encyclopaedia of Language and the Encyclopaedia of the English Language. These differing opinions could give you some ideas.
http://www.guardian.co.uk/books/2008/jul/05/saturdayreviewsfeatres.guardianreview
Friday 27 February 2009
Thursday 26 February 2009
Session one review answers
1. Why is it important to keep a research diary?
- To explore your practice
- Reflect yourself/your ideas
- Help you to record research + writing
- Share experiences with peers + engage in interaction between peers + participants.
2. What is action research?
Research carried out by practitioners on their own practice.
Can be management/administration/medicine/education or social services
3. Complete the action research cycle:
This is represented by a circle annotated with planning, action, monitoring and reflection.
4. What is triangulation? How is it represented?
This is represented by a triangle, with observation at the peak and analysis and interviews at the other two corners, arrows move in towards the middle of the triangle with a question mark in the middle.
It is a combination of different methods giving access to different aspects of research
5. What does a critical friend do?
A critical friend is someone to talk over issues with, who helps you to focus without giving answers of his/her own.
6. List some of the criticism and limitations of action research:
- Lack of time
- Validity of research
- Unfamiliarity with research methods
- Action research produces results which are not viable – so it may confuse the situation
- To explore your practice
- Reflect yourself/your ideas
- Help you to record research + writing
- Share experiences with peers + engage in interaction between peers + participants.
2. What is action research?
Research carried out by practitioners on their own practice.
Can be management/administration/medicine/education or social services
3. Complete the action research cycle:
This is represented by a circle annotated with planning, action, monitoring and reflection.
4. What is triangulation? How is it represented?
This is represented by a triangle, with observation at the peak and analysis and interviews at the other two corners, arrows move in towards the middle of the triangle with a question mark in the middle.
It is a combination of different methods giving access to different aspects of research
5. What does a critical friend do?
A critical friend is someone to talk over issues with, who helps you to focus without giving answers of his/her own.
6. List some of the criticism and limitations of action research:
- Lack of time
- Validity of research
- Unfamiliarity with research methods
- Action research produces results which are not viable – so it may confuse the situation
Permission forms
Please find below the permission forms you must use with the participants in your research, forms A and B are retained by you and should not be submitted with your assignment, (but they have to be accessible in case they are required),however form C should be submitted with both your proposal and dissertation.
BA (Hons) Professional Studies in Education
Please ensure that you complete the relevant section (A or B) of this form prior to starting any student observations for your coursework. In order to protect CONFIDENTIALITY keep the form in a safe place, but do not submit it with your assignment.
A: PERMISSION TO OBSERVE A STUDENT
If you are planning to carry out observations on a student in private premises, you must have their full written permission Please ask them to sign the statement below:
I give my permission for ……………………………………………… (name of student) to undertake:
written observations
photographic observations
video observations
audio observations
(please delete any which are not planned)
of me for the purposes of coursework for the BA (Hons) Professional Studies in Education at Croydon Higher Education College. I understand that these will be used for this purpose only and will be securely stored or destroyed after completion and marking of the coursework.
Signed ……………………………………………………….. (name of student being observed)
Please print name …………………………………………………... Date ……………………..
Parental authorisation must be obtained if the student being observed has not yet reached their 19th birthday.
Signed …………………………………………(parent of) student’s name………………………….
Date……………………………….
B: Observee’s permission to be observed
If you are carrying out observations in a college/education provider, you must follow the procedures of the setting.
I give my permission for ……………………………………………… to undertake:
written observations
photographic observations
video observations
audio observations
(please delete any which are not planned)
of students attending this college/education provider for the purposes of coursework for the BA (Hons) Professional Studies in Education at Croydon Higher Education College. I understand that these will be used for this purpose only and will be securely stored or destroyed after completion and marking of the coursework.
Signed ……………………………………………………….. (Observee)
Please print name …………………………………………………... Date ……………………..
Name of setting ………………………………………………………………………………………
OBSERVATIONS
Section C:
Student declaration
I have read and abided by the Recommendations for good practice given to me by Croydon Higher Education College regarding the ethics of observation.
I have obtained signed permission from the observee/parent or guardian (delete as appropriate) and have ensured that this is kept confidential and in a secure place.
Signed ………………………………………………………..
Print name …………………………………………………...
Date ……...................
Section C of this form must be submitted to the Module Tutor with the completed assignment
BA (Hons) Professional Studies in Education
Please ensure that you complete the relevant section (A or B) of this form prior to starting any student observations for your coursework. In order to protect CONFIDENTIALITY keep the form in a safe place, but do not submit it with your assignment.
A: PERMISSION TO OBSERVE A STUDENT
If you are planning to carry out observations on a student in private premises, you must have their full written permission Please ask them to sign the statement below:
I give my permission for ……………………………………………… (name of student) to undertake:
written observations
photographic observations
video observations
audio observations
(please delete any which are not planned)
of me for the purposes of coursework for the BA (Hons) Professional Studies in Education at Croydon Higher Education College. I understand that these will be used for this purpose only and will be securely stored or destroyed after completion and marking of the coursework.
Signed ……………………………………………………….. (name of student being observed)
Please print name …………………………………………………... Date ……………………..
Parental authorisation must be obtained if the student being observed has not yet reached their 19th birthday.
Signed …………………………………………(parent of) student’s name………………………….
Date……………………………….
B: Observee’s permission to be observed
If you are carrying out observations in a college/education provider, you must follow the procedures of the setting.
I give my permission for ……………………………………………… to undertake:
written observations
photographic observations
video observations
audio observations
(please delete any which are not planned)
of students attending this college/education provider for the purposes of coursework for the BA (Hons) Professional Studies in Education at Croydon Higher Education College. I understand that these will be used for this purpose only and will be securely stored or destroyed after completion and marking of the coursework.
Signed ……………………………………………………….. (Observee)
Please print name …………………………………………………... Date ……………………..
Name of setting ………………………………………………………………………………………
OBSERVATIONS
Section C:
Student declaration
I have read and abided by the Recommendations for good practice given to me by Croydon Higher Education College regarding the ethics of observation.
I have obtained signed permission from the observee/parent or guardian (delete as appropriate) and have ensured that this is kept confidential and in a secure place.
Signed ………………………………………………………..
Print name …………………………………………………...
Date ……...................
Section C of this form must be submitted to the Module Tutor with the completed assignment
Researching the new diplomas
If you are considering carrying out research into the new diplomas which were introduced in September 2008, the following article may provided evidence for an argument against the government's policies. Further up to date information/opinions on the new diplomas can be accessed on the Guardian site, address at the top of the article. Please feel free to comment on this article.
http://www.guardian.co.uk/education/2009/feb/13/diploma-apology-adrian-smith accessed on 26th February 2009
Top education official apologises for attacking diplomas
Science adviser Adrian Smith said courses were badly planned and 'slightly schizophrenic'
Donald MacLeod
guardian.co.uk, Friday 13 February 2009 11.50 GMT
Article history
New diploma qualifications are badly planned and "slightly schizophrenic", the government's senior adviser on science said in a speech this week.
Prof Adrian Smith, director general for science and research, has since apologised for his remarks to ministers, the Department for Innovation Universities and Skills (Dius) said today. But he voiced concerns shared by many teachers about the qualifications that began to be introduced in England since September.
The first five diploma courses, which are designed to combine academic and practical work, have attracted 12,000 students, not the 50,000 hoped by ministers. Eventually 17 courses will be offered, including subject-based diplomas in humanities, science and languages, due to be taught from 2011.
Prof Smith, who was principal at Queen Mary, University of London, for 10 years and carried out a major review of maths teaching for the government, said the science diploma was a "slightly schizophrenic" concept which tried to challenge A-levels while offering work-based learning. He also told his audience at the Commonwealth Club that money being spent on golden hellos for teachersshould rather be used to fund higher salaries for teachers of certain subjects.
Smith said: "In core subjects like maths and physics, we already have a shortage of qualified teacher cover. Are we wise in adding different bits of curricular offerings, each of which will require additional teacher input?
In the speech, reported by the Times Educational Supplement (TES) today, he asked: "Are we thinking in a joined-up way when we plan curriculum developments and new programmes, whether we have the teacher power, planning and recruitment? Might we not be better getting GCSEs and A-levels right first?"
Universities were saying they would not touch the new A* A-level grade because they felt it would favour candidates from independent schools, he added for good measure.
Both Dius and the Department for Children, Schools and Families (DCSF) angrily repudiated the remarks Prof Smith, who also accused politicians of kicking a promised review of university funding "into touch", leaving universities "going bankrupt".
"We were surprised to read and totally disagree with his comments about diplomas, golden hellos for science teachers, and our reforms to the new A-level, all of which have been widely welcomed," sais a DCSF spokesman.
The skills secretary, John Denham, "emphatically" rejected his views, said a Dius spokeswoman. "Mr Denham is also disappointed that he has raised a series of issues on which he has never presented formal advice to ministers, and that he has done so in such a manner," she said.
Ed Balls, the schools secretary, said the proposed content of the science diploma was "significant and ambitious", and his department was consulting on whether it could better offer routes to both university and employment if it were split on content, for example life sciences and physical sciences.
The Liberal Democrat education spokesman, David Laws, said Smith's remarks amounted to a damning criticism of the government's education policy. "Ministers cannot simply ignore these comments from someone working at such a senior level in their own department. These comments totally undermine what little faith there was in the new diplomas, and there must now be even greater concern that our education system is failing to stretch the most able children."
Speaking about science in schools, Smith said: "If you ask a lot of scientists, chemists and engineers what turned them on in the first place, I am afraid it was things like making bombs.
"I think in terms of funding, in terms of qualified teachers, and the insidious effects of health and safety legislation, we may have done something rather damaging to that fundamental curiosity. We need more explosions in schools."
Smith has, it seems, has delivered his own explosion.
http://www.guardian.co.uk/education/2009/feb/13/diploma-apology-adrian-smith accessed on 26th February 2009
Top education official apologises for attacking diplomas
Science adviser Adrian Smith said courses were badly planned and 'slightly schizophrenic'
Donald MacLeod
guardian.co.uk, Friday 13 February 2009 11.50 GMT
Article history
New diploma qualifications are badly planned and "slightly schizophrenic", the government's senior adviser on science said in a speech this week.
Prof Adrian Smith, director general for science and research, has since apologised for his remarks to ministers, the Department for Innovation Universities and Skills (Dius) said today. But he voiced concerns shared by many teachers about the qualifications that began to be introduced in England since September.
The first five diploma courses, which are designed to combine academic and practical work, have attracted 12,000 students, not the 50,000 hoped by ministers. Eventually 17 courses will be offered, including subject-based diplomas in humanities, science and languages, due to be taught from 2011.
Prof Smith, who was principal at Queen Mary, University of London, for 10 years and carried out a major review of maths teaching for the government, said the science diploma was a "slightly schizophrenic" concept which tried to challenge A-levels while offering work-based learning. He also told his audience at the Commonwealth Club that money being spent on golden hellos for teachersshould rather be used to fund higher salaries for teachers of certain subjects.
Smith said: "In core subjects like maths and physics, we already have a shortage of qualified teacher cover. Are we wise in adding different bits of curricular offerings, each of which will require additional teacher input?
In the speech, reported by the Times Educational Supplement (TES) today, he asked: "Are we thinking in a joined-up way when we plan curriculum developments and new programmes, whether we have the teacher power, planning and recruitment? Might we not be better getting GCSEs and A-levels right first?"
Universities were saying they would not touch the new A* A-level grade because they felt it would favour candidates from independent schools, he added for good measure.
Both Dius and the Department for Children, Schools and Families (DCSF) angrily repudiated the remarks Prof Smith, who also accused politicians of kicking a promised review of university funding "into touch", leaving universities "going bankrupt".
"We were surprised to read and totally disagree with his comments about diplomas, golden hellos for science teachers, and our reforms to the new A-level, all of which have been widely welcomed," sais a DCSF spokesman.
The skills secretary, John Denham, "emphatically" rejected his views, said a Dius spokeswoman. "Mr Denham is also disappointed that he has raised a series of issues on which he has never presented formal advice to ministers, and that he has done so in such a manner," she said.
Ed Balls, the schools secretary, said the proposed content of the science diploma was "significant and ambitious", and his department was consulting on whether it could better offer routes to both university and employment if it were split on content, for example life sciences and physical sciences.
The Liberal Democrat education spokesman, David Laws, said Smith's remarks amounted to a damning criticism of the government's education policy. "Ministers cannot simply ignore these comments from someone working at such a senior level in their own department. These comments totally undermine what little faith there was in the new diplomas, and there must now be even greater concern that our education system is failing to stretch the most able children."
Speaking about science in schools, Smith said: "If you ask a lot of scientists, chemists and engineers what turned them on in the first place, I am afraid it was things like making bombs.
"I think in terms of funding, in terms of qualified teachers, and the insidious effects of health and safety legislation, we may have done something rather damaging to that fundamental curiosity. We need more explosions in schools."
Smith has, it seems, has delivered his own explosion.
Monday 16 February 2009
New websites and an invitation
I have added the details of two more websites that might be of interest to you with your research, the first details research in the area of adult literacy, language and numeacy, whilst the second website details research linked to medical students. If you come across an interesting website, one which you feel might be relevant to other students please do not hesitate to add it to the Website list at the foot of the blog. Also if you have read the notes from sessions 1 and 2, or any books or articles, and would like to chat about what you have read, please feel free to do so. I will be on the site again next Thursday.
Have a nice half term. Ann
Have a nice half term. Ann
Thursday 12 February 2009
Discussion area
If you would like to start a discussion about your ideas or get suggestions from other students on this module, or just get an opinion, this is the place to do it. I will be coming on line to check the blog at least twice a week, if you feel you can offer suggestions/advice please feel free to do so. Ann
Recommendations for good practice in research
Please find below the Recommendations for good practice in research, taken from the British Association for Applied Linguistics (2000) Recommendations
1. General responsibility to informants
You should respect the rights, interests, sensitivities and privacy of people who provide you with your data (“informants”). You should think about and respect all aspects of identity including their culture, gender and age. On the basis of this, try to anticipate any harmful effects or disruptions to informants’ lives and environment, and to avoid any stress, intrusion, and real or perceived exploitation.
2. Obtaining informed consent
You must get permission from anyone who provides you with data, whether spoken or written. To do this, you should let informants know anything about your project that might affect their willingness to participate: what your objectives are, what you will need from them, how much time it will take, and how you will keep their identities confidential, if that is necessary. When informants are under the age of 19, you also need their parents’ permission too.
3. Respecting a person’s decision not to participate.
Informants have the right to refuse to participate in research, even if they said at the outset that they would. It is best to plan your project so that it does not depend entirely on the consent of one or two people.
4. Confidentiality and anonymity.
If you have not been given the right to identify participants, they must not be identifiable in any way (confidentiality) and in particular you must not use real names (anonymity). You should try to anticipate ways identities might accidentally be revealed: by including identifying details, pictures, or moving images, playing voices, or allowing unauthorised access to data on your computer or in your files.
5. Deception and covert research
Deception is unacceptable because it violates the principles of informed consent and the right to privacy. When researchers do not want informants to alter their usual style of speech, and anticipate they might do so if they know the purpose of the study, it may be defensible
to tell them the general purpose of the research without revealing specific objectives
to ask them to agree to be deceived at some unspecified time in the future (for example if there is going to be a role play)
(if there is no alternative) to explain the research immediately after
gathering the data, and ask for permission then. But if they do not give permission then, you will have to destroy the data without using it (and they may be very angry).
While deception is unacceptable, distraction is generally ethical. Distraction might involve introducing multiple activities into a study to prevent informants monitoring themselves, for example, in linguistic research, asking them to tell about an event in their lives, when what you are interested in is not the story but the language they use.
6. Sponsors and users
If your academic project is done in co-operation with an agency, group or company in the community, you must usually provide an account of your work that is useful to the user. In turn, they must understand that you have to be evaluated on your work as an academic project, and must meet academic deadlines and standards.
1. General responsibility to informants
You should respect the rights, interests, sensitivities and privacy of people who provide you with your data (“informants”). You should think about and respect all aspects of identity including their culture, gender and age. On the basis of this, try to anticipate any harmful effects or disruptions to informants’ lives and environment, and to avoid any stress, intrusion, and real or perceived exploitation.
2. Obtaining informed consent
You must get permission from anyone who provides you with data, whether spoken or written. To do this, you should let informants know anything about your project that might affect their willingness to participate: what your objectives are, what you will need from them, how much time it will take, and how you will keep their identities confidential, if that is necessary. When informants are under the age of 19, you also need their parents’ permission too.
3. Respecting a person’s decision not to participate.
Informants have the right to refuse to participate in research, even if they said at the outset that they would. It is best to plan your project so that it does not depend entirely on the consent of one or two people.
4. Confidentiality and anonymity.
If you have not been given the right to identify participants, they must not be identifiable in any way (confidentiality) and in particular you must not use real names (anonymity). You should try to anticipate ways identities might accidentally be revealed: by including identifying details, pictures, or moving images, playing voices, or allowing unauthorised access to data on your computer or in your files.
5. Deception and covert research
Deception is unacceptable because it violates the principles of informed consent and the right to privacy. When researchers do not want informants to alter their usual style of speech, and anticipate they might do so if they know the purpose of the study, it may be defensible
to tell them the general purpose of the research without revealing specific objectives
to ask them to agree to be deceived at some unspecified time in the future (for example if there is going to be a role play)
(if there is no alternative) to explain the research immediately after
gathering the data, and ask for permission then. But if they do not give permission then, you will have to destroy the data without using it (and they may be very angry).
While deception is unacceptable, distraction is generally ethical. Distraction might involve introducing multiple activities into a study to prevent informants monitoring themselves, for example, in linguistic research, asking them to tell about an event in their lives, when what you are interested in is not the story but the language they use.
6. Sponsors and users
If your academic project is done in co-operation with an agency, group or company in the community, you must usually provide an account of your work that is useful to the user. In turn, they must understand that you have to be evaluated on your work as an academic project, and must meet academic deadlines and standards.
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