Writing Educational Research (EDER 603.23)

May 11, 2017

U of C logo - 2015I am feeling energized! This spring, I get to teach one of my all-time favourite courses: Writing Educational Research (EDER 603.23). I’ll be working with Master of Education (M.Ed.) students to help them craft a term paper into a manuscript for publication.

Why do I love this course? Because it generates results! Some of the students who take this course really do end up getting their work published in peer-reviewed journals, conference proceedings, books and professional publications. Here are some real-life examples of students who have taken this course with me and have published their work:

There are additional students who have written to me to tell me they have manuscripts in progress. I really love to see authentic, real-world outcomes from student learning and these are some fabulous examples.

Course description

Here is the official description of the course:

This course will focus on examining and developing the skills associated with crafting an academic report and discussion on research data. Topics include genres and purposes of academic writing, as well as venues for presentation and publication. An academic paper is more than a compilation of relevant literature, attending information and a conclusion.

An acceptable paper, whether intended for an academic or a professional audience, and whether a report of findings or a theoretical-philosophical argument, takes a clearly defined idea, situates it in the current literature, and supports it with a well-structured discussion. The principal intentions of this course are to introduce students to the various structures of academic and professional papers and to provide support in their efforts to craft, present and potentially publish their written work.

A traditional approach to writing educational research involves first learning about writing, then learning to write. Learners first study sample texts, analyzing them and then dissecting them, examining their structure, argument and style. The next step often involves producing an original piece of writing that mimics the style, tone and structure of the sample text. The final step is to integrate elements of the student’s own voice and style with elements of the texts they have previously studied. The rationale behind this approach is that the student must first learn what counts as excellent writing by learning about writing. Only then are they prepared to write themselves.

This course takes a non-traditional approach to learning to write about research for scholarly or professional purposes. Students will focus on writing, offering feedback to peers, revising, and incorporating feedback.

Students take on three key roles during this course:

  1. Writer – Crafting an original work intended for sharing in a public forum.
  2. Reviewer – Developing your skills offering substantive and supportive feedback to peers to help them improve their writing so that they, too, are successful in sharing their work in a public forum.
  3. Reviser – Learning to consider and incorporate peer feedback thoughtfully. As scholars and professionals, we recognize that our work is stronger when we incorporate revisions from trusted colleagues whose intention is to help us succeed.

Check out a copy of the course outline here:

EDER_603.23_L09_Eaton_SP2017 – approved

____________________________________________________

Share this post: Writing Educational Research (EDER 603.23)

This blog has had over 1.5 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Readings for Writing Educational Research (EDER 603.23)

April 10, 2017

I have taught this course a dozen times now. Every semester, I find great new resources to share with students. Sometimes students share resources they have found during their learning journey, too. In this blog post, I collect, curate and share information about the required readings, along with some excellent supplementary resources to help you learn to improve your academic writing.

I offer a big shoutout of appreciation and acknowledgement to the students who have added resources to this list over the years.

Required Readings

  1. Belcher, W. L. (2009). Writing your journal article in 12 weeks: A guide to academic publishing success. SAGE Publications, Inc.
  2. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Online resources (Available at no cost. Also, see the course outline for resources specific to the University of Calgary)

  1. Basics of APA Style (Tutorial): http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
  2. Workbook to accompany Belcher’s text: http://www.wendybelcher.com/pages/WorkbookForms.htm

Recommended readings on writing for publication in research and professional journals

  1. Bednar, J. A. (n.d.). Tips for Academic Writing and Other Formal Writing.   Retrieved from http://homepages.inf.ed.ac.uk/jbednar/writingtips.html

  2.  Fisher, J. P., Jansen, J. A., Johnson, P. C., & Mikos, A. G. (n.d.). Guidelines for writing a research paper for publication. Retrieved from https://www.liebertpub.com/media/pdf/English-Research-Article-Writing-Guide.pdf

  3. Hartley. (2008). Academic writing and publishing: A practical handbook. Retrieved from http://inf.ucv.ro/~mirel/courses/MIAM114/docs/academicwriting.pdf

  4. Hess, D. R. (2004). How to write an effective discussion. Respiratory Care, 49(10), 1238-1241. Retrieved from http://site.ufvjm.edu.br/ppgodonto/wp-content/uploads/2012/04/Artigo_6-1.pdf

  5. Liumbruno, G. M., Velati, C., Pasqualetti, P., & Franchini, M. (2013). How to write a scientific manuscript for publication. Blood Transfusion, 11(2), 217-226. doi:10.2450/2012.0247-12

  6. Lowe, C., & Zemliansky, P. (Eds.). Writing spaces: Readings on writing (Vol. 1). West Lafayette, IN: Parlor Press. Retrieved from http://writingspaces.org/sites/default/files/writing-spaces-readings-on-writing-vol-1.pdf

  7. Pautasso, M. (2013). Ten simple rules for writing a literature review.   Retrieved from http://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1003149

  8. Rocco, T. S., & Hatcher, T. (2011). The handbook of scholarly writing and publishing. San Francisco, CA: Jossey-Bass.

Recommended readings on how to give (and receive) peer review and peer feedback (and deal with rejection)

  1. Durso, T. (1997). Editors’ advice to rejected authors: Just try, try again. The Scientist. Retrieved from http://www.the-scientist.com/?articles.view/articleNo/18603/title/Editors–Advice-To-Rejected-Authors–Just-Try–Try-Again/
  2. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. Retrieved from http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf doi:10.3102/003465430298487
  3. Seals, D. R., & Tanaka, H. (2000). Manuscript peer review: a helpful checklist for students and novice referees. Advances in physiology education, 23(1), 52-58.
  4. Shashok, K. (2008). Content and communication: How can peer review provide helpful feedback about the writing? BMC Medical Research Methodology, 8(1), 3. doi:10.1186/1471-2288-8-3.

Recommended supplementary readings on how to get published

  1. Belcher, W. L. (2009). Reflections on ten years of teaching writing for publication to graduate students and junior faculty. Journal of scholarly publishing, 40(2), 184-200. doi:10.3138/jsp.40.2.184
  2. Lovejoy, T. I., Revenson, T. A., & France, C. R. (2011). Reviewing Manuscripts for Peer-Review Journals: A Primer for Novice and Seasoned Reviewers. Annals of Behavioral Medicine, 42(1), 1-13. doi:10.1007/s12160-011-9269-x

  3. McGrail, M. R., Rickard, C., & Jones, R. (2006). Publish or perish: a systematic review of interventions to increase academic publication rates. Higher Education Research and Development.
  4. Parsons, J. (2016). How to write an article for The Canadian Journal for Teacher Research (CJTR) from your graduate work? The Canadian Journal for Teacher Research. Retrieved from http://www.teacherresearch.ca/blog/article/2016/02/01/292-how-to-write-an-article-for-the-canadian-journal-for-teacher-research-cjtr-from-your-graduate-work
  5. Pearce II, J. A. (2012). Revising manuscripts for premier entrepreneurship journals. Entrepreneurship Theory and Practice, 36(2), 193-203. doi:10.1111/j.1540-6520.2012.00502.x

  6. Zwaaf, E. (2013). 8 Reasons I accepted your article. Elsevier. Retrieved from https://www.elsevier.com/connect/8-reasons-i-accepted-your-article

A note to other professors and educators: I am happy for you to share this list with your own students. Instead of copying and pasting this blog post into your own course outline (because that would be plagiarism), please put a link to this blog post in your syllabus.

Related posts:

How to provide peer review feedback http://wp.me/pNAh3-1qH

How writers can learn to accept criticism http://wp.me/pNAh3-1oA

What’s the difference between a citation and a reference? http://wp.me/pNAh3-1F9

Why APA formatting matters http://wp.me/pNAh3-1Hc

12 Phrases to Avoid in Your Academic Research Papers http://wp.me/pNAh3-1JX

How many sources do you need in a literature review?  http://wp.me/pNAh3-1Hu

What’s the difference between a manuscript and an article? http://wp.me/pNAh3-1SV

Why “as cited in” should be avoided in academic writing  http://wp.me/pNAh3-1BH

10 Great writing resources for grad students – http://wp.me/pNAh3-1Bc

How to create a research paper outline: 5 great resources http://wp.me/pNAh3-1y6

Template for a 10-page graduate research paper in social sciences http://wp.me/pNAh3-1s2

____________________________________________________

Share this post: Readings for Writing Educational Research (EDER 603.23) http://wp.me/pNAh3-1OJ

This blog has had over 1.5 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!


25 Strategies to Prevent Plagiarism

March 17, 2017

As part of the workshops the research team and I have been offering on plagiarism, we give participants a copy of this handout, with 25 strategies on how to prevent plagiarism in their classes.

25 Strategies to Prevent Plagiarism

We talk about some of these strategies during the workshops. Participants report that they do not know how to prevent plagiarism. Sometimes, participants tell us that it has never occurred to them that they could incorporate prevention strategies into their teaching practice, but instead, they have only thought about — and struggled with — how to address plagiarism after it has occurred. In the workshops, we talk about how instructors can implement plagiarism prevention strategies in their own courses. The discussion becomes more productive and more positive when we focus on what we can do to help students cultivate their understanding of academic and research integrity, as part of developing their reputation as emerging professionals.

Workshop participants report back that they have appreciated having these strategies on a single-page handout. So, I am sharing the handout here with you, so you can use it, too. The audience for our workshops is instructors in higher education institutions, but many of the strategies can be adapted for K-12 and other contexts, too.

Funding for this study was provided by  the University of Calgary Werklund School of Education Scholarship of Teaching and Learning Grant.

Here are some other posts related to this research project:

____________________________________________________

Share this post: 25 Strategies to Prevent Plagiarism http://wp.me/pNAh3-1Oi

This blog has had over 1.4 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!


How to develop your Knowledge Mobilization Plan (KMP)

March 8, 2017

This week in one of my courses, I’m working with doctoral students to help them understand and figure out how to develop a Knowledge Mobilization Plan (KMP) for their research projects. The KMP is a required element of their project this term.

Here are some resources I shared to help them understand what KMPs are and how to build one:

https://research.usask.ca/documents/Knowledge_Mobilization.pdf

http://www.oise.utoronto.ca/research/UserFiles/File/Amanda%20Cooper%20Building%20KM%20Plans%20UT%20Final%20Post%20Version.pdf

https://www.edu.uwo.ca/research/documents/Thinking_About_Knowledge_Mobilization_Plans.pdf

http://www.sshrc-crsh.gc.ca/funding-financement/policies-politiques/knowledge_mobilisation-mobilisation_des_connaissances-eng.aspx

http://www.slideshare.net/sreibling/how-to-write-a-knowledge-mobilization-plan

https://www.mta.ca/uploadedFiles/Community/Research_and_creative/Research_Office/Mount_Allison_Connects/Institute_events/Building%20a%20Knowledge%20Mobilization%20Strategy.pdf

I also shared my approach to knowledge mobilization for my own research. I use a multi-dimensional approach that includes four different audiences:

  1. Academic – Academic (peer-reviewed) articles, academic conferences
  2. Professional – Professional journal articles (edited); Professional reports; professional conferences (e.g. teachers’ conventions); professional development workshops
  3. Social media – My blog Twitter (@DrSarahEaton); LinkedIn; Research Gate & Academia.edu. (Note: Those last two are are like LinkedIn, but directed towards those working in research).
  4.  Community – This can include public presentations or workshops. The key is to tailor these to a broad general audience.

I am to get my work out to as many different audiences as possible and to create a digital footprint for the work, so that if someone comes across it years down the road and they are interested long after I have moved on to new projects, they can still find out about the project.

I also look for ways to link the “products” or “outputs” of my projects. For example, I just led a project on signature pedagogies for e-learning in Higher education. I had the report archived on the University’s digital repository, so the citation looks like this:

Eaton, S. E., Brown, B., Schroeder, M., Lock, J. & Jacobsen, M. (2017). Signature pedagogies for e-learning in higher education and beyond. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/51848

I then blogged about the report on this blog: Signature pedagogies for e-learning in higher education and beyond http://wp.me/pNAh3-1MP

I then Tweeted about the report, which then got Re-tweeted by two of the co-authors:

RT

Brown RT.jpg

I also posted or submitted a copy of the report at:

  • Research Gate:
  • Academia.edu
  • LinkedIn.
  • ERIC (When there is a full report available).

Basically, I try to get the word out in any many ways as possible.

All this, by the way, took less than two hours to do. I have had these accounts set up for some years now and this has been a fairly consistent process for me when I want to mobilize knowledge about a project.

Here is an infographic I created to help you visualize how you might develop your own KMP. Not all the elements I talked about in this post fit onto the infographic, so don’t think of the visual as exhaustive:KMP.jpg

____________________________________________________

Share this post: How to develop your Knowledge Mobilization Plan (KMP)

This blog has had over 1.4 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!


Signature pedagogies for e-learning in higher education and beyond

March 6, 2017

http://hdl.handle.net/1880/51848

This report explores the notion of signature pedagogies within the field of e-learning for higher education. We build on previous work that examined signature pedagogies in education, linking the concepts of signature pedagogies, the profession of education and e-learning as a means to help educators develop their practice and understanding of the profession.

Background

In November 2016, approximately thirty scholars, practitioners, industry leaders and government officials assembled at The White House for the “Technology in English” event, which was a collaborative effort between The White House Office of Global Engagement and the U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of English Language Programs. The event was part of the inter-agency English for All initiative, announced by President Obama earlier in 2016 (United States Department of State, 2016). The purpose of the event was to gather together individuals with combined expertise in educational technology and English language learning and teaching. Sarah Elaine Eaton, one of the authors of this report, was among those invited to take part in The White House event.

One outcome of the meeting was a commitment to develop a prototype or resource that would serve as an Open Educational Resource (OER), not only for participants of programs sponsored by the U.S Department of State, and educators generally. The project is to be presented at the TESOL 2017 International Convention and English Language Expo in Seattle, Washington State.

In addition, experts were invited to develop and contribute additional resources that would benefit educators in their professional development. This report was prepared as an additional Open Educational Resource for use by those interested in developing their knowledge of signature pedagogies for e-learning in education.

Here is a citation for the report, which you can download for free online:

Eaton, S. E., Brown, B., Schroeder, M., Lock, J. & Jacobsen, M. (2017). Signature pedagogies for e-learning in higher education and beyond. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/51848

____________________________________________________

Share this post: Signature pedagogies for e-learning in higher education and beyond http://wp.me/pNAh3-1MP

This blog has had over 1.4 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

 

 


EDER 708.01 Collaboratory of Practice II: Post-Secondary Leadership

February 15, 2017

U of C logo - 2015I usually post copies of my course outlines here on the blog, both for current students and for future ones. I realized that I forgot to post this earlier, so I am adding it now. This winter I have the pleasure to work with an awesome cohort of students specializing in post-secondary leadership. Here’s what the course is about:

Course Description:

Collaboratories of Practice represent a fusion of two important developments in contemporary research: communities of practice and collaboratories.  A collaboratory is a new-networked organizational form involving structured experiences of authentic, real-world practice that serve as sources of active inquiry and professional learning.  Using a studio or “collaborative laboratory” learning design, this course facilitates the application of knowledge in real world settings and to investigate and learn from inquiry in the field.

The goal of this second collaboratory is to promote critical inquiry that addresses high-leverage problems of practice related to teaching, learning, and leading in order that service and collaboration among colleagues and the professional communities can be enhanced.  It will provide students the opportunity to critically apply theoretical and technical knowledge, to develop and refine professional skills, and to integrate theoretical, research, and practical knowledge through a focus on data collection and analysis.

Learner Outcomes:

By the conclusion of this course each learner will:

  1. evaluate and select a research methodology to address the research questions.
  1. determine a setting, sample and data sources applicable to the research problem and purpose.
  2. develop methods of data collection and data analysis to address the research problem and purpose within the ethical requirements of the Research Ethics Board.
  3. write a draft Research Methods and Methodology section for an EdD Research Proposal.

Throughout this course each learner will:

  1. contribute to an online scholarly community;
  2. provide constructive feedback on colleagues’ work in collaboratory (studio) groups and incorporate feedback into one’s own work; and
  3. develop and enhance scholarly writing skills through ongoing cycles of feedback from peers, the instructor and the supervisor.

Here’s a copy of the course outline: eder_708-01_l01_eaton_w2017-final-approved

____________________________________________________

Share this post: Course outline EDER 708 – CoLaboratory of Practice https://goo.gl/m5DH99

This blog has had over 1.4 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!


How to conduct focus groups: Free online resources for researchers

February 6, 2017

I have been putting some resources together for graduate students on how to conduct focus groups. Here are over a dozen freely available online resources on how to plan, implement, record and analyze focus groups:

  1. Dawson, S., Manderson, L., & Tallo, V. L. (1992). The focus group manual. Retrieved from http://www.ircwash.org/sites/default/files/125-10840.pdf
  2. Education Training Services. (n.d.). Focus Group Planning Checklist. Retrieved from http://www.etr.org/cisp/access-resources/focus-areas/organizational-development/focus-groups-planning-checklist-pdf/
  3. Elliot & Associates. (2005). Guidelines for conducting a focus group. Retrieved from https://assessment.trinity.duke.edu/documents/How_to_Conduct_a_Focus_Group.pdf
  4. Family Health International. (n.d.). Qualitative focus groups: A data collector’s field guide. Retrieved from https://sa-assessment.uoregon.edu/Portals/0/focusgroups1.pdf
  5. Com. (n.d.). Moderator Check List to Conduct Focus Groups or Depth Interviews. Retrieved from http://www.focusgrouptips.com/conduct-focus-groups.html
  6. Harrell, M. C., & Bradley, M. A. (2009). Training manual: Data collection methods: Semi-structured interviews and focus groups. Santa Monica, CA: RAND Corporation. Retrieved from http://www.mbamedicine.activemoodle.com/mod/resource/view.php?id=486
  7. Jordan Civil Society Program (CSP). (2012). How to engage your stakeholders in designing, monitoring and evaluating your Programs: A step-by-step guide to focus group research for non-governmental organizations Retrieved from http://staff.estem-uc.edu.au/taipham/files/2013/01/A-Step-by-Step-Guide-to-Focus-Group-Research.pdf
  8. Kielman, K., Cataldo, F., & Seeley, J. (2012). Introduction to qualitative research methodology: A training manual. Department for International Development (DfID). Retrieved from https://rbfhealth.org/sites/rbf/files/Introduction%20to%20Qualitative%20Research%20Methodology%20-%20A%20Training%20Manual.pdf
  9. Modesto, T. S. (Ed.) (2013). Preparing your dissertation at a distance: A research guide. Virtual University for the Small States of the Commonwealth (VUSSC) and the Southern African Development Community (SADC), Centre for Distanced Education (CDE) – (SADC-CDE). Retrieved from http://www.sadc.int/files/3713/7821/2867/Dissertation_PDF.pdf
  10. Reilly, L. (2013). Training handbook: Organizing and facilitating focus groups. Alexandria: VA. National School Boards Association. Retrieved from https://cdn-files.nsba.org/s3fs-public/05_PET_FocusGroups_Handbook.pdf?cVFz.heuGUiKZnO.caQz8Qjftx7AV9Fk
  11. Shallwani, S., & Mohammed, S. (2007). Community-based participatory research: A training manual for community-based researchers. Retrieved from http://www.livingknowledge.org/fileadmin/Dateien-Living-Knowledge/Dokumente_Dateien/Toolbox/LK_A_Training_manual.pdf
  12. Temple University. (2004). Module III: Qualitative data: Focus group tools. Rapid policy assessment and response. Retrieved from http://www.temple.edu/lawschool/phrhcs/rpar/tools/english/Module%20III_tools.pdf.
  13. Temple University. (2004). Module III: Qualitative data: Focus groups: Training materials. Rapid policy assessment and response. Retrieved from http://www.temple.edu/lawschool/phrhcs/rpar/tools/english/Module%20III_training.pdf.
  14. S. Environmental Protection Agency. Focus group check list. Retrieved from https://www.epa.gov/sites/production/files/2015-09/focus_group_checklist.doc

I’ll update this list as I find more resources.

____________________________________________________

Share this post: How to conduct focus groups: Free online resources for researchers http://wp.me/pNAh3-1M5

This blog has had over 1.4 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!


%d bloggers like this: