Action-Based Research (EDER 701.01)

December 16, 2016

I am thrilled to be teaching a doctoral level course on action research in the Winter 2017 term.

Course Description:                                                                              

This course is an introduction to the rich intellectual and moral traditions, ideas, and approaches of action research, intended to provide participants with knowledge and skills related to the design, implementation, critical reflection, and evaluation of action research. The course will be theoretically grounded as professional action research in educational contexts, considering the contextual and sociopolitical aspects of action research.

Learner Outcomes:

  1. Describe, compare and contrast major ideas in the scholarly literature on action-based research.
  2. Describe, compare and contrast various forms of action-based research.
  3. Engage in critical analysis of the origins, history, epistemological, and ontological underpinnings of action
  4. Examine current trends and issues in the design, implementation, and interpretation of action research in education.
  5. Design praxis-based action-oriented research.
  6. Actively contribute to a knowledge building community.
  7. Offer constructive feedback on colleagues’ work and incorporate feedback into one’s own work.

Required Texts:

Hinchey, P. (2008). Action research primer. New York, NY: Peter Lang.

McNiff, J. (2013). Action research: Principles and practice (3rd ed.). Florence, KY: Taylor and Francis.

Additional Recommended Readings:

Hendricks, C. (2016). Improving schools through Action Research: A reflective practice approach (4th. ed.). Upper Saddle River, NJ: Pearson Education.

McNiff, J. (2010). Action research for professional development: concise advice for new action researchers. Poole: September Books.

McNiff, J. (2014). Writing and doing action research. Thousand Oaks, CA: Sage.

McNiff, J. (2016). You and your action research project (4th. ed.). London: Routledge.

Mertler, C. A. (2013). Action research: Improving schools and empowering educators (4th ed.). Thousand Oaks, CA: SAGE.

Noffke, S. E., & Somekh, B. (2009). The SAGE Handbook of Educational Action Research. Los Angeles, CA: SAGE. DOI: http://dx.doi.org.ezproxy.lib.ucalgary.ca/10.4135/9780857021021

Willis, J. W. (2014). Applied research in education and the social sciences: Action research: Models, methods, and examples. Charlotte, NC: Information Age.

Check out a full copy of my course outline: eder-701-01-l01-w2017-eaton-approved


English for All: Technology in English at The White House

December 15, 2016

On November 29, 2016 I was one of approximately 30 participants invited to The White House in Washington, D.C. to take part in the English for All Technology in English event. It was an amazing event that brought together thought leaders from academia, government and industry.

Here’s an album of photos taken by an official U.S. Department of State photographer: https://www.flickr.com/photos/exchangesphotos/albums/72157677134648376

You can check out my complete report here: white-house-report


Designing Synchronous Online Interactions and Discussions

May 17, 2016

IDEAS 2016: Designing for InnovationA few weeks ago I co-presented a session at the University of Calgary’s IDEAS 2016 conference. This year the theme was “Designing for Innovation”. My colleagues, Barb Brown and Meadow Schroeder and I presented on how to effectively design synchronous sessions for e-learning.

The three of us are all award-winning educators, and each has her own approach to how we design and deliver real-time sessions via Adobe Connect in our classes. We offered ideas and tips on what we do and how we do it. Our paper has been included in the conference proceedings, which have just been released. Here’s a link to our paper:

Brown, B., Schroeder, M., & Eaton, S.E. (2016, May). Designing Synchronous Online Interactions and Discussions. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg 51-60). Calgary, Canada: Werklund School of Education, University of Calgary. Available from: http://hdl.handle.net/1880/51209

___________________________

Here’s a quick link so you can send this post to a friend:

Designing Synchronous Online Interactions and Discussions http://wp.me/pNAh3-1Ks

____________________________________________________

This blog has had over 1,000,000 views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!


12 Phrases to Avoid in Your Academic Research Papers

January 18, 2016
Image courtesy of patrisyu at FreeDigitalPhotos.net

Image courtesy of patrisyu at FreeDigitalPhotos.net

Over and over again I see these phrases in research papers. Every single time I ask students to consider an alternative. Here are a dozen phrases to eliminate in your academic writing and why:

#1: I hope that…

#2:  I believe that…

#3: I feel that…

#4: In my opinion…

Research is not concerned with what we feel, believe or hope. It is also not concerned with our opinions. Research is about posing a substantive question that merits an in-depth investigation and  providing credible evidence to address that question. These phrases may work in reflection papers or journals, but less so in research writing. Omit these touchy-feely phrases and focus on the business of providing evidence to support your discussion.

#5: Clearly…

#6: As you can clearly see…

#7: As this clearly demonstrates…

This can come across as defensive. It may seem like you are implying the reader is an idiot if he or she do not agree with you. Even if you feel that way, refrain from letting the reader know, as it will undoubtedly annoy him or her.

#8: As stated previously…

#9: As I have already mentioned / pointed out/ stated…

#10: As already noted in a previous section of this paper…

These phrases can sound condescending. I have yet to see a case where these phrases (and the remainder of the sentence that follows) add anything useful to the discussion. Keep your writing precise and pithy. Avoid repeating yourself.

#11: The only conclusion is…

#12 The only logical conclusion is…

This can sound arrogant, defensive or both. The underlying message is that anyone who disagrees with you is an imbecile. It makes it sound like you flat out reject the possibility that there could possibly be any other conclusion, which is rarely (if ever) a good idea in research. (Remember the Copernican Revolution.)

Instead of using phrases like these that can make you sound arrogant or defensive (even when that is not your intention), focus instead on writing in a pragmatic and straightforward way that lets the evidence speak for itself.

___________________________

Here’s a quick link so you can send this post to a friend:

12 Phrases to Avoid in Your Academic Research Papers

https://drsaraheaton.wordpress.com/2016/01/18/12-phrases-to-avoid-in-your-academic-research-papers

____________________________________________________

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 603.23 – Writing Educational Research

January 2, 2016

Sarah Elaine Eaton, speaker, presenter, keynote, technology, social media, Calgary, Canada, educator, education, professional developmentI am thrilled that I have the opportunity to teach one of my favourite courses again in the Winter semester. Even better, I already know many of the students who are enrolled and I welcome the opportunity to work with this academically strong group again.

Here’s a downloadable .pdf of the course outline:

EDER_603.23_L09_Eaton_W2016 (approved)

This term, all the instructors who will teach the course in the Winter semester worked to collaboratively design a common outline for all sections of the course. We will use a common approach to teaching, assignments and due dates.

The objective of the course is to engage students in thinking about publishing their work in a public format. Here is an example from a previous student of mine in this course who published her first refereed conference paper as a direct result of her work in this course:

Quinn, E. (2015). Designing a professional learning model to support creativity in teaching and learning. Paper presented at the IDEAS: Designing Responsive Pedagogy, Calgary, AB. Retrieved from: http://prism.ucalgary.ca/bitstream/1880/50852/3/IDEAS%202015%20FINAL.pdf

I hope that this example inspires students in the Winter semester to seek publication of their own research in a credible (e.g. peer reviewed) format. Now is an exciting time for graduate students who want to work towards sharing work in a published format. There are more opportunities than ever before for graduate students to learn what it takes to have their work published in conference proceedings or journals.

Here’s a quick link so you can send this post to a friend: EDER 603.23 – Writing Educational Research – http://wp.me/pNAh3-1Jy

____________________________________________________

This blog has had over 1,000,000 views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!


APA Checklist for Term Papers

December 1, 2015

My students often struggle with the finer points of APA formatting and style. While I always encourage them to read the APA manual in detail themselves, with the end of the semester looming, that doesn’t always happen. So, I put together this handy checklist for my students to help them format their paper like a pro.

Feel free to use it yourself or share it with your own students:

Here’s the checklist in .pdf format: APA Checklist for Final Papers.

Here’s a quick link so you can send this post to a friend:

APA Checklist for Term Papers: http://wp.me/pNAh3-1Jd

____________________________________________________

This blog has had over 1,000,000 views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!


So, yesterday was a pretty stellar day at work…

September 11, 2015

Werklund School of Education Teaching Excellence Award 2014-2015There are moments that mark our careers, our lives and our memories. Yesterday I had a very special moment, surrounded by friends, colleagues and mentors. In the company of about 20 or so other winners of awards presented by the Werklund School of Education, I was honoured and humbled to receive the 2014-2015 Teaching Excellence Award.

I know there were some pretty special people working behind the scenes who made this happen and some pretty phenomenal former students wrote letters of support to the selection committee.

Moments like these don’t happen very often. We enjoy them, savouring the opportunity to share with those around us who make the work worthwhile and bring joy to our professional practice.

That happened yesterday. Today it is back to work, connecting with students at the beginning of another busy fall semester. I’m thrilled to be teaching two groups of Master’s of Education students this semester. They really do keep me inspired on a daily basis.

____________________________________________________

If you enjoyed this post, please “like” it or share it on social media. Thanks!


%d bloggers like this: