week 12

1
week 12

• Student Guest Panel
• Academic citations
• Plagiarism
• RDP Presentations
• Field Trip

2
doctoral student panel

• On a half sheet of paper, write down your top 3
  challenges youve encountered in your first
  semester as a doctoral student.
• Robin Harris, 2nd year EPET, robinharris47_at_gmail.c
  om
• Gaoming Zhang, 4th year EPET, zhanggao_at_msu.edu
• Zach Mural, 3rd year EPET, muralzac_at_msu.edu
• Nate Jones, 4th year SpEd, EdPolicy,
  jonesna6_at_msu.edu

3
field trip!

• Ann Arbor Hands-on Museum
• leave Erickson Hall, 930 am, Monday, Nov 19
• Drivers

4
field trip assignment

• Wear several pairs of glasses behaviorist,
  information processing, cognitive, situated
  cognition, Vygotskian
• Observe the museum through these lens
• Take notes on what you can see or think about,
  especially with regard to
• what kind of learning is taking place
• How learning is occurring
• The motivation for learning
• Share observations on field trip blog during the
  two weeks after the field trip

5
field trip purpose seeing with ideas

• How can we determine the value of an idea?
• logical consistency
• bold assertions falsifiability (Karl Popper)
• rationale, the problems it addresses
• legacy, who it came from
• empirical basis, the data that support its claims
• pragmatics

6
field trip purpose seeing with ideas

• pragmatism
• a philosophy where the meaning and value of an
  idea lies in its practical consequences, rather
  than its antecedent qualities (rationale, legacy,
  theoretical or empirical basis)
• the central evaluative questions are what does
  this idea do for you, how does it change your
  experience

7
final rdp requirements

• All work should be in one place (blog, webpage,
  notebook). The following sections should be
  clearly labeled.
• Initial statement of interest
• RDP annotations
• Notes from meetings
• Annotated list of scholars
• Annotated list of publications, organizations,
  and conferences
• Glossary of important terms
• Historical and contemporary view of your area
• End-of-Semester statement of interest

8
rdp presentation schedule

• November 27
• Dec 4

9
rdp presentation guidelines

• 10 minute presentation, 4 minutes for discussion
• Visual aids are helpful (Powerpoint, handouts,
  slides, posters, etc.)
• Your presentation should be a formal talk, not a
  discussion, not a conversation, not an activity

10
visual aids

• Visuals should be easily readable
• At least 24 point font for PP
• Short sentences or phrases only. No long text,
  unless its a quote.
• No more than one slide per minute
• Keep in mind that the more the audience has to
  read, the less they will hear

11
substance

• Purpose of your presentation Introduce us to a
  few things youve learned in your RDP work
• Help us see the significance of these ideas.
• Your presentation should NOT be just a
  presentation of information
• Share your passion and enthusiasm for this work.
  What is there to get excited about?

12
practice, practice, practice

• Communicate, dont just talk.
• Speak as though you are really trying to engage
  us with your work, not as though youre trying to
  get through the presentation as quickly as
  possible.
• Use specific examples to illustrate and enliven
  your ideas
• Spoken academic language is different from
  written academic language.
• You can read, but dont read parts of your paper

13
presentation structure

• Introduction - not just a description of your RDP
  topic, but something that really draws us into
  your work. Intro should be short.
• Body - no more than two or three topics. These
  topics should be the most interesting, most
  significant parts of your RDP. Most of your time
  is spent on this section.
• Conclusion - not just a summary, but an ending
  that really leaves a last impression on us.
  Should be short.

14
make it great

• Present your RDP as if your audience were
  terminally ill.
• Their time and energy is precious.
• Your ideas are inspiring and can make life more
  vital and meaningful

15
text

• text

16
text

• text

17
labarees argument

• students and professors in researcher training
  programs often encounter a cultural clash between
  the worldviews of the teacher and researcher.
  Students may feel they are being asked to
  transform their cultural orientation from
  normative to analytical, from personal to
  intellectual, from particular to universal,and
  from experiential to theoretical. They often
  resist. Differences in worldview between teachers
  and researchers cannot be eliminated easily
  because they arise from irreducible differences
  in the nature of the work that teachers and
  researchers do.
• - Labaree (2003)

18
challenges of doctoral studies

• According to Labaree, doctoral education requires
  a shift in cultural orientation...
• from normative to analytical (how should things
  be why are things the way they are?)
• from personal to intellectual (involving the
  heart, feelings involving the rational mind)

19
challenges of doctoral studies

• According to Labaree, doctoral education requires
  a shift in cultural orientation...
• from the particular to the universal (the here
  and now the everywhere and always)
• from the experiential to the theoretical
  (knowledge based in experience knowledge based
  in theory)

20
tension between the cultures
21
easing the transition

• Maturity
• Professional experience
• Dedication to education

22
recommendations

• Explicitly acknowledge the cultural differences
• Emphasize that the researcher perspective
  complements rather than replaces the practitioner
  perspective
• Emphasize the similarities, that the gap is not
  as wide as it may seem

23
related topics

• Teacher Professionalization a move to improve
  the status of teaching and education
• Professional Development Schools an effort to
  bridge the gap between researchers and
  practitioners
• The broader issue of the proper relationship
  between research and practice

24
becker

• fears about writing and the things we do to
  manage them
• what we do to make ourselves sound like academics

25
becker

• the issue of classy language

26
graduate school writing

• differences from other writing
• revisions expected
• people will talk to you about what youve written
• longer papers
• drafts that change
• less rigid timelines and
• less clear criteria for good writing

27
examples of editing

• unified stance
• agreement
• confronted the issue
• talked about
• could afford not to have to be concerned with
  certain things
• neednt worry about certain things

28
examples of editing

• This chapter will examine the impact of money or,
  more specifically, independent incomes on
  relations between husbands and wives with
  particular regard to the realm of financial
  affairs
• This chapter will show that independent
  incomes change the way husband and wives handle
  financial affairs

29

• Despite its reported advantages for students,
  especially special education students, many
  barriers have been cited in the implementation of
  technology and technology-based instruction in
  education. One such barrier involves teachers.
  The implementation of technology or
  technology-based instruction requires a major
  commitment, as well as time, from teachers.
  Teachers also do not, or at least feel that they
  do not, have the understanding or skills to
  implement it (Fitzgerald, 1996 Hasselbring,
  1997 Zhao Frank, 2003). Hasselbring and Glaser
  (2000) specified that teachers often do not have
  the training necessary to implement technology in
  their classrooms. And the role of teachers is
  very important to technology implementation. In
  their study of technology in elementary schools,
  Zhao and Frank (2003) found that most variation
  with computer use occurred within schools. This
  showed that teachers made a bigger difference in
  how computers were used by students hence
  emphasizing the factor of teachers.

30
persona

• everyone writes as someone, affects a character,
  adopts a persona who does the talking for them.
  Becker
• Possible persona
• classy smart, sophisticated
• esoteric expert inside dopester
• experiential authority I was there
• speaking in imperatives and impersonally
• just a plain folk, who know a few extra things

31
academic citations

• Academic citations
• - Why
• When
• How
• The larger skill to learn How to write in a way
  that makes productive use of other peoples work

32
academic citations

• APA style
• About Plagiarism
• http//www.msu.edu/unit/ombud/plagiarism.html
• http//www.indiana.edu/7Ewts/pamphlets/plagiarism
  .shtmloriginal
• http//www.princeton.edu/pr/pub/integrity/pages/pl
  agiarism.html
• http//owl.english.purdue.edu/owl/resource/589/02/
  
• Citation Machinehttp//citationmachine.net

33
plagiarism

• Consequences
• Examples
• Turnitin.com