Tuesday, October 28, 2014
3d printers in schools
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/251439/3D_printers_in_schools.pdf
Monday, October 27, 2014
chapter 7-8 in teacher research due Nov. 2 2014
Chapter 7: An introduction to teacher research as document based investigation
p.118
document based research undertaken to develop a normative stance.
3. research that uses texts to advance substantive findings
research that undertakes readings to identify or contruct Meanings.
Pg. 110. examples
Meanings of literacy in education Policy documents.
Research design.
Data collection: surveying relevant sources and assemling a corpus.
page 120
Data anaysis
Results, findings, interpretation
121
Reading the literacy crisis: What the data means.
122.
locate the references noted above for Krashen and Spear-Swerling
and address the following.
document based research undertaken to develop a normative stance on an educational issue.
How best to understand "literacy" Autonomous and idea logical models.
p 123
125: Research that uses texts to advance substantive findings about the world
126
researching the literacy myth
design
data collection
data analysis
results and findings: illiterate workers. what percent of unskilled and semi skilled laborers are literate
128
means for critically assessing the quality and validity of data in document based research.
129
Identifying, analyzing and evaluating key statements made in texts
what is the right kind of evidence/support for a particular claim?
How much of such evidence is enough to warrant accepting it?
Empirical? Most people learn more effectively if they are motivated.
p.130 most people know little about it so need more\
1. importance, 2. support, 3. support: data or another cite. 4. contentiousness? 5. authoritative.
p.131. 6. authority standing? 7. contrary evidence? 8. accept the claim? Decide.
132. what are we buying into?
133. Normative or value claims. Right or wrong, good or bad.
134. NORMATIVE claim. How things SHOULD be.
135. Identify and evaluate conceptual definitions distinctions categories and taxonomies that are emplyed in research based documents. . We use CONCEPTS to make sense of our world.
136. Read Michael Goldhaber's online article. 'The Attention economy and the net.'
www.firstmonday.dk/issue2_4/goldhaber/ (NOT FOUND )
http://firstmonday.org/article/view/519/440
http://www.alamut.com/
Compare with ASSOCIATION of RESEARCH LIBRARIES http://www.arl.org/about#.VFP2h4dpGkc
137. categories: similar and different sorts of things. Taxonomy = classifying system.
138. What are some important categories in the research project ?
argument : 2 ways:
1) level of organization and presentation of the text.
2) design and implementation of the research argument.
Test: Premises are true- Reasoning = sequencing of premises.
139. 4 or 5 main steps = premises. Leading to a conclusion.
140. Break premises into "sub-arguments"
Deductive reasoning and logical validity.
141. Euler circles
Inductive reasoning and logical validity.
142. more information in conclusion than in the premises.
p.143 well designed and well implemented research can comprise a successful argument.
p.144 chapter 8: Teacher Research as Quantitative Investigation
144. Common research designs
145. 1) true experiments, 2) Quasi experiments, 3) Correlation,
146.
4) Causal Comparative design, 5) Survey designs/data collection strategy !!!! one of these 2 !!!
definitions
Variables:
147. Sampling methods. Random, Stratified random, Purposive and Convenience.
149. CONVENIENCE SAMPLING is the one.
Experimental research: True and quasi-experiments
150. internal validity ( inside population ) same test different conditions, External validity ( to broader populations )
151. true experiments. Causal relationships, exceptions.
152. Because the groups are MORE OR LESS EQUIVALENT. . .key words
153. quasi experiment example, pre-ordered groups, classes
games 20-40 min daily 12 weeks, matching variables, general academic level, vulnerability.
pre-, post- intervention surveys. Analysis of Variance, ANOVA , analysis of covariance ANCOVA.
154. Types of Experimental design
Matched pre-test/post-test control/ comparison group design
155. standardized tests or develop their own measures of performance.
because not totally matched , not equivalent on all characteristics (AS WOULD BE LIKELY WITH RANDOM ASSIGNMENT) ????
LIMITS TO WHAT CAN BE CONCLUDED FRMO THE STUDY.
156. other complications.
- developmental changes irrelevant to the intervention
- proactive effects of multiple testing.
- SEEPAGE of the intervention program into the comparison program , especially if they are in the same school .
- students or teachers aware they are in a study trying harder than average.
MATCHED POST-TEST ONLY COMPARISON GROUP DESIGN.
eliminate the pre-test in the design. removes several alternate explanations for the effect of the intervention related to multiple testing, such as proactive effects in increased alertness to the content of instruction.
157. Choosing the research design is ALWAYS a COMPROMISE. where researcher considers particular context and problem. then selects or tailors
wariations on experimental and quasi-eperimental designs.
- time series
- counterbalanced designs
- factorial designs.
INTERNAL VALIDITY of the STUDY ?
EXTERNAL VALIDITY of the STUDY ?
CORRELATIONAL and Casual-comparative research are NON_experimental or associational research. Relationships examined without influencing or manipulating them
158. Choice NOT to manipulate variables.
CORRELATIONAL research. , explore relationship between 2 or more variables.
159. Causal-comparative research,
160. i.e. GENDER ( categorical ) , not manipulating, but rather examining the relationships that already exist.
EXPLORING possible causes. See Book: how to design and evaluate research in education
p.161 reliability and validity
i.e. are scores on aggressiveness test related to behavior lie swearing and physical assault?
do scores on the reading ability test show progressive changes with age?
do scores on the anxiety test increase after a stressful experience?
researchers can choose commercially available measures or their own.
p.162 standardized testing, teacher-developed tests, surveys
163. "constructing a good quality measure is a carefully planned process"
Data analysis in quantitative research.
Survey research.
164. simple descriptive surveys!!!! most common, use this a bit.
cross-sectional surveys, longitudinal surveys
165. rating scale surveys, demographic, ATTITUDINAL !!!!!,
behavior related, factual.
WARNINGS: Is it Ambiguous? Is the language straightforward and jargon-free?, Is the language free of prejudice towards certain groups? Is the question concise?
p.166
Rating scale: i.e. when you get home form school do you do your math homework before anything else
|-always-|-usually-|-sometimes-|-hardly ever-|-never-| sometimes called Likert scale
Survey Modes: POSTAL, EMAIL-!!!!!! EMAIL , on the street, take home, telephone
p.167 TOOLS, survey instrument and a covering letter or brief explanatory statement.
Assure anonymity
SURVEY NOT GOOD FOR ME, we want NUANCES for why and how people plan for and use 3D printers.
p.168
(END)
p.118
document based research undertaken to develop a normative stance.
3. research that uses texts to advance substantive findings
research that undertakes readings to identify or contruct Meanings.
Pg. 110. examples
Meanings of literacy in education Policy documents.
Research design.
Data collection: surveying relevant sources and assemling a corpus.
page 120
Data anaysis
Results, findings, interpretation
121
Reading the literacy crisis: What the data means.
122.
locate the references noted above for Krashen and Spear-Swerling
and address the following.
document based research undertaken to develop a normative stance on an educational issue.
How best to understand "literacy" Autonomous and idea logical models.
p 123
125: Research that uses texts to advance substantive findings about the world
126
researching the literacy myth
design
data collection
data analysis
results and findings: illiterate workers. what percent of unskilled and semi skilled laborers are literate
128
means for critically assessing the quality and validity of data in document based research.
129
Identifying, analyzing and evaluating key statements made in texts
what is the right kind of evidence/support for a particular claim?
How much of such evidence is enough to warrant accepting it?
Empirical? Most people learn more effectively if they are motivated.
p.130 most people know little about it so need more\
1. importance, 2. support, 3. support: data or another cite. 4. contentiousness? 5. authoritative.
p.131. 6. authority standing? 7. contrary evidence? 8. accept the claim? Decide.
132. what are we buying into?
133. Normative or value claims. Right or wrong, good or bad.
134. NORMATIVE claim. How things SHOULD be.
135. Identify and evaluate conceptual definitions distinctions categories and taxonomies that are emplyed in research based documents. . We use CONCEPTS to make sense of our world.
136. Read Michael Goldhaber's online article. 'The Attention economy and the net.'
www.firstmonday.dk/issue2_4/goldhaber/ (NOT FOUND )
http://firstmonday.org/article/view/519/440
http://www.alamut.com/
Compare with ASSOCIATION of RESEARCH LIBRARIES http://www.arl.org/about#.VFP2h4dpGkc
137. categories: similar and different sorts of things. Taxonomy = classifying system.
138. What are some important categories in the research project ?
argument : 2 ways:
1) level of organization and presentation of the text.
2) design and implementation of the research argument.
Test: Premises are true- Reasoning = sequencing of premises.
139. 4 or 5 main steps = premises. Leading to a conclusion.
140. Break premises into "sub-arguments"
Deductive reasoning and logical validity.
141. Euler circles
Inductive reasoning and logical validity.
142. more information in conclusion than in the premises.
p.143 well designed and well implemented research can comprise a successful argument.
p.144 chapter 8: Teacher Research as Quantitative Investigation
144. Common research designs
145. 1) true experiments, 2) Quasi experiments, 3) Correlation,
146.
4) Causal Comparative design, 5) Survey designs/data collection strategy !!!! one of these 2 !!!
definitions
Variables:
147. Sampling methods. Random, Stratified random, Purposive and Convenience.
149. CONVENIENCE SAMPLING is the one.
Experimental research: True and quasi-experiments
150. internal validity ( inside population ) same test different conditions, External validity ( to broader populations )
151. true experiments. Causal relationships, exceptions.
152. Because the groups are MORE OR LESS EQUIVALENT. . .key words
153. quasi experiment example, pre-ordered groups, classes
games 20-40 min daily 12 weeks, matching variables, general academic level, vulnerability.
pre-, post- intervention surveys. Analysis of Variance, ANOVA , analysis of covariance ANCOVA.
154. Types of Experimental design
Matched pre-test/post-test control/ comparison group design
155. standardized tests or develop their own measures of performance.
because not totally matched , not equivalent on all characteristics (AS WOULD BE LIKELY WITH RANDOM ASSIGNMENT) ????
LIMITS TO WHAT CAN BE CONCLUDED FRMO THE STUDY.
156. other complications.
- developmental changes irrelevant to the intervention
- proactive effects of multiple testing.
- SEEPAGE of the intervention program into the comparison program , especially if they are in the same school .
- students or teachers aware they are in a study trying harder than average.
MATCHED POST-TEST ONLY COMPARISON GROUP DESIGN.
eliminate the pre-test in the design. removes several alternate explanations for the effect of the intervention related to multiple testing, such as proactive effects in increased alertness to the content of instruction.
157. Choosing the research design is ALWAYS a COMPROMISE. where researcher considers particular context and problem. then selects or tailors
wariations on experimental and quasi-eperimental designs.
- time series
- counterbalanced designs
- factorial designs.
INTERNAL VALIDITY of the STUDY ?
EXTERNAL VALIDITY of the STUDY ?
CORRELATIONAL and Casual-comparative research are NON_experimental or associational research. Relationships examined without influencing or manipulating them
158. Choice NOT to manipulate variables.
CORRELATIONAL research. , explore relationship between 2 or more variables.
159. Causal-comparative research,
160. i.e. GENDER ( categorical ) , not manipulating, but rather examining the relationships that already exist.
EXPLORING possible causes. See Book: how to design and evaluate research in education
p.161 reliability and validity
i.e. are scores on aggressiveness test related to behavior lie swearing and physical assault?
do scores on the reading ability test show progressive changes with age?
do scores on the anxiety test increase after a stressful experience?
researchers can choose commercially available measures or their own.
p.162 standardized testing, teacher-developed tests, surveys
163. "constructing a good quality measure is a carefully planned process"
Data analysis in quantitative research.
Survey research.
164. simple descriptive surveys!!!! most common, use this a bit.
cross-sectional surveys, longitudinal surveys
165. rating scale surveys, demographic, ATTITUDINAL !!!!!,
behavior related, factual.
WARNINGS: Is it Ambiguous? Is the language straightforward and jargon-free?, Is the language free of prejudice towards certain groups? Is the question concise?
p.166
Rating scale: i.e. when you get home form school do you do your math homework before anything else
|-always-|-usually-|-sometimes-|-hardly ever-|-never-| sometimes called Likert scale
Survey Modes: POSTAL, EMAIL-!!!!!! EMAIL , on the street, take home, telephone
p.167 TOOLS, survey instrument and a covering letter or brief explanatory statement.
Assure anonymity
SURVEY NOT GOOD FOR ME, we want NUANCES for why and how people plan for and use 3D printers.
p.168
(END)
Sunday, October 26, 2014
observation From Christine Collister web sites with lesson plan possibilities.
Sent Sunday, October 26, 2014 8:19 PM
Subject Re:My paper so far so you can see the matrix for ex.
Carlo,
So glad to meet you as well, and also to be able to collaborate and share ideas during the writing of our thesis(s) :)
I came across the following websites that have a connection to 3D printing lesson plans. Hopefully, you are able to find some useful.
http://www.brainpop.com/educators/community/lesson-plan/3d-printing-lesson-plan-make-moby/
http://www.makersempire.com/MakersEmpire-Year7LessonPlan-DesignandTechnologies-Version1.2.pdf
https://docs.google.com/document/d/1Oe-fTUz5c3eRBjt_e1OWN7r0JAM0IJncXN9JGCMBt5U/edit?pli=1
https://docs.google.com/document/d/1YurAiexvm2mVz2ddycnJrMP1Vje8Ve08JKQ7Q0J6HBI/edit?pli=1
http://www.thingiverse.com/Curriculum/about
http://www.bcssa.org/wp-content/uploads/2014/08/SD41-3Dv2.pdf
You are welcome to come and observe the 3D printing in action with my students. I am incorporating it during the school day. If afternoon is best for you, we can schedule it in during maybe 8th period. My 8th grade students have been utilizing this technology more than the others, but they are my 1st period class. Probably too early in the morning :)
-chris
Tuesday, October 14, 2014
Bookmarking Online Resource Tool
From Marie Celestin
To Joseph King; Marie Celestin; Christine Collister; Barbara Froehlich; Amy Eagelton; Carlo Fiorletta; Matthew Conklin; Myriam Betancourt; Paul Urbanovich; James Grogan; James Breheney; Erin Cullinane; Gina Feeney; Luciana Petrocelli; Bridget Fahnholz; Christopher Shamburg; Daniel Ward; Leonid Rabinovich
Cc
Sent Monday, October 13, 2014 7:14 PM
Subject Resource Tool
Hello everyone,
I wanted to share a resource tool with everyone thats been wonderful for school, but more so in this section of the program.
Its an online bookmarking tool that can save pdf files, urls, videos, images etc that you find online. You can sort them in lists and even share them in a group. Its a wonderful tool that I share with my students. It uses the cloud to save the information, so as long as you have an account you will have the information "forever" lol. Its very easy to set up and you can begin using it immediately.
Review the video below and hope it helps.
http://youtu.be/VHWapAF1Txw
To Joseph King; Marie Celestin; Christine Collister; Barbara Froehlich; Amy Eagelton; Carlo Fiorletta; Matthew Conklin; Myriam Betancourt; Paul Urbanovich; James Grogan; James Breheney; Erin Cullinane; Gina Feeney; Luciana Petrocelli; Bridget Fahnholz; Christopher Shamburg; Daniel Ward; Leonid Rabinovich
Cc
Sent Monday, October 13, 2014 7:14 PM
Subject Resource Tool
Hello everyone,
I wanted to share a resource tool with everyone thats been wonderful for school, but more so in this section of the program.
Its an online bookmarking tool that can save pdf files, urls, videos, images etc that you find online. You can sort them in lists and even share them in a group. Its a wonderful tool that I share with my students. It uses the cloud to save the information, so as long as you have an account you will have the information "forever" lol. Its very easy to set up and you can begin using it immediately.
Review the video below and hope it helps.
http://youtu.be/VHWapAF1Txw
Monday, October 6, 2014
Oct. 20-26 Literature Review Read Ethics and Teacher Research, Chapter 6
Do no harm
Last 15 years , stronger protections.
p.102
codes of ethical practice.
Institutional Contingencies.
Literature on research ethics.
http://www.aare.edu.au/index.php
p.103
Codes of research
Ethical teaching practices.
Obtain informed consent.
Formal investigation of classroom or school.
Avoid deception.
Avoid coercion or manipulation ,
reciprocate.
p.104
Have a valid research design
Research is a foundation. Faulty research will lead to faulty products.
p.105
Obtain informed consent.
p.106-107 consent documents.
p.108 avoid deception.
Can assume permission is granted, permission slip can refuse permission.
p.109 Minimize intrusion
p.110 do no go into spaces one does not need.
ensure confidentiality and anonymity
p.111
minimize risk of harm.
demonstrate respect for research participants at all times.
p.112 avoid coercion
Reciprocate. Research is a "two way street"
Last 15 years , stronger protections.
p.102
codes of ethical practice.
Institutional Contingencies.
Literature on research ethics.
http://www.aare.edu.au/index.php
p.103
Codes of research
Ethical teaching practices.
Obtain informed consent.
Formal investigation of classroom or school.
Avoid deception.
Avoid coercion or manipulation ,
reciprocate.
p.104
Have a valid research design
Research is a foundation. Faulty research will lead to faulty products.
p.105
Obtain informed consent.
p.106-107 consent documents.
p.108 avoid deception.
Can assume permission is granted, permission slip can refuse permission.
p.109 Minimize intrusion
p.110 do no go into spaces one does not need.
ensure confidentiality and anonymity
p.111
minimize risk of harm.
demonstrate respect for research participants at all times.
p.112 avoid coercion
Reciprocate. Research is a "two way street"
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