An introduction to Assignment 2 (ED7004)

Wasyl Cajkler & Sue Dymoke

Reflecting on UA1

Some very impressive high quality assignments

Level of enquiry was very pleasing Many of you searched the literature

effectively Many of you engaged with the literature in

an analytical way

What did you learn about writing at Masters level in completing UA1?

What is required?

‘Critical Issues in the Secondary School: Researching Subject Teaching’ = the title of the Masters module

What are the critical issues in the teaching of your subject?

Some examples of critical issues…

In Science: the teaching of a social/ethical/moral issue in the science curriculum

In Geography: how can we develop enquiry skills and move students towards independence in their learning?

In History: Teaching an emotive issue

In Mathematics: The importance of language in the classroom

In MFL: the decline in take-up of languages at GCSE and A level

In Citizenship: Can schools ever be truly democratic? How might they be organised to maximise opportunities for student consultation and active participation?

In English and Media: Where are the opportunities for learning about multi-modal texts in the curriculum?

In Social Science: the impact of the 14-19 framework on teaching sociology or psychology

Which issues interest you?

Discuss with a partner the ideas you have had so far…

Zooming in: which issue to choose? Which issue would you be able to reflect on

in relation to your own Phase A and/or Phase B teaching?

Which issue would you be able to investigate in the early stages of Phase B?

Could you observe or interview staff and/or students about this issue in your school?

Which issue will you be able to locate academic articles, chapters, books etc on?

What support can I expect?

Discussion in your tutorial on your choice of focus

Feedback on your synopsis References to research and texts

recommended during A1 and B1 subject sessions – look back at your notes

Reading lists in your subject handbooks Please do not ask your tutor to comment on

your draft assignment Draw on lessons learned/advice given in the

formative assessment of your first assignment

Zooming in: which issue to choose and what underpins it?

What are the theoretical and pedagogical frameworks that underpin this issue?i.e In English and Media…

Discussion of multi–modal texts in the curriculum would be underpinned by theories of: critical literacy; visual literacy and the grammar of design and frameworks such as the 2008 National Curriculum programmes of study.

Zooming in: which issue to choose and what underpins it?

i.e…. In History

Exploration of an emotive issue would be underpinned by theories of Identity and Historical Identity or Historical Consciousness and historical frameworks connected with testimony, memory and objectivity.

Advice

Focus on a very specific subject- related question not a broad topic.

Once you have chosen your issue, focus on a specific class through which you can explore it.

Read widely and reflect on critical academic literature on this topic

Reflect on, research and critique your own developing practice

Don’t make generalisations based on limited experiences

Remember: you are writing a 5000 word study not a dissertation or a thesis!

How should I begin work?

Choose your issue Mindmap or list possible questions about that

issue

Settle on a question which: interests and engages you can be realistically explored through research,

reading and reflection in the time you have Will aid your further professional development

Synopsis submission

You will need to submit a synopsis to your tutor for discussion and approval

Each subject area has their own arrangements and deadlines for synopsis submission – check these with your tutor

Reading required

Books

Journal articles

Conference papers

DCSF documents

Ofsted reports

Professional literature

TES articles

Good academic habits

Begin reading early – School of Ed. Library is moving to at Easter

When reading, record the exact source, page, date of any quotations you note down

Don’t use Wikipedia or other unreliable sources!

Keep to the word limit (5000 words) Be aware of the need for academic honesty

and the severe penalties for plagiarism (refer to pages 9.6 – 9.7 in your course handbook)

Referencing your reading

References - use Harvard system Do not use footnotes Refer to the annotated guidance sheet

issued in this session Refer to additional support on Blackboard Reference list at end of assignment: this

should only list the texts you have referred to in your assignment not all those you have read in preparation for writing it

Referencing your reading

If you use the TDC (or any other text) and cite the texts referred to in it then you must acknowledge the original source of your information. Do not try to pass off this reading as your own!

i.e. for a direct quotation:(Zebedee, 1998: 24 as cited in Dylan, 2007:

12)i.e. for a paraphrase:(Zebedee 1998 as cited in Dylan 2007)

Structure of Assignment 2

Refer to page 3.7 Course handbook for some suggested layouts.

We recommend 2 structures (see OHT)

Whatever layout you choose you need to include:

A cover title page Abstract

Contents table Introduction Background Outline Main section of

analysis and evaluation

Conclusion References

Use Subheadings to divide up your work clearly

What is an abstract?

150-300 words Synopsis of what you have done Not an introduction Present or past tense (not future) The reader should be able to

understand the scope, general focus/content and principal outcome of your study from the abstract.

Example of abstractThis study explored the perspectives of newly

qualified teachers (NQTs) in England, entering the profession in 2005 and 2006 about their training and induction to meet the needs of pupils with English as an additional language (EAL). Findings from a survey and interviews revealed that the greatest concerns of NQTs related to the teaching of literacy and the assessment of EAL pupils’ language skills. Perspectives on initial teacher training offered by English Higher Education Institutions (HEIs) were mixed, with greatest importance given to the quality of school placements offered by training providers.

167 words(Hall & Cajkler, forthcoming)

Collaborative support was reported to be available in the induction year, by the third term of which confidence levels had risen. NQTs had found ways to develop their skills in teaching and assessing pupils with EAL. Nevertheless, while encouraging, the reported levels were not yet such that either teachers or the Training and Development Agency for Schools (TDA), the body responsible for teacher training in England, could feel satisfied with this aspect of teacher development.

Present tense: 151

This paper analyses the way English grammar is described in Grammar for Reading (DfES, 2003a, 2003b) and the pedagogy that underpins the document. The following features are considered: the accuracy of the grammatical description and its evidence base, the meaning of Grammar for Reading, and the evidence presented in support of this approach. While the description of English grammar at the beginning of each module is accurate and potentially helpful, the grammatical observations accompanying texts and activities are often vague and misleading. Furthermore, the value of Grammar for Reading’s reductive approach to engaging with texts is called into question.

(Cajkler & Dymoke, 2005)

Appendices

Be selective and link appendices firmly into the text

You may add transcripts, questionnaires or similar data-gathering items

No effect on word length, but .. Clear links essential (not loose

appendages).

In conclusion…

Two files of further advice on Blackboard: ‘Writing the curriculum study’ ‘Quick Guide to Referencing’

Deadline for submission: Monday 21st April 2008

Extensions only given for very good reasons. (Extension form on Blackboard to be signed

and submitted to your tutor.)

Finally…

Good Luck!