EDST 837: Evidence of Learning in School and Everyday Life

Group Project

Guidelines

General purpose and expectations
Format of the paper (minimum): abstract (1-2s), main text (2-3 double spaced pages per group participant), reference list (three new paper and three new electronic publications per group participant)
Abstract
Format of your references
Group presentation

Time table

Working on the first draft of research group project in class: April 21, Tue.
First draft of the group project is due in class. Providing "peer" feedback for the first drafts: April 28, Tue.
Search the Internet for references: May 5, Tue.
Second draft of the group project paper due May 8, Wed.  (drop papers at my office or my mail box)
Group presentations: May 19, Tue.
wpe9.jpg (3914 bytes) Deadline for the group paper: May 19 Tue. in classwpe9.jpg (3914 bytes)

WB01158_.GIF (255 bytes) General purpose and expectations

The purposes of the group project are to learn together how to:

investigate an issue/dilemma of learning assessment in school and/or everyday contexts,
articulate the dilemma and alternatives that you consider;
discuss pros and cons and whose who may be proponents and opponents of the alternatives using examples;
find what other people think on the issue (paper and electronic references);
make your personal suggestions to the teaching dilemma can be resolved and why;
develop and present the investigation paper; and
work on an investigation project in a team.

I think these skills are very important for your future career. Also, by sharing frustration and problems together, I believe you'll provide a lot of guidance for each other. I expect that this investigation group project will prepare you for the individual final paper.

Choose one of the topics we discussed in the course (or tailor your own) of your interest. The topic should be a dilemma (i.e., to do things one way or another). It should imply having researchers and educators as your potential audience. It should be problematic for you and other researchers/educators (why bother to do something that it is clear?).

Develop your pro- and contra- arguments and provide evidence/examples for your claims based on your own or somebody else’s observations and experience and literature references. Discuss what you take to be the practical implication of the teaching strategies and learning processes and learning assessment in different educational settings. You may also want to interview the participants of the observations if you need/want to do that (but it is not required). The topics for the group project and its evaluation will be discussed in class meetings and laid out midway through the term.

Here are my suggestions for the paper:

top


WB01542_.gif (729 bytes) Abstract

Abstract should involve a paragraph or two describing what is the paper about, its structure, what the main teaching dilemma it discusses, what is your main conclusion or suggestion, and who may be benefit from reading the paper. It can include acknowledgements at the end.

top


WB00955_.GIF (255 bytes) Format of your references

You should provide both paper (e.g., books, chapters, journal articles) and electronic (i.e., WWW sites) references in the text of your paper and a reference list at the end of the paper. The purpose of providing references is:

  1. Learn how to find what other people think on the issue of your interest.
  2. Learn how to ground your discussion of the issue in discussions of other people.
  3. Provide your reader an opportunity to investigate the referred sources by themselves.
  4. Credit other people for contributing to your thinking.

The reference format can vary but it should include:

Red Arrow.gif (101 bytes)In-text referencing can follow a direct quote or your paraphrase or support for your point of others people's ideas. Referencing should be at the end of the quote, paraphrasing or your point supported by other author's ideas and include in parentheses the following info:

Red Arrow.gif (101 bytes)Reference list should be at the end of your paper separated by a subtitle (e.g., "References," "Bibliography" -- do not forget to separate the subtitles and reference entries with two Enters/Returns, otherwise the text would lamp together)

  • author(s) (if the author is unknown, put "unknown"),
  • year of the publication (skip if the date in unknown),
  • title of the publication in quotation marks (or title of the WebPages for an electronic publication),
  • issue number for journal,
  • page number for journal articles and chapters,
  • editor names and title of the book for book chapters in quotation marks (e.g., In K. Smith and N. Black (Eds.), "Humanistic schooling."),
  • place of publishing for books,
  • full address of the WWW site for an electronic reference (e.g., http://www.schooling_123.edu/discipline.htm) (try to be exact in copying the referred WWW address because otherwise it doesn't turn into hyperlink and a reader can't find it on the Internet).
  • publisher for books and book chapters.
  • Warning.gif (151 bytes) It is also appropriate to refer to personal communication, class WebTalk, or class presentation. In these cases make reference only in the body of your text and do not put in the reference list. The format should include author(s), approximate date of exposure, and type of exposure (e.g., personal communication, class presentation).

    top


    WB01062_.GIF (249 bytes) Presentation

    Your class presentation of the project should be interesting for your classmates and yourselves and should integrate presentation and discussion with the class. You should be creative about forms of the presentation (in past my students prepared skits, videos, quizzes for audience, interactive shows, and so on). Altogether it should be about 30-35 min. We can invite interested audience or organize a colloquium.

    top

    Colorful Dots.gif (3977 bytes)