1. identify, explain and address ethical issues related to working in educational contexts;
2. select, use and adapt appropriate written styles aimed at academic and professional audiences, including use of the conventions of written English and Harvard referencing;
3. Design and implement, or review, a clearly focussed activity designed to enhance professional/personal learning in relation to an appropriate setting.
4. Identify, access and engage critically with a range of information sources, to support development of a knowledge base that is appropriate to the area of professional/personal practice on which the study is focused
5. Produce evidence that clearly demonstrates the outcomes of the study and is appropriate to its context
6. Identify the impact of their learning and consider systematically any implications for further development activities
7. Critically evaluate the significance of the study
Lesson (1): EIRM7126 Introduction to Research Methodology on the 15-9-12
I learned to identify the different methods of research, define the nature of educational research, identify the criteria of research, the steps in research process, identify criteria for a good research problem, different types of variables and design a study to test hypothesis, ethics of educational research, quantitative and qualitative methods.
The first lesson was meaningful and successful. We were divided into groups and were given different topics for group discussions and followed by presentations in various styles.
This lesson provided me the fundamental skills that are required to prepare for my research project designed to study about the implications of new Language B guide in IB schools.
I have also learned the ethical issues that I need to consider for conducting an educational research such as confidentiality and anonymity of the research participants, as well as my integrity as a researcher.
(Refer to wordpress, section BERA)
(Refer to wordpress, section: Reflection for SHU lesson)
I have learned the components and techniques required to achieve a good academic writing style such as using powerful evidence to support writing, stating opinion without being personal, using formal language and subject specific conventions, writing eloquently and grammatically correct.
(Refer to wordpress, section: Reflection for Activity 1: Academy writing style)
I have also learned to use a variety of ways introducing Harvard referencing for my research.
(Refer to wordpress, section: Harvard referencing)
Lesson (2): Literature review on qualitative article: Learning on the job on the 13-10-12
I learned to critique a qualitative article entitled: “Learning on the job”.
(Refer to wordpress, Section assignments: Qualitative article review: Learning on the Job)
Lesson (3): Qualitative and Quantitative methods on the 23-11-12
I critiqued a quantitative article: Reducing teacher stress.
(Refer to wordpress, Section assignments: Quantitative article review: Reducing teacher stress)
I learned the steps, components and criteria to write a good research proposal. I have sent the research proposal outline to my school supervisor for approval.
Lesson (4) Revisit APEL, Review of Journal and proposal presentation on the 1-12-12
The important skills, techniques and knowledge that I learned have clearly guided me to write a research proposal and link the literature review, the research proposal and the research report. I can apply these techniques and skills to prepare for a successful research.
I conducted literature search on area of my professional practices, for example: Po-Ting Chen (2009) ‘ Topic and Topic-Comment Structures in First Language Acquisition of Mandarin Chinese’, (Ellis, 1994) ‘Principles of Instructed Language Learning’, ‘Middle Years Programme Second-language Acquisition and Mother-tongue Development’ by IBO in January 2004.