RSS Feed

Posts Tagged ‘study’

  1. Naive Idealist

    8 April 2015 by shartley

    I’m starting to realise I’m a naïve idealist.  I want to teach in a way that benefits every single one of my students.  I want all my students to learn and achieve as well as they possibly can.  I want all my students to enjoy learning, embrace their positive passions and have a fulfilling life.  That’s all.

    I started studying my Masters of Education just for the piece of paper at the end but fell in love with the course with the very first two subjects, Curriculum and Pedagogy.  I was lucky enough to be well versed in the language of current thinking in these areas.  However, what kept biting me was the amount of rhetoric I was inclined to use without evidence.  Now, I’m so into what I have been learning for the last year and a half I want to just keep on going.

    It felt like I started my PhD this year but technically that’s a long way off yet.  When I finish my M.Ed., I enter the second year of a Masters of Research and then commence my PhD at the end of that.  These last two subjects of my M.Ed. are proving a bit of a stumbling block though.  One, a Literature Review, is meant to help me gain some background knowledge on the area I’m going to cover in my PhD but my grand ideas of writing about some of the big concepts in education keeps being narrowed down and down to a manageable size.  Of course I want my studies to be manageable but I also want to make a big difference.  I don’t think it’s an ego thing but instead I am driven by trying to find what’s the best we, as teachers, can do to help our students.  My other subject is the one I wrote about in my last two posts, an Introduction to Educational Research (EDCN800).

    Only three of the usual crowd of twelve or so turned up for EDCN800 last night, yet I came away more confused than when I arrived and wondered if it had been worth it.  Before arriving, I had a clear idea of what I was going to do for the next task (design a qualitative research study) and had received 3/3 for my proposal (my only 3/3 for our first task) but alas, no more.  You see, I made the mistake of making it an authentic task, something I could see myself doing in real life but really, all we have to do is go through the motions.  My idealism protested somewhat.  I want my learning to be meaningful and practical during the process of doing it.  I’m not just after the marks or even learning this now for some research I might do in the future; as I learn about how to design qualitative research, I want to be actually, in reality, authentically, designing qualitative research.

    However, a piece I have to write within three weeks for a uni assignment is not reality, particularly when talking about designing qualitative research; it normally takes much longer than that.  The literature review I am writing within one semester cannot contain every single article that I need to read to produce a doctorate thesis.  I am struggling with these limitations!!!

    How much more then, are we struggling in high schools to make learning authentic?  How can we help our students think they have something to contribute to the world when we have such short times on any one task, any one topic?  Some say school isn’t real life, that it is a false, socially constructed institution and that we should just accept that it is a mere addendum on real life.  How can we make secondary school learning authentic and meaningful if we can’t make it about the real world?  Do I ask too much?


    Perhaps my next post will need to be about the benefits of learning for the accumulation of knowledge rather than for practical application because of course, I see a place for that too in our curriculum.  For instance, I know many teachers and students who love learning about Ancient History for the sake of mere interest.  I love novels for what they say about the human condition.


    My literature review has morphed into the question:

    What do we know about the connection between ‘assessment for learning’ and the self-regulation of students in secondary social sciences?

    My qualitative research design will be probably based on the question:

    How have teachers responded to change?

  2. Research

    4 April 2015 by shartley


    Image source: author’s own textbook

    I’m currently studying EDCN800 Introduction to Educational Research at Macquarie University.  It is the only compulsory subject in my course but I put it off to last because it seemed so dry, and well, boring.  I have my regrets, however, since it would have been quite useful to know what I should be doing before I submitted abstracts on behalf of my team to international conferences.  When we were accepted to these conferences I had to write academic level articles on the basis of haphazard and amateurish research.  One of these articles was for a peer-reviewed journal and one of the two peers who assessed the paper slammed it for not being written in the acceptable academic format.  I had avoided the more academic format because I didn’t want to pretend that the research was formally conducted.  I have now resubmitted the piece into a more acceptable format but it still awaits final approval.

    More recently, I have been trying to support a friend who has been designing real proper research under the guidance of a university professor.  The professor’s critiquing of the attempts to write a research question and plan the research methods was a painful process but the frustration was worth it in the end because I think there is a very valuable research project currently underway.  As I do this course I can, in retrospect, see more clearly what was required and if I had completed this subject before this year it might have been a much less painful process.  Now, as I study the ethics of research I wonder how much more should be done to cover ethical considerations in my friend’s research.  It is also giving me more depth to my knowledge of research methods for when I teach Society and Culture.

    In the first semester of my Masters of Education I chose one subject (curriculum) because a friend was also doing it and another subject because I felt knowledgeable in that area (pedagogy).  I had enrolled in the course just so I could obtain the piece of paper and letters to look good on my CV but within a couple of weeks of participating in these two subjects I was enjoying myself immensely and did quite well as a result.  However, the one aspect that I was continually criticised about was the negligible evidence to support my (soapbox) statements.  I have improved a lot in this area since then.

    Now as I study EDCN800 I expect high achievement from myself but I’m not succeeding. I’m engaged in the subject because of the afore-mentioned application but despite being quite numeracy literate I struggle with the statistical concepts and analysis of data.  I only received 65% for the first of five assignments.  Today I battled with the concepts of reliability and validity with all their different coefficient measurements.  The concepts in themselves are fine but when I have to apply them to a technical academic article it becomes all muddled up and difficult to navigate.  Not only do I need to understand these concepts for EDCN800 but I am also writing a literature review for EDCN806 which requires an examination of the reliability and validity of the articles I am including in the review.  It is all driving me insane and I question my ambition to complete a PhD down the track.  As a result I’m feeling a fair bit of empathy with my students at the moment.

    Anyway, that’s enough complaining, I need to attack a question about evaluations using numerical ratings and then write some of my own questionnaire items to assess student experience in studying the Masters of Education.  It is so much easier to help my students design their research for their Personal Interest Projects (PIPs) in HSC Society and Culture than to do it myself at a university level.  But here I go…

    Stay tuned.

Skip to toolbar