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| Joint Ph.D. –Core 2000 Program |
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| Students are expected to be present for all activities. The
expectations for each course (Core 2000 and Core 2001) will be the same. We
believe that the activities and expectations address the core skills
necessary for academic success in the current diverse research milieu.
Thus, in the spirit of the "spiral curriculum" these skills will
be enhanced by further practice in Core 2001. By the end of each course
students will demonstrate proficiency in:
engaging ideas in a scholarly culture
reviewing the literature in a balanced, fair and critical manner
writing in a clear and concise manner
utilizing sound principles of research
presenting written communication in a logical and organized manner
reflective thinking through integrating personal experiences with
theory
developing collaborative skills (i.e., Coauthoring, peer reviewing,
self-assessment)
utilizing effective oral presentation skills
using various research strategies.
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| Assessment
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| Formative: |
Summative: |
| Journal - 9 items |
15% |
Position Paper |
25% |
| Personal narrative |
15% |
Case Study |
25% |
| Critiquing skills |
10% |
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| Group Presentation |
10% |
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| Outcomes for Assignments |
| 1.
Position Paper: |
Using relevant literature prepare a position paper which
presents two sides of an argument, or two competing explanatory models or
two theories, or two sets of empirical studies. Your review should lead you
adopt the more compelling position, and generate a relevant research
question, hypothesis or prediction. |
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Main
Objective: To critique the literature on competing positions in a balanced and fair
way. |
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To define and write a clear problem or thesis statement.
To review and analyze references (at least five)
supporting two sides of an argument. Each important study reviewed would
typically require two paragraphs to two pages of text in your review.
Determine the strengths and weaknesses of each of the
sources--for example, evaluate the assumptions, note the adequacy
of the inferences, examine the adequacy of the sample size, present sufficient
information which an uninformed reader could use to make a judgment about
the credibility of your critique of the literature.
Generate a research question or hypothesis which can be
used to examine the issue in more detail in the future.
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| 2.
Article Critique: |
Your group is functioning as an editorial board which has
the responsibility for reviewing articles for your journal (Canadian
Journal of Education). You have room for two articles in an upcoming
issue. You are required to critically evaluate each of the three articles
submitted and respond in one of four ways: accept, accept with revisions,
reject but with an invitation to rewrite and resubmit, or reject. You will
need to provide the author/s with constructive comments justifying your
decision. Finally, you will be required to present your editorial findings
to the class. |
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Main
Objective: To critique a set of articles to determine the following: |
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Theoretical Article:
Clarity and logic of the argument
Validity of the argument.
Coherence of the argument.
Comprehensiveness of the argument.
Flaws and omissions in the argument.
Empirical Article:
Adequacy of the literature review.
Adequacy of sampling procedures.
Adequacy of measurements and data collection
procedures.
Adequacy of statistical procedures and procedures of
data analysis.
Adequacy of conclusions, inferences and outcomes.
Applied Article: (i.e., Report on an
implementation process, program or position)
Clarity and logic of the presentation.
Validity of the presentation.
Coherence of the presentation.
Comprehensiveness of the presentation.
Flaws and omissions in the presentation.
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| 3.
Group Presentation: |
In a group choose a relevant topic to explore. Present your
research to your peers in the allotted time in a way that engages the
audience. |
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Main
Objective: To develop oral presentation skills. |
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To use time wisely.
To organize and clearly present material.
To plan and implement strategies for active audience
participation.
To involve the use media and technology.
To respond to questions and feedback from the audience in
ways which are appropriate.
ie. Responding to questions in ways which demonstrate
the mastery of the material, deflect questions which are
inappropriate, and demonstrate the ability to extend thinking to
encompass other related points of view which presenters did not
discuss or chose not to discuss.
To develop appropriate vocal and bodily mannerisms which
enhance rather than distract from the presentation.
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| 4.
Mini- Research Project: Case study. |
This classroom is a functioning culture. You are required to
conduct a case study of this culture, utilizing qualitative and
quantitative protocols where appropriate. |
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Main
objective: understanding and applying the principles of research. |
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Assignment: This classroom setting and your experiences in
the course will provide you with interesting possibilities for the
development of a case study. From your field notes and experiences,
develop the protocol for conducting a case study which encompasses each of
the following: |
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To develop protocols for conducting a case study
a. Developing an introductory description of the case
study
b. Develop focus questions for the case study.
c. Develop a research methodology, including literature
references, for conducting a case study
d. Collect data to respond to the questions of the case
study in forms which include but are not
limited to documents, field
notes, observational instruments, surveys
e. Analyze the data
f. Report on the analysis of the data
g. Use the findings from the data to respond to the
research questions. |
| 5.
Journals |
You are a part of a collaborative reflection group that
meets twice weekly. You will share your journal with other group members.
You will also read and respond to the journals of each other group member. |
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Main
Objective: To facilitate a reflective approach to research |
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two pages connecting theory to personal reflection
evidence of pushing your own thinking
six copies for each class
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| 6.
Personal Narratives |
You will write a personal narrative on lived-experience within
paradigms. |
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Main
Objective: To anchor your future research endeavours and career path to theory
and personal experience. |
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connect personal story to relevant theory
connect relevant theory to personal story |
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