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How do I write upp my research?
Transcript of How do I write upp my research?
Seven reasons why its important for teachers to strive to share what is learned from high quality practice-based enquiry.
How is teacher research shared?
A range of factors influences the final products of teacher research. These include:
Types of dissemination activity teachers engage in reflect the pragmatic concerns of local communities of practice includes
• Conference presentations (paper sessions, symposia, roundtables and posters)
• Invited presentations for local authority personnel and teacher education programmes
• Seminars and workshops (professional development sessions for other teachers)
• The assessment criteria/rubrics of taught courses
• Requirements attached to funding, for example, the provision of templates and models for dissemination outputs
• Expectations of local supporters, for example, school management and local authority facilitators
• The available resource in terms of time, technology, capacity in writing for and presenting to different audiences.
1. Teachers are under-represented as producers of knowledge about teaching.
2. Writing a research and enquiry summary in itself educative
3. Writing for publication can help to counter teacher privacy and isolation.
4. Dissemination helps teachers connect with audiences that extend beyond the local or/and professional.
5. Openness to critical peer review helps to bridge the theory-practice divide
6. Dissemination of teacher research goes some way to address the deficit of studies that connect strongly with teachers’ classroom practice
7. Research engagement helps professionals ‘talk back’ to decision makers
Dissemination may take the form of oral, print and digital media including:
• The production of school documents (briefings, newsletters, formal reports)
• Regional bulletins (local authority and ITE partnership newsletters)
• Multimedia representations through digital online portfolio
• Postings within virtual research environments including wikis
• Visual and arts-based approaches
• Articles and reports of work in progress in professional association magazines
• Scholarly (peer reviewed) journals
Conference Papers and poster presentations
• Conference presentations include paper sessions, symposia, roundtables and poster presentations. Paper sessions are typically clusters of three or four papers on loosely related topics in 60—90 minute session.
• The papers are grouped by the conference organisers on the basis of a short abstract submitted by the applicant.
• The session and speakers are introduced by a chairperson, who also ensures timekeeping and moderates the discussion.
• Each presenter speakers up to 15 minutes with time of questions at the end of presentation.
• Symposia are themed sessions of three to four explicitly linked papers, with a chair and discussant.
• The discussant is an invited speaker who receives and reads symposium papers in advance of the conference. Their role is to synthesize the collection of papers, identify key points, pose questions and offer balanced feedback to the speakers.
• Roundtables provide opportunities for informal discussion of work by groups of colleagues whose work they are interested in hearing more about. Roundtable discussions offer informal opportunities to ask questions in a less structured environment.
• Poster presentations are a useful way to introduce ideas and evaluations of interventions quickly in less formal setting.
• Conferences can offer structured poster presentations in scheduled sessions or display posters in an exhibition area at the venue throughout the conference.
• In structured sessions, several poster presentations are each accompanied by a five minute oral presentation. In conference poster displays each exhibitor is allocated a display area.
• Presenters display their posters at the start of the event and are available to answer questions posed by visitors at a set time during the day.
• Posters ca can be displayed on free standing board that can be easily read from the distance of 1.5 meters.
• Powerpoint can be used to generate a poster and then enlarged.
• Poster displays can be a maximum of 1 metre wide by 1.5 metres long. The display can be supported by leaflets to be distributed to the audience.
Writing research reports: getting started- invention, voice and writing styles
Richardson and Miller identify the stages in writing process:
• Invention- (pre-draft starter activities) – mapping out what you will write, finding a focus, overcoming writer’s block
• Drafting (shaping the draf(s)- composition, ordering thoughts in writing, building a case
• Revision (revising the draft(s)- refine ideas and organisation of ideas. Re work and fine tune
• Editing (polishing the manuscript)- enhance fluency. Check word choice (wordiness), spelling punctuation and syntax. Full reference check
• Manuscript submission- editorial review process if writing for publication
Comparisons of writing styles for an academic and practitioner audience
Research report example 1: Networked learning communities
3. Aims of the research
4. Dimensions of the study
5. Summary of main findings
6. Background and context
7. The intervention: processes and strategies
8. The detailed findings
9. Research or enquiry methods
11. Further reading
12. Author and contact
Components of practitioner research report
Examples of Reporting guidelines
Research report example 2: Best Practice Research Scholarships
1. What were your original aims?
2. In what ways did you refine your aims?
3. Which research processes did you find helpful?
4. Which research processes did your pupils find helpful?
5. What were the learning pints you gained from undertaking the research and what were your findings?
6. What evidence relates to this learning and your findings?
7. What are the questions for your future practice.
8. What are the questions for your school?
9. What are the questions for further research?
10. How did you disseminate your findings with others, for example, within your school, other schools, the LEA, wider?
Research Report example 3: Schools of ambition
Whole school transformation
• Reflection and Intervention
• Evidence of impacts and outcomes
• Sustaining the change
• External support
1. Identify a clear a clear focus for a manuscript for a manuscript among the choices offered by typical teacher research project.
2. Select an appropriate journal for submission.
3. Follow the author guidelines carefully and take time to check that your manuscript satisfies the stylistic and bibliographic requirements for publication.
4. Take a particular care to ensure that the conventions of professional or scholarly writing are present and that the appropriate register or voice is used.
5. The manuscript will be forwarded between one and three reviewers who hold professional expertise and interest in the area.
4 outcomes of peer review process
1. Accept for publication
2. Accept subject to minor revisions by a specified due date.
3. Major revisions needed. Revise and resubmit for further round of reviews.
4. Reject, inappropriate for this journal.
How do I manage the editorial review process
Thank you! :)