Making Public The Embodied Knowledge Of Master Educators
In this update of 24 July , I have added the paper 'Creating a Profession of Educators with the living-theories of Master and Doctor Educators' by myself and Marie Huxtable. This has been accepted for publication in the January issue of Gifted Education International which also includes contributions from the masters writings below. click here to access the paper
|GIFTS AND TALENTS IN EDUCATION|
|Sonia Hutchison - My gift of authenticity as a leader - September|
|Sheila H. How do I continue to improve my practice while continuing to live my values of inclusion and equality, to ensure that learning is a positive and engaging process, enabling talents and gifts to unfold as a natural part of the learning journey , particularly for learners who are disadvantaged by cultural, emotional and physical barriers to learning? - September|
|Amy Skuse - How have I developed my own personal views of Gifts and Talents in education and how does this influence what I do in the classroom? January|
|Gary Williams - Who's Kidding Who? How can I use my interpretation of the story of gifts and talents to help children interpret their own? January|
|htm||Gary Williams - Who's Kidding Who? How can I use my interpretation of the story of gifts and talents to help children interpret their own? January|
|Claire Formby - How can I improve my practice as an educator to offer learners a creative and challenging curriculum which enables everyone to identify and develop their own talents and which also makes space for the nurturing of relationships to enable individual growth in understanding and self esteem?|
|Louise Cripps - How can I clarify my responsibility as a Headteacher as I provide opportunities to enable all children in the school to create talents?|
|htm||Joy Mounter - How can I work within the government's perspective of 'Gifted and Talented' but still remain true to my own living values?|
|Joy Mounter - How can I work within the government's perspective of 'Gifted and Talented' but still remain true to my own living values?|
|htm||Kate Kemp - How have I come to recognise and develop my talents which are my gift to my colleagues and pupils?|
|Kate Kemp - How have I come to recognise and develop my talents which are my gift to my colleagues and pupils?|
|htm||Nina Clayton - How am I using my own understanding and development of gifts and talents to promote the learning of children?|
|Nina Clayton - How am I using my own understanding and development of gifts and talents to promote the learning of children?|
|htm||Sally Cartwright - How can I enable the gifts and talents of my students to be in the driving seat of their own learning?|
|Sally Cartwright - How can I enable the gifts and talents of my students to be in the driving seat of their own learning?|
|Vicky Tucker - A response as to how my involvement with the Gifted and Talented programme initiated by Bath and North East Somerset has made me re-assess my living educational values and beliefs, thus influencing my delivery and provision for the SEBD students with whom I work.|
|Ros Hurford - How does using philosophy and creative thinking enable me to recognise and develop inclusive gifts and talents in my pupils?|
|ACTIVE LEARNING AND KNOWLEDGE CREATING RESEARCH|
|Sonia Hutchison - How have I improved my practice and developed my living theory of mindfulness and learning since presenting at the British Educational Research Association's (BERA) Conference in ? - September , under examination|
|Sheila dfknj.wz.cz does the complex ecology (Lee and Rochon ) of my personal and professional context, contribute to my developing practice and knowledge creation with those who are marginalised, particularly Black and Minority Ethnic (BME) communities, while living my value of inclusive cultural competence as fully as I can, including how I have approached researching my practice as active learner and knowledge creating researcher alongside learners?|
|Maureen B. How do I come to a better understanding of my proclaimed and embodied co-operative values and their influence of the learning of others, through the creation of this assignment? - September , under examination|
|EDUCATIONAL ENQUIRY ACCOUNTS|
|Kate Kemp - Working in partnership with pupils, families and other professionals-a case study/a living educational theory. Submitted to Bath Spa University April|
|Kate Kemp - A written critique of: Huppert, F. and Johnson, D. () A controlled trial of mindfulness training in schools: the importance of practice for an impact on well-being Journal of Positive Psychology, Volume 5, Issue 4, - Assignment PR submitted to Bath Spa University, April|
|Kate Kemp - How can I contribute to improving the emotional self-regulation of students with whom I work in the context of a BESD special school? Assignment PR , Research Proposal - Submitted to Bath Spa University October|
|Paul Falkus - What are the guiding principles and passions of my leadership? First Educational Enquiry. Submitted June|
|Kate Kemp - Can I reconcile the tension I feel between living my values at the same time as exercising professional judgements and, in doing so, improve my practice? Second Educational Enquiry. Submitted April|
|Sally Cartwright - GWIST Accredited Professional Development Programme. University of Bath, 9 credit unit|
|Sally Cartwright - A Critical Reflection On My Learning And Its Integration Into My Professional Practice. Three credit unit. January|
|Gary Williams' educational enquiry, A View From The Field: How can my knowledge be of use to other teachers? Back in the garage with my bullshit detector - The Clash. Under examination January|
|htm||Gary Williams' educational enquiry, A View From The Field: How can my knowledge be of use to other teachers? Back in the garage with my bullshit detector - The Clash. Under examination January|
|Joelle Adams' first educational enquiry, 'How can I learn about teaching academic writing from a peer tutoring pilot project? September|
|Joelle Adams' second educational enquiry, 'How can I live my values in each of the areas of activity defined by my sector?' January|
|htm||Kate Kemp's first educational enquiry 'Can I put the pupil's voice at the heart of our 'request for support' form and what will I learn in the process?' November|
|Kate Kemp's first educational enquiry 'Can I put the pupil's voice at the heart of our 'request for support' form and what will I learn in the process?' November|
|Kate Kemp's Learning Outcome 5 - Working in partnership with pupils, families and other professionals-a case study/a living educational theory. April submission to Bath Spa University|
|Joy Mounter's third educational enquiry 'How can I enhance the educational influence of my pupils in their own learning, that of other pupils, myself and the school?'|
|Sally Cartwright's first Educational Enquiry. Submitted for examination January Large pdf file - worth the wait!|
|Sally Cartwright's second Educational Enquiry, How can leadership qualities improve my practice as a teacher? January|
|htm||Sally Cartwright's second Educational Enquiry, How can leadership qualities improve my practice as a teacher? January|
|htm||Amy Skuse's first Educational Enquiry, How have my experiences of Year 2 SAT's influenced my perceptions of assessment in teaching and learning? Submitted for examination, University of Bath, October|
|htm||Louise Cripp's first Educational Enquiry, How do I improve my educational relationship with the learners I work with, both adults and children? Submitted for examination, University of Bath, November|
|Nina Clayton's first Educational Enquiry, How am I enhancing communication within my classroom with traditional stories and using both non-verbal and verbal language?|
|htm||Nina Clayton's first Educational Enquiry, How am I enhancing communication within my classroom with traditional stories and using both non-verbal and verbal language?|
|Ros Hurford's first Educational Enquiry, How do I encourage my pupils, through my own example and practice to become lifelong learners? January|
|htm||Ros Hurford's second Educational Enquiry, How does the writing of a new gifted and talented policy enable me to reflect upon and evaluate my personal values about gifts and talents? In what ways am I living my values in this area? September|
|htm||Ros Hurford's third Educational Enquiry, Working within the framework of 'Personalised Learning' how can I ensure there is a real learning space for my pupils, where they feel involved in what they learn and how they learn it? Submitted February|
|Claire Formby's first Educational Enquiry, 'How can I improve learning in my class through the explicit teaching of emotional literacy?'|
|htm||Claire Formby's first Educational Enquiry, 'How can I improve learning in my class through the explicit teaching of emotional literacy?'|
|htm||Claire Formby's second Educational Enquiry, How do I sustain a loving, receptively responsive educational relationship with my pupils which will motivate them in their learning and encourage me in my teaching? September|
|Claire Formby's second Educational Enquiry, How do I sustain a loving, receptively responsive educational relationship with my pupils which will motivate them in their learning and encourage me in my teaching? September|
|htm||Claire Formby's third Educational Enquiry, How am I integrating my educational theorizing with the educational responsibility I express in my educational relationships with the children in my class and in my school and wider society? Submitted April|
|htm||Joy Mounter's First Educational Enquiry, How can I live my personal theory of education in the classroom to promote self reflection as a learner? November,|
|Joy Mounter's Second Educational Enquiry, Language of learning to the language of educational responsibility. November,|
|htm||Ed Harker's Educational Enquiry, How can I carry out Masters level educational research without abandoning my own educational values? November,|
|pdf - Mb||Marie Huxtable's M.A. Educational Enquiry, How can I improve my practice through 'walking the talk' and 'dealing with doorsteps'?|
|html - KB||Patricia Kelly's M.A. Educational Enquiry, How do I understand my values of humanity in the classroom?: an educational enquiry.|
|pdf - KB||Victoria Kennedy's M.A. Educational Enquiry, Why is inclusionality so important to me? Ticking the Inclusionality box|
|Catriona Williamson's Educational Enquiry of April , on - How effective is Mere School at listening to 'the pupil's voice'?|
|html||Lisa Percy's Educational Enquiry of October , on - In Loco Parentis: Should teachers be parents too?|
|Graham Lloyd's Educational Enquiry assignment on - How do I/we help the students in Key Stage 4 improve their learning if they are in danger of underperforming?|
|Mark Potts' Educational Enquiry Module, Sept. , on - How can I use my own values and my experience of schools in South Africa to influence my own education and the education of others? This takes time to download because of the images|
|Jean Bell's Educational Enquiry Module, Sept. How can I improve the quality of teaching to motivate Year 9 boys in Food Technology|
|Karen Collins' Educational Enquiry Module, Jan. How can I effectively manage students' learning to take account of self-assessment within Modern Foreign Languages?|
|RESEARCH METHODS IN EDUCATION|
|Sally Cartwright, How can I research my own practice?|
|Joelle Adams, How can I investigate the influence of 'identity' on student writing at the transition from foundation to honours degree level?|
|Joy Mounter, If I want the children in my class to extend their thinking and develop their own values and learning theories, how can I show the development of their learning? How do I research this in my classroom? ()|
|htm||Steve Bamford, The Creation of Quality Experience. How Do I Research This in My Classroom? November|
|Claire Formby, How can I research the difference my values make to the children I teach? November|
|htm||Ros Hurford, If the development of an emotionally literate classroom is fundamental to my own values and philosophy of education, how can I show the impact of it on the well-being and learning of the children I teach? How do I research this in my classroom? November|
|htm||Margaret White, How do I research the relationships that are created within my primary classroom? November|
|METHODS OF EDUCATIONAL ENQUIRY|
|Daisy Walsh's Methods of Educational Enquiry assignment on - How do I improve my leadership as a team leader in vocational educational in FE?|
|html||Daisy Walsh's Methods of Educational Enquiry assignment on - How do I improve my leadership as a team leader in vocational educational in FE?|
|Graham Lloyd's Methods of Educational Enquiry assignment on - How do I/we help the students in Key Stage 4 improve their learning if they are in danger of underperforming? - Passed June|
|html||Tim Heath's Methods of Educational Enquiry account, How can I conduct a worthwhile enquiry into effective homework in my primary school?|
|html||Kevin McDermott's Methods of Educational Enquiry account - under examination - submitted February , on - A Study of the ways in which Spirituality is understood by students in a Catholic school using two types of educational research.|
|html||Jayne Stillman's Methods of Educational Enquiry assignment on - How can I use what is within me and my influence and achievements in the arts at Westwood St Thomas school to interface my career progression as a County inspector for art? Submitted September , under examination|
|Karen Collins' () Methods of Educational Enquiry Module: Plan of a small-scale enquiry linked to the development of a skills-based cross-curricular Citizenship based module for Able, Gifted and Talented students in Years , bearing in mind particularly the concepts of validity, reliability and triangulation and how they are related in this context.|
|html||Mark Potts' Methods of Educational Enquiry Module, submitted July , on - What methods of enquiry can I use to live out my democratic values more fully?|
|Simon Riding's Methods of Educational Enquiry Module, Sept. A Case Study on the impact of a teacher-research group at Westwood St Thomas School on professional knowledge and development.|
|UNDERSTANDING LEARNING AND LEARNERS|
|Paul Falkus - How do I improve my support of learning and learners in my school as Head teacher? Submitted June|
|Kate Kemp - 'All you need is love'-or is it? How can I contribute to creating an educational learning environment? Submitted May|
|Joelle Adam's How do students learn to write in UK higher education and how does this influence my practice as a professional teacher of academic writing?|
|html||Sally Cartwright on Understanding Learning and Learners. University of Bath, MA unit.|
|html||Claire Formby's Understanding Learning and Learner's assignment, As my understanding of the way children learn continually develops, how does this influence my everyday teaching?|
|Claire Formby's Understanding Learning and Learner's assignment, As my understanding of the way children learn continually develops, how does this influence my everyday teaching?|
|html||Joy Mounter's Understanding Learning and Learners assignment, Can children carry out action research about learning, creating their own learning theory?|
|Joy Mounter's Understanding Learning and Learners assignment, Can children carry out action research about learning, creating their own learning theory?|
|Hannah Moloney's How does my experience of children's learning in the classroom fit in with the wider concepts of 'intelligence', multiple intelligences and learning styles?|
|html||Nina Clayton's Understanding Learning and Learners assignment, How does my planning affect the learning of the children in my class?|
|Nina Clayton's Understanding Learning and Learners assignment, How does my planning affect the learning of the children in my class?|
|html||Ros Hurford's Understanding Learning and Learners assignment, How has my own development as a learner influenced the changes I have made in the way I teach, and how has this affected the learning of my pupils? January|
|html||Mark Potts' Understanding Learning and Learners assignment, How can I use my understanding of learners and learning to strengthen the Guidelines on Effective Learning used in my School? Under examination November|
|ACTION RESEARCH MODULES|
|html||A secondary Action Research module by Seb Bees|
|html||An infant/primary Action Research module by Kathryn Yeaman|
|Joy Mounter's MA Dissertation, 'As a Headteacher Researcher how can I demonstrate the impact and self-understandings drawn from Living Theory Action Research, as a form of Continual Professional Development in education?' Graduating from the University of Bath, December|
|Elisabeth Grande's Master of Vocational Education Dissertation on 'From a closed mind to an open mind through an action research project. How do I improve my practice? Graduated from Akershus University College,|
|'Reading in the Content Areas' by JoAnn Cilmi, Lauren Kolanovic, Tara Mole - an action research project in partial fulfillment of the requirements for the degree of Master of Arts in Educational Leadership from The College of Saint Elizabeth|
|An Examination of Professional Development and the Effective Use of Interactive Whiteboards by Laura Madden, Jared Prupis, Carol Sangiovanni and Joanne Stanek - an action research project in partial fulfillment of the requirements for the degree of Master of Arts in Educational Leadership from The College of Saint Elizabeth|
|Graham Lloyd's Masters Dissertation, Who I am as an educator in my teaching and learning: A contribution to educational knowledge. Graham graduated December|
|Andrew Henon's Course Evaluation Report 'Presence' for his Master's Degree by Project. University of the West of England School of Creative Arts. Awarded|
|pdf - MB||Mark Potts' Masters Dissertation, How can I improve my practice by communicating more effectively with others in my role as a professional educator? Mark graduated in July|
|Simon Riding's Master's Dissertation of June 'Living myself through others. How can I account for my claims and understanding of a teacher-research group at Westwood St Thomas School?'|
|Beatriz Grandi's Master's Dissertation of September , on - An action research expedition: how can I influence my students in developing their creativity and critical thinking? A self study - merit awarded November|
|html||Daisy Walsh's Masters dissertation of July , on - How do I improve my leadership as a team leader in Vocational Education in Further Education? - Merit awarded November|
|Geoff Suderman-Gladwell's master's dissertation on The Ethics of Personal, Narrative, Subjective Research. Geoff graduated from Brock University in October, Large file - 30 seconds download with broadband|
|Robert Ogilvie's Master's Dissertation, Brock University August on - Cohort Story: Re-searching and Learning Together. The page numbers will differ from the original because of formatting changes|
|READ the booklet in PDF format of Titles and Summaries of the Master's Dissertations from the Brock University/Grand Erie District School Board Partnership.|
|Peter Mellett's Masters Dissertation, University of Bath - MAKING THE BREAK: How can I undertake and understand my search for an enhanced comprehension of my life through moving beyond forms of existence that are grounded in 'mere formal rationality and instrumental reason'?|
|Jenny Brian's Masters Dissertation 'Education And The Pedagogic Ideal: A Study Of The Pedagogy Of John Dewey. University of Bath|
|Karen Thompson's 'Critical Account of one relevant theoretical perspective and its potential for research being undertaken: Marxism; Childrens Voice in the Community with specific reference to participation in and organisation of Community Arts projects and the benefits thereof.' 1, word essay in the MA Community Arts programme at Cumbria Institute of the Arts||Sonia Hutchison's, How can I improve my practice as a Chief Executive working with carers and their families creating my living theory of mindfulness and learning? Presented at BERA at the University of London, Institute of Education, 06/09/11|
Your Thesis Proposal Isnt Just About Getting Your Degree
I remember the time that I was in the process of writing a thesis proposal in my second year of graduate school.
It had to be pages long, which was short compared to the length of the actual doctoral dissertation (close to pages).
Yet, I found myself stuck because as a relatively young student I had to propose how to do an extensive research project that would take years to complete.
There was so much information in the literature and so many directions in which I could take my research, that it was challenging to nail down one project that would have a high chance of success.
The irony of graduate school is that you are there to become an expert, but how do you come up with a plan for your thesis if you do not have any expertise to begin with?
How are you even supposed to know what “acceptable” thesis proposal is?
After many discussions with my supervisor I finally selected a topic that:
- Was well-known to many faculty at my department so I had many resources
- Was realistic for my time frame
- Great learning experience to help me learn many different skills
- Had a relatively high chance of success.
While writing my thesis proposal brought me face to face with the worst case of Writers Block I had experienced until then, I also gained a deeper understanding of the process of academic writing.
Through my years of helping graduate students finish their thesis on time, I realized that we always used the same process for writing a thesis proposal.
This process is designed to help you draft a thesis proposal that can be completed on time and prepares you well for your ideal career.
Invest sufficient time into the process because the more you polish your proposal, the better you will understand the background, the methods, and the research questions.
Depending on your school your thesis proposal can range from 5 to 80 (yes, that’s not a typo) pages, but it needs to answer the following three questions
- Where is the other side? (What is the purpose of my thesis? )
- What resources I need to get there? (funding, expertise, information, equipment)
- What steps do I need to take (and in what order) to get to the other side?
It is very rare for students to have answers to all three questions when they begin graduate school, but through structured research the answers become clear with time.
Read on and find out how to write (or rewrite) your proposal so that you get approval from your committee and you get the experience that you want from graduate school to help you move on with your career.
Five Steps To Writing a Thesis Proposal
Is your thesis proposal already finished? No worries.
You can still rescue yourself from the vicious cycle of diving into one dead-end project after another and getting more and more frustrated with each passing year.
So, how do you write your thesis proposal so that you can graduate within a reasonable amount of time and get the training you need for your career?
An ideal thesis proposal is one that is robust and flexible.
You need to design your research so it is not easily swayed by Murphy’s Law (anything that can go wrong will, and usually at the worst time).
Your thesis proposal is the blueprint for your thesis (and your life in the next few years), so plan a project that can be completed with the available resources in a reasonable amount of time.
Number 1: Choose an area of research that you are excited about
When you begin writing a thesis proposal, your advisor might give you a choice of dissertation topics.
What criteria should you use to make this decision?
The most important advice that former graduate students have given is that your thesis topic should cover an area that you are truly passionate about.
Regardless of your field, you will have good days and bad days.
On good days you will be enthusiastic and motivated to work.
On bad days, you might question whether your research makes any sense, and you might even doubt your ability to graduate.
If you pick a meaningful topic, the daily setbacks in your research will not bring you down.
You will still be working in an important field, and you will be learning the skills and expertise necessary for your career.
Number 2: Select a project which balances novelty with established research
Given that you want to finish your thesis within a reasonable amount of time, should you research a novel or “hot” area, or to go with a “safer”, better-understood topic?
One way to answer this question is to visualize yourself at every stage of your thesis.
How will you make it happen?
Can you gather the resources and complete the work by your proposed graduation date?
Most likely your project will take longer than you anticipated, so allow some flexibility to account for contingencies.
The general rule of thumb is that things take times longer than predicted.
If you have little expertise, begin your work by exploring questions in well-understood areas.
For example, you could learn the basics of your field, by extending the research projects of previous students, or trying to reproduce their data.
Starting your research in an area where the methodology has been established will teach you the necessary research skills for your field.
Once you learn the basics, you can expand your research by exploring novel areas, and build your own unique niche.
Number 3: Ask well-defined open-ended questions for your thesis
One of the mistakes that some PhD students make while writing a thesis proposal is that they ask “High-risk” questions.
The most common type of high risk question is a “Yes/No” question, such as “Is this protein produced by cells under these conditions?”
The reason that Yes/No questions can be “high-risk” is that sometimes the answers are only publishable if the answer is “Yes”.
Negative results are usually not interesting enough for publication and you could have spent months or years researching a question that has a high chance of not being published.
For many students open-ended questions have a much higher likelihood of success.
In the case of one student in Biology, he thought about asking a question such as: “Do cells produce a particular protein under these conditions?”
However, if the answer had been “No”, it would not have been publishable.
Instead, he phrased his research question as follows: “What proteins do cell produce in these conditions”? or “How does XYZ influence the production of proteins”?
Be sure that your question is well-defined.
In other words, when you ask your thesis question, think about the possible outcomes.
What results do you expect? Are they interesting and publishable?
To summarize this key point, consider the following when constructing your thesis question:
1) Ask open-ended questions
2) Be sure that your possible outcomes are interesting and publishable
Number 4: Look for projects that are educational and incorporate marketable skills
Think about your progression through graduate school as a pyramid.
As the years pass, you become more and more specialized with fewer and fewer people being experts in your field.
By the time you graduate you will be part of a small community of people who specialize in your particular area.
On the other hand, you will probably need a diverse skill set after graduation, so it is important to avoid the common mistake of narrowing your pyramid too quickly.
It is not necessary to learn all the subspecialties, but do familiarize yourself with the background literature and technical skills in your field.
Some students make the mistake of focusing only on finishing graduate school quickly, rather than taking advantage of the learning opportunities.
One way to add marketable skills to your resume is to collaborate on a side-project.
For example, if you specialize in cell culture then it would be advantageous if you collaborated on a project that added a different but related skill set such as DNA/RNA work, liquid chromatography, mass spectrometry or imaging.
If you browse through job listings you will get an idea of which skill sets employers look for.
Collaborating on complementary projects will help you to broaden your marketable skill sets, and also help you in deciding which career path is best suited for you.
Number 5:Visualize your finished publication(s)
A physics PhD student I worked with had an advisor who outlined each paper even before the research was started.
He wrote down what questions he wanted to be answered, and what each graph and table should show.
This method was so helpful for the student, that he still designs his research papers in advance.
As you are in the process of writing your thesis proposal draft some preliminary answers to the following questions:
- What is your central hypothesis or research goal?
- What is the motivation for this study?
- What have other groups contributed to this research?
- What methods do you need to learn to complete this project?
- What are the possible outcomes, or results, of this study?
- What will your tables and graphs show?
- How does this work contribute to your field of research?
Visualizing your publications while writing a thesis proposal will motivate you to work, because most graduate students feel a sense of pride when they hold their very first published paper in their hands.
Most likely, the answers to the above questions will change with time and you might have several setbacks or forks in the road.
Fortunately, most students become more efficient as they progress through graduate school.
Your cumulative experience will pay off during your last year when you are racing to finish your research and your dissertation simultaneously.
In the meantime, work on defining your questions and methods meticulously, so that you will have a realistic plan to work with.
The last step in the process, Visualizing your finished publications, is probably the most important one in the 5-step process of writing a thesis proposal.
First, visualizing the end result of a major project is very motivating in itself. Second, publishing a paper is one of the most important steps towards earning your graduate degree.
Most PhD programs require at least one publication.
When you structure your research, and the writing of a thesis proposal, by asking the right questions, you will be able to design a realistic project that can be completed in time and provides you with marketable job skills.
.and finally remember that:
The perfect thesis does not exist.
We are usually our own worst critics.
This is ironic, considering we are the only ones who know how much work we have put in already.
Give yourself credit for all the work you have already done.
Yes, there may be a long road ahead of you but consider this inspiring quote:
You didnt come this far to only come this far.
If you made it this far, you have what it takes to go just one step further.
Everything that you have accomplished have brought you to this point in your studies and career.
All of us wish that we had accomplished more than we have, but genuine confidence will come from realizing how far you have already come.
What is the biggest challenge you face when it comes to your thesis proposal?
Leave a comment below and I will reply to you directly.