Rickly Wk 2 notes STC grant/ Hayhoe Ed/ Wollman Res

STC research grant
51-2 "promote
awareness of the latest trends and technology in the field, and provide
innovative services for the education and professional development of
its members"
$10 k/ 1 year/ produce a paper/ 1 time projects/ members & non-members

research defined: "a controlled activity through which you can learn and
communicate new information to the STC membership."

51-3 process/deadlines
51-4 required sections
funding approval process: concise overview
2 page narrative
prob stmt
lit gap
relate work to ongoing research
expectations from study
summarized expenses

51-5 2 pg CV

51-5 full grant proposal sections
cover
TOC
Abstract
Prob stmt

51-6 lit review
expectations/hypotheses/assumptions
stmt of benefits
objective/research methods

51-7 facilities
deliverables & progress reports

51-8 milestone schedule
cost breakdown

51-9 qualifications/ bibliography
Criteria for evaluating proposals
background/ strength of design/ proposal
51-10 budget/ personal

51-10 Recommendation Process
Researcher's Responsibilities
Attachments: suggested research topics & forms




Hayhoe: Needed Research

141
"we need to investigate how such factors as audience, purpose, rhetorical patterns, and
document design in the rest of the world differ from what we are accustomed
to."
global audience/cultural awareness
what needs do Asian consumers/customers have/need
don't take purpose of documents for granted
need to know how cultures respond to help/ documents differently

142
in different cultures, reports do more than just prove facts
build relationships
establish authority

rhetorical patterns
structures of arguments/reasoning/explanation should adapt to the cultureal expectations
need to learn more about what these patterns are & how to meet them

document design
past focus of research on western readers & creators
not non-Roman alph readers or right-to-left readers
asdf




Wollman: Does Anybody Really Care?
311
"literacy is a process that simultaneously
draws upon and (re)creates social resources
for thinking and communication.
Writing entails revoicing by
appropriating and recontextualizing
social forms and functions for text"

312
"I think we researchers may be far more adept at
posing research questions than we are at
asking ourselves this more fundamental
question about our work and its impact
on others personally and on educational
practice in general."

frame research as a service

313
text as a snapshot
epistimologies of research & practice are very different
philosophy as means of study or means to action
is it really a binary?

314
"Research
even takes on a voice with which
teachers must contend."

Research is often foisted upon teachers.

315
contextualized topics growing out of the classroom vs. decontextualized topics pulled from a book/manual

how can you be of service when your research interest does not meet immediate demands/goals of standards based education (or other similar conundrums)

316
research articles can be applied/leveraged in a variety of way s

"we must free ourselves from the
grip of writing process orthodoxies."

"I suggest that elementary educators should guide children to
write as writing is used to think, solve problems, and get things done in our
world—to write as social practice. This is the only way to empower all children,
regardless of sociocultural and linguistic background, to use writing to participate
in society and to assure they have the linguistic-cultural capital to generate
new genres and, more broadly, to fashion less oppressive social structures.
To put this another way, we must get past the primacy of the personal, so
privileged in writing process approaches, and connect the personal to the public,
to what is socially meaningful and purposeful, if we are to give children
genuine voice and agency as writers."

317
when you do research, there is not a guarantee that the results won't be twisted
Delpit's research
318
educators centering on values/issues which are often not the goal of the project
family literacy vs. grammar errors
assumptions that all kids should seek middle class jobs


319
"Not only is research opportunistically embraced and facilely reinterpreted
when it is useful to policy makers or politicians who may not trust teachers
and children, or who approach them with patronizing good intentions; even
when educators care about research and its classroom application, they may
distort research findings as they attempt to enact them, resulting in what Dewey
would call miseducative experiences (1938)."

320
must ask who will be affected by our research and how
try and let research sprout from interests


321
often researchers can miss practical issues

322
use research as a way to see what is possible or desirable

323
research as social action by witnessing and documenting what is going on

324
research as service: enacting caring
don't do work that will hurt kids

"Research as praxis means that theory and practice, action
and deliberate reflection, meet in a dialogical relationship in the process of
carrying out any inquiry, not just in the research report. Such research is not
only grounded in, but is also intricately intertwined with practice, with teachers’
work and thinking."

"It will not be imposed on school people but engaged in
with and for participants. It will not use classrooms, teachers, children, and families
as spaces to do research but, I believe, it will reflect researchers’ caring
for and openness to all connected to and impacted by their work. It may,
therefore, represent research as service."