Session 1

Becoming a practitioner researcher

 Acknowledgment
of Country
I am teaching this class on the lands of the Wurundjeri people and I wish to acknowledge
them as Traditional Owners. I also wish to acknowledge that we continue to thrive and
prosper from these unceded lands and would like to pay my respects to their Elders, past
and present, and Aboriginal Elders of other communities who may be here today.
Deliver an Acknowledgement of Country that really means something | Shelley Reys | TEDxSydney
8:48 minutes
https://www.youtube.com/watch?v=zxo18_7BDt4

Source: New Chair of Council of the Order of

Australia
https://www.gg.gov.au/new-chair-council-
order-
australia#:~:text=Reconciliation%20advocat
e%20and%20First%20Nations,appointed%2
0Chair%20of%20the%20Council.

2
Acknowledgment
of Country
The people of the Kulin nation lived their lives according to their own of markings of
the changing seasons. Seven Wurundjeri seasons are described in Woiwurrung
traditions[1]:

• Biderap, Dry Season (Jan-Feb)

• Iuk, Eel Season (March)
• Waring, Wombat Season (April-July)
• Guling, Orchid Season (Aug)
• Poorneet, Tadpole Season (Sept-Oct)
• Buarth Gurru, Grass Flowering Season (Nov)
• Garrawang, Kangaroo-Apple Season (Dec)

The Seven Seasons of the Kulin People, created by Greenaway

Architects for Nagara Place (RMIT University)
Today

ADMINISTRATION CASE WRITING RESEARCH QUESTIONS RESEARCH METHOD

AND 3 PART
SENTENCES

4
Welcome and General
Administration

• About me
• Supports at VU – Learning Hub etc
• Late work (5% penalty for 3 days, then no mark)
• special consideration, time extensions
• word limit (10%+/-)
• Push notifications (news items)
• GenAI and Academic Integrity
• APA 7th

5
Appropriate Use and Citation of
Generative AI Tools in Assessments
As an institution committed to academic integrity, VU recognises the evolving landscape of digital resources, including generative artificial intelligence
(AI) tools. These tools, such as AI language models (ie ChatGPT, Microsoft Copilot etc) and content generators (eg DALL-E, Midjourney etc), offer
significant benefits for learning and research but must be used responsibly to uphold our standards of academic honesty and integrity.
Guidelines for Use:
1. Authorized Use: Students are permitted to use generative AI tools as supplementary resources for learning, research, idea generation, and drafting
processes. However, direct submissions of AI-generated content as one’s own work, without proper review, editing, and critical analysis, are not
allowed.
2. Critical Engagement: When employing generative AI tools, students must critically engage with the generated content, ensuring that it is factually
accurate, relevant, and appropriately integrated into their work. This includes substantial modification and adaptation in line with the assignment’s
objectives and academic standards. The accuracy of all submitted content is the responsibility of the student.
3. Transparency and Disclosure: Any use of generative AI to assist in the creation of academic work must be transparently disclosed. This includes
specifying the extent to which generative AI tools were used in the research, ideation, drafting, or any other stage of the work.

Citation Requirements:
• To maintain transparency and integrity, any academic work that benefits from the insights, wording, or ideas generated by AI tools must include an
acknowledgment of the specific tools used. This acknowledgment should appear in the work's references or bibliography section, formatted according
to the prescribed academic citation style of the discipline. The VU library provides advice on the appropriate citation of generative AI tools in
their Referencing Guides.
Ethical Considerations and Academic Integrity:
• The use of generative AI tools must align with the principles of honesty, trust, fairness, respect, responsibility, and courage that underpin academic
integrity. Students are responsible for ensuring that their use of these tools does not compromise the originality and authenticity of their academic
contributions.
Violations of these guidelines, including failure to disclose the use of generative AI tools or improper citation, will be treated as breaches of academic
integrity and addressed in line with the VU Academic Integrity Policy.
 • Starting on time
• Breaks
• Finishing times and outside of class work on assignments / reading etc.

Running • Attendance

the class
• The unit is 4 weeks
• All classes are F2F for 1B3 2024
• Assessment - please PLAN AHEAD!

Is there time to complete work in class?

There is time to complete all portfolio tasks in class (and where possible AT1 and AT2) –
please use the time to do so, and upload portfolio tasks in class where possible.
- Try to always include a citation (referenced using APA 7th)
- Remember there are two parts, each has only two criteria

7
Unit outcomes
• Have an appreciation of the different ways of ‘knowing’
• Analyze the assumptions underlying a range of research methods
• Identify researchable questions or topics arising from professional practice and the available
literature
• Develop a research question
• Evaluate the appropriateness, persuasiveness and relevance of a variety of data
• Understand and state the particular uses of and considerations for different research approaches
• Understand
‘ a range of approaches to the collection, organization, analysis and presentation of
research data
• Demonstrate awareness of the importance of the concept of the ‘teacher as researcher’
• Reflect on at least one aspect of a current teaching practice
• Evaluate research papers and journal articles related to language teaching and learning
• Do secondary research of the existing research literature and research methods about a relevant,
self- selected research topic.

8
Outline
• Aims

• To introduce the knowledge, skills and

attributes required to undertake research
• To introduce the current and different
research Methodologies
• To emphasize the importance and
relevance of the concept of 'teacher as
researcher' to improve classroom practices
and student learning
• To emphasize the importance and
relevance of classroom research practices

9
Assessment Tasks

Refer to Assessments on VUC

10
Assessment Information
Check dates on VUC dropbox

* Please note for AT3, you need to submit portfolio work by the end of each session.

Work will not be marked after 3 days after the due date: Portfolio due dates - see the dropbox on VUC. You are encouraged to attend every session to complete the work
promptly. You will be provided with time in class to complete the portfolio work for AT3, and as such can complete and submit it in class to maximize your grades.
Questions?

12
 Buying a house…. Inductive deductive

What processes do you go through?

Research What influences your decisions?

knowledge in How do you find out about things?

everyday life Is this research?

How might this differ from formal research?

How is it the same as ‘formal’ research?

13
What does ’becoming a researcher mean?’

In groups of 4
Discuss and share with your group
Remember to introduce and chat with each other first!

What do we already know about research?

How does research impact on the work we do?

Associated VUC content: Task 2

VUC
14
Research our group…..
You have 2 minutes to prepare a series of questions to research our group
(remember ethical research!)

Meet and greet – up 4 x 30 seconds.

Be prepared to tell us all something about our group.

How does research
relate to teaching?
How does research relate to
(Y)OUR teaching?

Write your ideas and thinking on the board.

How does research relate to teaching?

BRAINSTORM – TRY TO GROUP IDEAS

17
 Watch – Task 1 on VUC

Becoming a After watching the videos consider

How do these practitioners describe what they do?

practitioner
Why were they undertaking research?
What sort of topics were they researching?
Why?

researcher Associated VUC content: Task 1

VUC
18
Stages of a project

Finding the focus & Methodology / What constitutes valid Procedures and
Shaping the question approach data? techniques to gather
data

(Techniques for Analysis Presentation (How you

recording data) structure your report
and what mode it is in)

19
Research generates
knowledge in order
to:

20
21
22
Paired Activity
• Identify an issue that you are/may be interested in researching
• Share this with others and talk about 2 different ways in which that
area could be researched
• Add to ‘Ideas for Research Topics’ on the board

AN ITERATIVE PROCESS

23
Instructions
Share all your research topics

As an individual – you need to leave the brainstorm with a research

topic you would like to focus on

Be prepared to explain why.

This week’s portfolio tasks
You only need to submit Portfolio Task 1 today.

Criterion 1 Demonstrate a secure understanding and overview of knowledge

of method and methodology taught in the unit.
Criterion 2 Critical reflection: what are your emerging beliefs/ philosophies
about approaches to educational research based on the literature and unit
content

Arantes (2024)
Arantes (2024) In class content, Session 4 2024
Portfolio Task, Session 1 – What do you
already know?

Mixed Methods – QUANqual or QUALquan

https://blog.mindmanager.com/the-10-basic-parts-to-a-mind-map/
Portfolio task, Session 2.

You can also access the article here: https://onlinelibrary.wiley.com/doi/10.1002/9781118901731.iecrm0016

Portfolio Task, Session 3 (NB 10 minute video)
30 minutes (including a break)
Break: Back here at 4:45pm
after you have done your
Portfolio task
What is data?

Why are you

collecting
this…but not
that?

30
Missing in action: queer(y)ing the
educational implications of data justice in
an age of automation
Read: Arantes, J. A., & Vicars, M. (2023). Missing in action: queer(y)ing the educational implications of data justice in an age of
automation. Learning, Media and Technology, 48(2), 213–225. https://doi.org/10.1080/17439884.2023.2207141

Group 1.
1. Reflecting on the exclusion of LGBTQI+ individuals from data sets as highlighted in the article, how can we
envision a future where data collection practices are truly inclusive?
2. Consider the broader implications of inclusivity in data for societal understanding and governance.
3. What steps must be taken, and what challenges might arise, in redefining data collection to accurately
represent diverse identities, especially in governmental and educational contexts?

Group 2.
1. Given the significant impact of missing LGBTQI+ data on educational policies and support systems, what
responsibilities do educators and institutions bear in championing data justice?
2. Explore how this commitment could transform educational content, support structures for students, and
the formulation of inclusive policies.
3. How can education serve as a platform for reimagining the meaning and use of data in promoting equity?

Group 3.
The article prompts a reconsideration of how automation might perpetuate inequalities through the exclusion or
misrepresentation of LGBTQI+ data.
1. Discuss the ethical responsibilities of those involved in creating and deploying automated decision-making
systems.
2. How should the values of equity and representation inform the development of these technologies, and
what measures can ensure that these systems foster an inclusive understanding of data's role in society?
Qualitative and
Quantitative Research
Thinking about ‘data’, consider how we think
about data:
The two main paradigms which tend to be
associated with educational research are the
‘quantitative’ and ‘qualitative’ approaches to
research. These tend to have been
characterized in the following way:

Quantitative Qualitative
Scientific Naturalistic
Objective Subjective
Positivist Interpretative

32
Qualitative Research
 • a focus on natural settings;
Features of • an interest in meanings,
Qualitative perspectives and
understandings;
Research • an emphasis on process;
• a concern with inductive analysis
and grounded theory

34
A focus on natural
settings
Qualitative researchers are interested in life as
it is lived in real situations.

This has a number of implications:

• They do not set up artificial experiments.
'Natural experiments', however, can be very
useful.
• These are events that occur naturally but
interrupt the normal course of life, such as a
change in national or school policy, a pupil or
teacher career transition, the circumstances
leading up to a school exclusion.

35
An interest in • The qualitative researcher seeks to discover the meanings that participants
meanings, attach to their behavior, how they interpret situations, and what their
perspectives are on particular issues.
perspectives and • Some students might see school not as a place for learning but more as an
understandings arena for socialising.
• Some might conform in some lessons, and be disruptive in others

36
Research
assumptions

• Social Reality – ontology

• Nature of knowledge – epistemology
• Human nature and agency – socio-
cultural and identity factors

37
Reading Activity – Task 3 Qualitative or
Quantitative.
Discussion on your tables: What is ‘data’ for your topic?

Be specific – it has to be bound within a 6 month project.

For example:
• Max 15 surveys.
• 3-5 interviews.
• 1 focus group

38
Research Topics
• Have you identified an issue that you are/may be interested
in researching?
• Have you considered others?
• Share this with others and talk about 2 different ways in
which that area could be researched
Add to your TOPIC… think about why… why are you interested
in that topic? What data do you need to research that topic?
What questions might you ask?

39
Formulating a research question from a case
41
Individual Work:
Bringing it altogether

• What you are writing about (topic).

• DRAFT - What you want to know about it
(question).
• DRAFT - Why you want to know it (beginning
rationale).

• This is an iterative process and the course is

designed with this in mind

42
43
44
45
Using the ‘Russian doll’ technique
narrow your research question by
progressively focusing it in 2-4
steps
Associated VUC content: Task 5
VUC

46
 3- part statement and
research questions.
Try using a 3-part statement /sentence (Booth et al.):
• What you are writing about (topic).
• What you want to know about it (question).
• Why you want to know it (beginning rationale).

I am studying [topic] because I want to find out [research question]

in order to understand [rationale].

-----

Example: I am studying 5-6 years old children’s drawing in Victorian

Primary schools because I want to find out how they use mark
making in order to understand how they make sense of their world

47
3- part statement, the research
questions and a title.
Try using a 3-part statement /sentence (Booth et al.):
• What you are writing about (topic).
• What you want to know about it (question).
• Why you want to know it (beginning rationale).

Three part sentence

I am studying [topic] because I want to find out [basis of the research question] in order to
understand [rationale].
I am studying [5-6 years old children’s drawing in Victorian Primary schools] because I want
to find out [how they use mark making] in order to understand [how they make sense of
their world.]

First iteration of your research question

How might 5-6 years old children’s drawing in Victorian Primary schools help is to
understand how they use mark making to make sense of their world?

Title
Revealing how children make sense of their world through mark making.

> Scoping….

48
Case Writing
49
 Reflecting on school experience + Reflecting on critical incidents

What is a
INDIVIDUAL ACTIVITY
Why look at singular individuals, local activities and specified places?
Or rather,
case? What is the point?
And,
Why write a case?

50
 Why write cases?

To help me to see
To see an event in a
To solve a problem myself more
new way
objectively

To provide new To uncover hidden

To explore feelings
understanding meanings

To explore better
To improve learning
ways to teach

51
Reflective cases

In the process of case writing select and describe an aspect of work that
describes an event or incident that involves a dilemma, contradiction or
achievement.

The writing requires careful observation and description.

The description includes not only what happened, but also the context,
consequences of the teacher’s actions, the student responses and the
observers thoughts and feelings
52
Identify a case you can study.
What event / incident might you use as a basis for writing a
Case?

Case
• Does it have emotional power?
• Does it present a dilemma/ uncertainty and
opportunity for learning?
• Does it provide an opportunity to draw out
broad issues related to teaching and learning?
• Does it provide an opportunity to make
connections to educational theory?
• Does it help us to see things differently in
retrospect?
• Does it help me to learn more about teaching
and learning
53
WHO, WHAT, WHERE??
Context:

• School details and class details including relevant social and socio-economic factors
• Geography and/or environment
• History and/or events that lead up to incident

Players:

Key players and subsidiary players

• Their roles and relationships
• Your thoughts and feelings
• What assumptions did you make?
• How did these effect your actions?

54
Getting Started

describe what
The Event … Action Impact
happened

Consequences
What led up Learning
Responses for me and
to it Outcomes:
others

What questions or issues does this have for me?

55
Time to write
your case…

56
What have we
learned today?

After class complete

Part 1 of Assessment Task 1.

Questions?

57
 Session 2
Identifying a research topic and refining a
research question
Checking In

• How are we going?

• Have you written your case?
• Do you have a three part sentence? What about a question?
• Are you doing the readings? Looking through VUC?
• Do you have any questions?
• If you have a time extension or Special Consideration – please upload the approved
paperwork to the dropbox

Do you have your Case writing completed? What about your three part sentence?
I am studying [topic] because I want to find out [research question] in order to understand
[rationale]. Example: I am studying children’s drawing because I want to find out how they
use mark making in order to understand how they make sense of their world

Are you ready to start looking into Part B, the scoping document?
Today

SCOPING RESEARCH ACTION RESEARCH PARADIGMS

Portfolio task, Session 2.

You can also access the article here: https://onlinelibrary.wiley.com/doi/10.1002/9781118901731.iecrm0016

Connecting last lesson:

You should now have

a) Your research question (after the Russian dolls)
b) Your rational and topic.
c) Your three point statement
I am studying [TOPIC] because I want to find out
how [RESEARCH QUESTION] to understand
[RATIONALE]
 Scoping reviews
Scoping research, often referred to as a scoping study or
scoping review, is a type of research methodology used to
systematically examine and map the existing literature or
available evidence on a particular topic or research question.

The primary goal of scoping research is to provide a

comprehensive overview of the existing knowledge in a specific
field, identify gaps in the literature, and determine the
feasibility of conducting a more extensive systematic review or
a focused research study.

Your scoping review will inform AT2. It is an Iterative Process.

The process of scoping research in AT1, is then refined into AT2
and your final research questions and method.
Developing your Scoping Document
The scoping document has to be
related to your case.
The aim of the scoping document is
for you to think about a topic for
research and to work through the
process of developing a research
question.
You have a ‘rough’ research question’
– with this in mind you now need to
scope for related research.
This will require you to read and
reference the research on your topic
area. Your scoping document should
contain referenced up-to-date peer-
reviewed academic sources.
64
Reflecting on Your Case Writing

Reflect on your case and consider how well you:

• Selected a broad topic of interest. Why did you chose this topic? Justify your
choice (through linking to literature)
• Have you narrowed your topic down to an effective research topic? Or do you
need to learn a little more still? Have you written it from a position of power?
• Does your research have a clear purpose? Does it take a stance? What high
quality evidence do you need to collect? Whose voice will you give power to?
Why?

65
Reflecting on your Case through research

Library databases are ideal for exploring an area of interest.

• Databases allow you to browse or search for topics and read background information
• As you browse these databases, ask yourself five questions.
Who? What” Where? When? Why?
• Which groups have an interest in this topic? (ex. parents, particular organizations,
students, the government, etc.)
• Who specifically will you focus on?
• Where is the topic relevant?
• What interests you about it? Why do you want to write about it?

66
How can I find
3-5 articles on
your topic Select your own groups (max 4)
• Identify your key words
• Identify the date range
• Use “XX” and AND OR etc
• Find papers using Scholar, the library
etc. Next slide for how ChatGPT might
help.
 Find literature associated with your Case
Janine AI in Education How are K-12 teachers To understand what teachers,
navigating academic integrity need to be able to assess
issues associated with GenAI? student work without
challenging integrity
principles.

1. ChatGPT Prompt:
• Provide Boolean search terms to explore How are K-12 teachers navigating academic integrity issues associated with GenAI?
• Provide Boolean search terms for To understand what teachers, need to be able to assess student work without challenging integrity
principles.

2. Manually assess the results and write search terms:

Eg: "teachers" AND "academic integrity" AND "GenAI“ AND “assessment” returns 22 results on Google Scholar since 2023

Boolean Search Terms Data Base Years included Outputs Selected Citations
"teachers" AND Google 2019-2023 22 Rowland, D. (2023). Two frameworks to guide discussions around levels
"academic integrity" AND Scholar of acceptable use of generative AI in student academic research and
"GenAI“ AND writing. Journal of Academic Language and Learning, 17(1), T31-T69.
“assessment”
Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT
and Generative AI. Journal of Digital Learning in Teacher Education, 1-
17.
Chan, C. K. Y. (2023). A comprehensive AI policy education framework
for university teaching and learning. International Journal of Educational
Technology in Higher Education, 20(1), 1-25.
Summary
The rise of generative AI tools like ChatGPT has introduced a complex educational challenge.
These tools excel in tasks, mimicking human abilities, creating a dilemma for educators. While
these tools threaten academic integrity, employers expect graduates to master them for
productivity. Balancing this, educators face a long-term project to cultivate students who
efficiently use AI tools while adding unique value. In the interim, educators must clarify
acceptable AI tool usage levels. The paper suggests two frameworks for generative AI support
in academic writing: one that considers support continuum, and another that assesses varying
stages of the writing process. Examples and suggestions are provided for effective integration,
fostering discussions and future research. Similar issues extend to research publication.

Expectations: 3 min – 8+ papers

Lets get writing - Part B Scoping Document

Persuasive articulation of argument, displaying academic rigour

Scholarly evaluation of the literature. Impressive and original use of a wide range of relevant and
current sources

Impressive and original depth of understanding of topic. Convincing synthesis of evidence,

analysis and understanding in argumentation

Presentation of a high quality very few typos, errors in punctuation.

Referencing is always correct –APA 7TH THROUGHOUT Where you see Harvard on VUC – please
ignore should be APA 7th.
Boolean Search Terms Data Base Years included Outputs Selected Citations
"teachers" AND Google 2023+ 22 Rowland, D. (2023). Two frameworks to guide discussions around levels
"academic integrity" AND Scholar of acceptable use of generative AI in student academic research and
"GenAI“ AND writing. Journal of Academic Language and Learning, 17(1), T31-T69.
“assessment”
Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT
and Generative AI. Journal of Digital Learning in Teacher Education, 1-
17.
Chan, C. K. Y. (2023). A comprehensive AI policy education framework
for university teaching and learning. International Journal of Educational
Technology in Higher Education, 20(1), 1-25.
Summary
The rise of generative AI tools like ChatGPT has introduced a complex educational challenge.
These tools excel in tasks, mimicking human abilities, creating a dilemma for educators. While
these tools threaten academic integrity, employers expect graduates to master them for
productivity. Balancing this, educators face a long-term project to cultivate students who
efficiently use AI tools while adding unique value. In the interim, educators must clarify
acceptable AI tool usage levels. The paper suggests two frameworks for generative AI support
in academic writing: one that considers support continuum, and another that assesses varying
stages of the writing process. Examples and suggestions are provided for effective integration,
fostering discussions and future research. Similar issues extend to research publication.

Selected Citations

Quotes that represent these arguments (include the

Three Key Arguments related to your topic page number)
Rowland, D. (2023). Two frameworks to guide discussions around levels 1 GenAI can support students with learning needs. “71% of respondants said GenAI helped them” Pg 5
of acceptable use of generative AI in student academic research and
writing. Journal of Academic Language and Learning, 17(1), T31-T69.
2 eg
3 eg

Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT
and Generative AI. Journal of Digital Learning in Teacher Education, 1-
17.
1 Eg
2 eg
3 eg

Chan, C. K. Y. (2023). A comprehensive AI policy education framework 1 Eg

for university teaching and learning. International Journal of Educational
Technology in Higher Education, 20(1), 1-25.
2 eg
3 eg
 Example 1: These skills need to be developed over time (Veit
& Gould 2010).

A note on Example 2: Young, Rudin-Brown and Lenne (2010) suggest

increased penalties and driver education as two possible
strategies.

citations Example 3: The World Health Organisation (2011, p. 8)

and defines driver distraction ‘as when some kind of triggering

event external to the driver…’

referencing APA7th EASYREF

Sources
https://libraryguides.vu.edu.au/ld.php?content_id=16314549
Referencing continued…
Blocker, D & Wahl-Alexander, Z (2018) 'Using sport education in a
university physical activity course', JOPERD: The Journal of Physical
Indented Education, Recreation & Dance, vol. 89, no. 2, pp. 56-61.
and DOIs https://doi.org/10.1080/07303084.2017.1404512

Branford, A & Coutts, L (2015a), The precious ring, Walker Books Australia,
No Newtown, NSW.
numbers,
no dots Branford, A & Coutts, L (2015b), The wishing seed, Walker Books Australia,
points Newtown, NSW.

Cancer Council (2017) Causes of cancer, Cancer Council, viewed 21 May 2018,
<https://www.cancer.org.au/aboutcancer/causes-of-cancer/>.

Source: https://libraryguides.vu.edu.au/ld.php?content_id=47131478
 • A Research Topic: A short and brief statement to detail
your intended research topic.

Time to pull
• A Research Question: Convert your topic into a question.
Try using How, What etc at the start.

your • Research Rationale: Why it is important. Who it is

important to. Why is it significant?
thoughts • A Research Statement: I am studying [topic] because I
together want to find out [research question] to understand
[rationale]. (Booth et al)

• Link to Literature: Scoping document – see TEEL

paragraph (shared doc) for extension.

73
Break

74
How might methods alter your research question?
Consider your research question in relation to Methods
Qualitative Research involves: Quantitative Research Involves:

 unstructured interviews,  Involves experiments, surveys,

observation, and content analysis.
 Subjective
 Inductive
 Little structure
 Little manipulation of subjects
 Takes a great deal of time to
conduct
 Little social distance between
researcher and subject
testing, and structured content
analysis, interviews, and
observation.
 Objective
 Deductive
 High degree of structure
 Some manipulation of subjects
 May take little time to conduct
 Much social distance between
researcher and subject

75
ACTION RESEARCH
• Bringing together the notions of ‘action’ and ‘research’ underlines the essential
philosophy of Action Research to understanding and improving the work that we
do. That is, reflecting on our practices so that they can be changed and enhanced
for better outcomes while, at the same time, theorising our practices so that the
principles and themes on which our practices are based can be strengthened and
more accurately applied.
Lawrence Stenhouse played a significant role in the
development of action research, including the
concepts of ‘teacher-as-researcher’ and ‘research-
based teaching.’

76
The action
research cycle
• These cycles of plan, act, observe, reflect,
became widely known throughout the world as a
key method for action research and are widely
used in many fields of practice.

• Identification of an issue for improvement

and development of a plan of action
• Implementation of the plan
• Observation of the effects of action
• Changing the plan through reflection and
subsequent implementation of the next
cycle.

77
ACTION RESEARCH
Key Features

• Action research is a deliberate intervention in a situation in

order to bring about improvements to it or solve a problem

• It is a formative, cyclic process, involving four stages:

Planning, Action, Evaluation and Reflection.

• Each stage supports the next and once one cycle is

completed, the process begins again with modifications.

• Typically, educational action research will involve three cycles.

78
Considering Action Research (do
you want to make an iteration to
your research question?)

• Practitioner Based: action researchers are practitioner-researchers. They are integrally

involved in the process, not passive observers.
• Reflexive: since it involved practitioner-researchers, the process is aims to improve the
researcher's own practice. It is a self-critical form of research.
• Participatory: the change process is driven by participants - those affected by the change, and
those with the responsibility of delivering change.
• Collaborative: since action research is participatory, all those affected by change should be
involved in the action research process, hence action research should be collaborative, unless
the change is limited to one teacher.
• Situational: action research focuses on a specific situation, not a general educational concern.
• Small Scale: since action research is specific to a situation, its use and results tend to be small
scale. However, this is not the case in emancipatory action research.
• Relevant: action research focuses on problems relevant to the practitioners, not to the
academic world.

79
POINTS TO PONDER
• What are the strengths and weaknesses of this
approach to answering your question?
• How might you justify your decision if you were
to chose this option – it must be justified
according to literature (not opinion (AT1, AT2,
AT3)
• How does this method change your findings….?
How might practitioner based vs reflexive
change what is given power and voice in your
research?

80
Everyone thinks differently…

HOW DO WE COMMUNICATE BY IDENTIFYING OUR A PARADIGM IS A A PARADIGM IS A WAY OF WE IDENTIFY OUR PARADIGM
THAT WE ACKNOWLEDGE THE PARADIGM. PERSPECTIVE, OR SET OF LOOKING AT SOMETHING. TO HELP THE READER
WAY WE THINK IN OUR IDEAS. UNDERSTAND HOW WE SEE
RESEARCH? THE WORLD, AND AS SUCH
OUR RESEARCH APPROACH.

81
 How might your
way of thinking
impact or
influence your
research /
research question?
Paradigms

When researchers talk about A paradigm is a “worldview” or Rossman & Rollis define Quantitative and qualitative Activity – draw a tree…
different approaches to a set of assumptions about paradigm as “shared research methods involve very
research, they talk about how things work. understandings of reality” different assumptions about
paradigms how research should be
conducted and the role of the
researcher.

83
Draw a tree
85
How might the following paradigms impact your research?
• Positivism – associated with quantitative research. Involves
hypothesis testing to obtain “objective” truth.
• Interpretativism –associated with qualitative research. Used to
obtain an understanding of the word from an individual
perspective.
Discuss: Can everyone agree on the truth? Discuss how your
research question may be considered differently through these
lenses.
Identify other paradigms that may be of use to you
(transformative, emancipatory, constructivist etc) and be prepared
to discuss what paradigms resonates with you on your return.

86
 Some paradigms to consider
• Positivist Paradigm: This paradigm underscores the utilization of empirical observation and scientific methodologies to objectively study educational phenomena, uncovering
causal relationships.
Example: Investigating the impact of class size on student performance in standardized math tests through a large-scale quantitative study using test scores and class enrollment
data.
• Interpretive Paradigm: Focusing on individual subjective meanings and interpretations within educational contexts, this paradigm often employs qualitative methods.
Example: Exploring the lived experiences of teachers transitioning to online teaching during the COVID-19 pandemic, using interviews to understand their perceptions,
challenges, and strategies. Positivist
• Critical Paradigm: With a focus on social justice and transformation, this paradigm seeks to unveil power dynamics, social inequalities, and ideological influences in
Interpretive
education.
Example: Analyzing the representation of marginalized groups in history textbooks and assessing how these representations perpetuate or challenge societal inequalities. Critical
• Pragmatic Paradigm: Emphasizing practical solutions and problem-solving, this paradigm often integrates both quantitative and qualitative approaches in educational Pragmatic
research. Constructivist
Example: Developing a new classroom management strategy that combines behavior tracking apps with peer mediation techniques, assessing its effectiveness in reducing Poststructuralist
disruptive behaviors.
Feminist
• Constructivist Paradigm: Centering on the way individuals construct knowledge and understanding in educational settings, this paradigm often employs qualitative methods.
Example: Investigating how students develop their understanding of scientific concepts in a hands-on science lab, using classroom observations and student reflections. Postcolonial
• Poststructuralist Paradigm: By challenging conventional notions of identity, power, and knowledge, this paradigm employs deconstruction and discourse analysis to examine Posthumanism
education. Postdigitalism
Example: Deconstructing language patterns in educational policy documents to reveal underlying power structures and hidden assumptions shaping policy decisions. Transhumanism
• Feminist Paradigm: Examining gender-related issues in education, this paradigm explores how gender dynamics impact teaching, learning, and educational policies.
Example: Exploring the experiences of female students in male-dominated STEM fields, analyzing how stereotypes and classroom interactions influence their engagement and
performance.
• Postcolonial Paradigm: Investigating the effects of colonial histories and dynamics on education, this paradigm focuses on decolonization, cultural diversity, and indigenous
knowledge.
Example: Examining the integration of indigenous knowledge and perspectives in environmental education curriculum to address the historical erasure of indigenous
contributions.
• Posthumanism Paradigm: Posthumanism challenges human-centric views, exploring the blurred boundaries between humans, technology, and the environment in
education. This paradigm examines how technology reshapes learning and identity, considering AI, virtual reality, and emerging tech.
Example: Investigating how virtual reality simulations enhance students' understanding of historical events by allowing them to "experience" the past, impacting historical
empathy and engagement.
• Postdigitalism Paradigm: Recognizing the integration of digital technology into all aspects of life, this paradigm in education research explores the changing teaching
methods, student engagement, and learning outcomes due to digital tools.
Example: Analyzing the impact of using digital portfolios for assessment, examining how they influence student reflection, self-assessment, and overall learning growth.
• Transhumanism Paradigm: Exploring the enhancement of human abilities through technology like genetic engineering and AI, this paradigm in education research focuses on
ethical considerations, AI-driven education, and personalized learning's potential impacts.
Example: Investigating the ethical implications of using brain-computer interfaces to improve students' cognitive abilities, considering the trade-offs between enhanced learning
and potential risks.

Source: ChatGPT << so CHECK THEM…. CONFIRM WITH RESEARCH!!

Reflecting on Your Research Question
NOTING YOUR PARADIGM AND THE PURPOSE OF
YOUR RESEARCH, EITHER REFLECT ON YOUR
RESEARCH QUESTION OR WRITE A RESEARCH
QUESTION. REMEMBER THIS IS AN ITERATIVE
PROCESS.
WITH A PARTNER, AND USING CHAT GPT TO HELP MAKE CHANGES TO YOUR QUESTION BASED ON THIS
YOU UNDERSTAND HOW YOU CAN DEFINE AND FEEDBACK.
STRUCTURE YOUR QUESTION. REMEMBER – PLEASE
DON’T ‘CUT AND PASTE’ ANYTHING FROM CHATGPT –
AND MAKE CLEAR HOW YOU USED IT IN YOUR
THINKING (JOURNAL ENTRY)
88
With the data / paradigm etc in mind how might
you go about (re)developing your research
question (drafting)
Maxwell (2005) suggests that qualitative research questions tend to fall into three
categories:
• questions about meaning, or how people make sense of the world;
• questions that illuminate context;
• and questions that investigate processes.

To further your thinking, Marshall and Rossman (2006) describe qualitative

research questions as one of the following:
• exploratory questions, those questions that investigate a phenomenon that is not yet clearly understood
• explanatory questions, which attempt to explain a phenomenon
• descriptive questions, which seek to describe what is happening in a phenomenon
• emancipatory questions, that engage you and the readers in social action around that phenomenon.

89
 Russian dolls and our
research question

Do you need to change your research

question, based on

Do you need to do three more ‘Russian

dolls’.
Time to Work on AT1,
Part B

91
Assessment Task 1.
Part A Case Writing (500 words) Narrative

Part B Scoping Document

Turnit In (students)

Students can submit

assessments to the dropbox
originality check via the
student induction page.
2. Click on the
folder and add
their submission
3. Click on Assessments then sele

The similarity
Example
Outdoor Experiential Learning in a screen How big is the need for outdoor education in To gain perspectives in how and why
filled world. an ICT filled world? outdoor experiential learning contributes
to student learning and life lessons.

Case Writing
I was planning to drive from
Melbourne to Sydney in my
old combi, that needed to be
repaired, but I just wanted an
Example - What is the role of Pseudoscience
in secondary education in Australia?
AT1
Case Writing…
A student was struggling with their studies, they were advised to understand what ‘learning styles’ they had in
order to improve. {insert emotion} This made the student feel like…., but in actual fact, they did…. [An
intervention occurred]. In speaking with XXX, they found out however that there is a big debate around
‘learning styles’, that even their teacher didn’t know about. As such they….[invention], which resulted in….
Which made me think about, the pseudoscience of learning, and how the notion of learning style remains
prevalent in education. On reflection, the student needed XYZ to support their studies, rather than…

Scoping document "vark" "learning styles" "initial teacher training“

3-5 articles >>>How do preservice teachers describe their awareness of ‘learnings styles’?

>>> AT2 Use a critical paradigm, to analyse their interviews for awareness of pseudoscience.
 Session 3
Critically reading the world through the word
 Week 1
M 18 11:30am Tues 19 6pm Wed 20 Th 21
1 2 2 3
Portfolio Portfolio Portfolio Portfolio
Week 2
M 25 11:30am Tues 26 6pm Wed 27 Th 28
4 5 5 6

Confirming Portfolio
Portfolio
AT1 Due 9am
Portfolio Portfolio

dates and M1
Week 3
11:30am Tues 2 6pm Wed 3 Th 4
assessments Easter Easter Easter Easter

(1B2, 2024)
No class No class No class No class
Week 4
M8 11:30am Tues 9 6pm Wed 10 Th 11
7 8 9 9
Portfolio
Portfolio Portfolio Portfolio
AT2 Due 9am
Week 5
M 15 11:30am Tues 16 6pm Wed 17
10 12 12
Portfolio No portfolio No portfolio
Administrative checks

• Please note timetable update

• Please note change to AT2 due date

• How are you going with AT1?

• Have I missed any emails?
• Any questions?

Today’s Lesson:
• Linking last lesson, AT1 Rubric and some time for
AT1.
• Writing a Case Study Research Question
• Critical reading of academic papers
• AT2
100
Today: Methodology and
Method

We have considered…
• Case Writing
• Action Research
• Scoping review

Today we will look at

• Positionality
• Case Study
When designing your research proposal
Always consider ethics…

Often when researchers hear the word “ethics” we think about the
institutional process, committees, application forms and the regulatory
codes that guide our work. 1. The Australian context
These are referred to as procedural ethics, which provide an ethical 2. Australian Association for Research
framework and code for conducting research with ‘human subjects’.
in Education (AARE)
3. Indigenous protocols
4. Victoria University (VU) ethics for
research

102
And be in
constant Critical
Reflection
Critical reflection is the practice
of routinely analyzing one's own
experiences and actions. It
entails a continuous process of
self-inquiry and introspection to
gain a deeper comprehension of
the reasons behind outcomes
and to use this knowledge to
guide future decisions and
behaviors.

Source: https://carers.ripfa.org.uk/train-the-trainer/critical-reflection-tool/
Introductory Activity 1. (5 minutes)
Positionality:
“The term positionality both describes an individual’s world view and the position they adopt
about a research task and its social and political context” (Holmes, 2020)

Provide a description of

1. Your ‘lenses’, such as your philosophical, personal, theoretical beliefs and perspective through which you
view the research process
2. Your potential influences on the research such as age, political beliefs, social class, race, ethnicity, gender,
religious beliefs, previous career,
3. Your chosen or pre-determined position about the participants in the project (e.g., as an insider or an
outsider),
4. The research-project context and an explanation as to how, where, when and in what way these might,
may, or have, influenced the research.
Holmes, A. G. D. (2020). Researcher Positionality--A Consideration of Its Influence and Place in Qualitative
Research--A New Researcher Guide. Shanlax International Journal of Education, 8(4), 1-10.
Introductory Activity 2.
A chapter in Ling, L & Ling, P 2017, Methods and paradigms in education research
starts with:

This chapter documents a case study of the exploration of teachers’ beliefs on the
nature of reality (ontology) and knowledge (epistemology) within an International
Baccalaureate Middle Years Program at the International School of Amsterdam
Epistemology is the branch of philosophy concerned with the
Ontology is a branch of philosophy that deals with the study of knowledge, including its nature, scope, and
study of existence, being, or reality. It seeks to understand justification.
the fundamental nature of things, including the nature of It explores questions such as:
existence itself, the categories of being, and the
relationships between different entities. • What is knowledge?
In other words, ontology explores questions such as: • How is it acquired?
• What are the limits of knowledge?
• What kinds of things exist?
• How do they exist? Epistemology seeks to understand the processes by which we
• What is their essential nature? come to know things, examining the sources, methods, and
criteria used to distinguish between true and false beliefs. It
It is concerned with identifying and categorizing different also explores the relationship between knowledge, belief, truth,
types of entities, as well as examining the ways in which and justification, addressing issues such as skepticism,
these entities relate to one another. certainty, and the reliability of different forms of knowledge
105
Scenarios (10
minutes)
1. There is tensions around plant sentience, that questions the nature of
consciousness beyond animal life forms. Where some may argue that as plants
lack a nervous system and subjective experiences, they exhibit mere adaptive
responses to stimuli. However, others refer to the complex communication and
memory in plants, suggesting a broader understanding of consciousness. Can
consciousness exist without a brain? Are our criteria for sentience too narrow?

2. Money is a complex symbol of value, trust, and agreement among humans.

Its physical form, be it paper or metal, holds no intrinsic value, yet it governs
much of our daily life and global economy. Money's value is derived from
collective belief and acceptance, challenging our understanding of what is 'real.’
Is money a tangible reality because of its physical presence and impact on the
world? Or is money a social construct, due to its existence and worth being
upheld by nothing more than collective human belief and trust?

3. With the advent of the information age, the boundaries of knowledge blur, as
data floods our senses and algorithms filter our reality. The vast sea of
information at our fingertips is often mistaken for a foundation of wisdom. Does
possession of information equate to genuine knowledge? In an era where facts
are increasingly malleable, how do we distinguish between knowledge and
belief?
Methodology and Method
Methodology….
is the justification for using a particular
research method, that considers ontology
is a system of beliefs that reflects an
interpretation by an individual about what
constitutes a fact – the nature of being,
reality and epistemology or the theory of
knowledge. It regards methods, validity,
and scope - justified differences around
belief and opinion.
Method….
is simply a set of research tools or singular
tool, a component of research- interviews,
survey, focus groups and so on.
For example Case Study methodology might have
four stages:
1. Design the case study according to a
paradigm,
2. Conduct the case study (collect the data),
3. Analyze the case study evidence, and
4. Develop the conclusions,
recommendations and implications.
For example the method of Case Writing
might include a written response to a prompt
by the:
1. The teacher
2. The student
3. The parent
4. The Principal
Revisit at least 1-2
scenarios and discuss
(10 minutes)

1. Critically reflect on the ethics of a research proposal

that examines plant sentience after watching:
https://www.youtube.com/watch?v=couHXnRdIc4.
(2:16)

2. Critically reflect on the ethics of a research proposal

that does not include social theory in its
methodological design, after watching:
https://www.youtube.com/watch?v=-diLmj5wJdE
(4:33)

3. Critically reflect on the ethics of researching

teenagers and misinformation when the
epistemological approaches to separating knowledge
from belief is not discussed, after watching:
https://youtu.be/svWcMKFy1q8 (1:24).
Assumptions
1. Did you enter into the activity with assumptions?
2. Did they change after watching the video?
3. What data do you need to change assumptions change.

• Do you resonate more with positivism or interpretivism?

• Critically reflect on your system of beliefs (ontology) and how you think about
knowledge (epistemology) and try to write a sentence that describes your developing
research philosophy.

For example:
At the core of my research philosophy lies a deep-seated belief in the power
of knowledge to drive positive social change. This belief is underpinned by
an integrative approach that combines constructivist and pragmatist
paradigms, guiding my exploration of complex societal issues.
Portfolio Task, Session 3 (NB 10 minute video)
30 minutes (including a break)
Break
Case Study
“What are the methods I can use to investigate a research question?"
Locating resources via the library:
Ling, L & Ling, P 2017, Methods and paradigms in education research, Information Science Reference,
Hershey PA. ISBN: 9781522517399

1. Go to https://www.vu.edu.au/library
2. Search for the book “Methods and
paradigms in education research”
3. Select ‘access options’ (full text finder)
4. Sign in if required
5. Chose ‘full text’ via IGI Global
6. You can download the full book or
search by chapter
7. Find Chapter 9 ‘Teachers' Ontological
and Epistemological Beliefs: Their
Impact on Approaches to Teaching’ and
open as a pdf.
 Understanding Case Study
• In educational Case Studies teachers/practitioners/researchers select
and describe an aspect of their work that describes an event or
incident that requires careful observation and description.
• It includes not only what happened,
• but also the context,
• consequences of actions,
• participant responses and
• allows us to engage in reflective practice.

• Not considered to be representative – ie not generalizable.

114
Types Of Case
Studies: Sample
There are generally five different types of case studies, and the
subjects that they address. These are bounded by:
• Person – This type of study focuses on one particular
individual.
• Group – This type of study focuses on a group of people.
This could be a family, a group or friends, or even co-
workers.
• Location – This type of study focuses on a place, and how
and why people use the place.
• Organization – This type of study focuses on an
organization. This could include the people who work there
or an event that occurred at the organization.
• Event – This type of study focuses on an event, whether
cultural or societal, and how it affects those that are
affected by it.

115
 Types of case studies continued
Explanatory - to explain the
presumed causal links in real-life
interventions that are too complex
for the survey or experimental
strategies
• Capraro, K.L., 2016. An
explanatory case study of the
implementation of co-teaching as
a student teaching method.
University of Rhode Island.
Exploratory - to explore those
situations in which the intervention Comparative - to compare two or
being evaluated has no clear, single more cases
set of outcomes
• Sewell, A., Cody, T.L., Weir, K. and • Pathmarajah, M., 2019.
Hansen, S., 2018. Innovations at Comparative Case Study
the boundary: An exploratory Methodology and Teacher
case study of a New Zealand Education. In Oxford Research
school-university partnership in Encyclopedia of Education.
initial teacher education. Asia-
Pacific Journal of Teacher
Education, 46(4), pp.321-339.
The Process For
Developing A Case
Study.

While case studies are smaller than larger research-based studies, their
development still requires a strict and detailed systematic plan. There are
several steps required to complete a full study. The basic plan is as follows:

Define The Task, Question or Topic: set the boundaries of the case study
A research proposal is underpinned by three fundamental questions which
must be addressed:
1. What are you trying to find out? (i.e. the research question and
problem your project will address)
2. Why is this worth doing? (i.e. the significance or contribution to
knowledge)
3. How are you going to do it? (i.e. the research design including the
methods you will use to gather, analyse and interpret your data)

117
Developing your Case Study Research
Question
The problem statement guiding your Case Study:
An effective problem statement is concise and concrete. It should:
• Put the problem in context (what do we already know?)
• Describe the precise issue that the research will address (what do we need to know?)
• Show the relevance of the problem (why do we need to know it?)

Associated VUC content: Task 5 – How to write a Case

Study Question

118
119
Try designing your own Case Study
Methodology
 Focus on
the
What is happening?
concrete
details of
the
situation: Where and when does the
Step 1: problem arise?
Contextualize
Who does the problem affect?
the problem Why have you considered them?

Write a research question

121
 The problem statement should also address the
relevance of the research:
Why is it important that the problem is solved?
Step 2: Show • Practical research is directly relevant to a
specific problem that affects an organization,
why it institution, social group, or society more
matters the broadly.
To make it clear why your research problem
objectives of matters, you can ask yourself:
the research • What will happen if the problem is not solved?
• Who will feel the consequences?
• Does the problem have wider relevance (e.g. are
similar issues found in other contexts)?
122
 Finally, the problem statement should frame
how you intend to address the problem.
Step 3: Set How will you answer your question/respond
to the problem?
your aims • Your goal should not be to find a conclusive
and solution, but to seek out the reasons behind
the problem and propose more effective
objectives approaches to tackling or understanding it.
• What data do you need? Why? Why did you
give power to that data?

123
 Could you use case
writing as your method
for data collection?
Reflecting on Your Case Writing POSTIONED
TEXTS as a method of data collection

Research must be attentive to the ideological nature

of the categories that are used to frame and justify
the research; …and all researchers, as authors, are
intimately connected to the theoretical perspectives
that they generate from particular, ideological,
epistemological, and ethical standpoints.

(McDonough, 1996, p.4)

126
Summary
• Case study is an ideal methodology when a holistic, in-depth
investigation is needed
• Case study is known as a triangulated research strategy.
• Case studies are multi-perspectival analyses.
• Case writing may provide you with a method of data collection.

Tellis, W. M. (1997). Application of a Case Study Methodology . The Qualitative Report, 3(3), 1-19.
Retrieved from
http://nsuworks.nova.edu/tqr/vol3/iss3/1https://core.ac.uk/download/pdf/51087006.pdf
AT1
 • Title
• Name
• Word count
1000 words +/- 10%
Part 1 (500 Words)
• Description
• Analysis
• Critical reflection
• Three part sentence

AT1
EED7001
Part 2 (500 Words)
• TEEL
• TEEL
• Research Question

References – Harvard is a hiccup on the system, just be consistent.

Case Writing – Peer Feedback

Share your case writing and evaluate your work.

Is there a clear description of the event? Is it
emotive, does it hook you in? Is there an
explanation of the situation? Is there a strong
sense of voice?
Is there an analysis of an intervention? Is there
Is there evidence of reflective thinking? Is the
an action that took place? Is there a description
significance of the issue made clear? Does it
of what happened as a result? Is there a ‘melody’
point towards a paradigm? Is it insightful?
in the writing, is it a narrative – a story?

>> Insert your three-part sentence.

Reflecting on your scoping document: What
is Critical Reading?

Reading critically does not, necessarily, mean Both reading and thinking critically don’t mean Critical reading means engaging in what you read
being critical of what you read. being ‘critical’ about some idea, argument, or by asking yourself questions such as, ‘what is the
piece of writing - claiming that it is somehow author trying to say?’ or ‘what is the main
faulty or flawed. argument being presented?’

131
What is Criticality?

Criticality is an understanding that texts are informed by

ideological beliefs and perspectives whether conscious or
otherwise.
A critical reading may focus on: perspective, positioning and
power

Associated VUC content: Task 4 Critical Thinking Videos

132
 Critical reading goes further
than just being satisfied with
what a text says, it also
involves reflecting on what
the text describes, and
analyzing what the text
means, in the context of your
studies.
When reading academic material, you will be faced with the author’s
interpretation and opinion.
Different authors will, naturally, have different slants.
You should always examine what you are reading critically and look for
limitations, omissions, inconsistencies, oversights and arguments against
what you are reading.
133
Associated VUC content: Task 3 The Draw Bridge
 An informed criticality that is less concerned
with ‘getting the right answer’ but is more
concerned with ‘getting inside’ competing
claims, and showing an understanding of how
different arguments are constructed.

We need to recognize the problematic and

contestable character of knowledge claims.

13
4
Reflecting on
Paradigms
• Positivism
• Post positivism
• A Feminist research
practice
• Critical Race theory
• Constructivism

135
 An imperative of engaging in critical reading is to have the
ability to read from multiple perspectives and evaluate
various perspectives in terms of social critique, power,
discrimination and oppression.

Reading the Before reading from multiple perspectives, however, we

must understand our own cultural locations and how
Word/ those locations impact our perspectives. Your
positionality is important.
World
Associated VUC content: Task 2 Assumptions
136
As you continue to work
on AT1, consider the
articles for your scoping
review CRITICALLY
• How did the author justify the method
of collecting data
• examine the evidence or arguments
presented;
• check out any influences on the
evidence or arguments;
• check out the limitations of study
design or focus;
• examine the interpretations made;
and
• decide to what extent you are
prepared to accept the authors’
arguments, opinions, or conclusions
Scoping Document
A TEEL paragraph is a structured writing format commonly used in
academic and formal writing to present a well-organized and coherent
argument or analysis. The acronym "TEEL" stands for Topic sentence,
Explanation, Evidence, and Link. Each component plays a specific role
in developing a clear and persuasive paragraph.
• Topic Sentence: This is the opening sentence of the paragraph that
introduces the main idea or point of the paragraph. It sets the tone
and direction for the rest of the paragraph.
• Explanation: After the topic sentence, you provide an explanation
or elaboration of the idea presented in the topic sentence. This part
of the paragraph provides context and details to help the reader
understand the topic better.
• Evidence: The evidence is the supporting information that
reinforces the main idea of the paragraph. This can be in the form of
quotes, examples, statistics, or other relevant information from
credible sources.
• Link: The link sentence ties the evidence back to the main argument
or thesis of your essay or writing. It explains how the evidence
supports your point and connects the paragraph back to the overall
theme.
Scoping Document
1. Is there an argument being made?
2. Have they critically evaluated literature?
3. Have they used 3-5 peer reviewed articles that are both current (within 5
years) and from educational research?
4. Has the literature been synthesised into a cogent line of argument – no
dot points, citations threaded throughout the paragraph, differing views
presented.
5. Is there typos? Grammar? Are references correct?

Finish with the research question (or a research statement about what the
topic is at least)
Exploring the
Rubric for AT1
Have you chosen 3-5
papers?
Reflect on the papers you
have chosen…
Take 10 minutes to look back on the papers you
have chosen:

• Who are the authors? What power do they

have? What positionality do they have?
• Do your papers all say the same thing? Have
you ‘scoped’ and ‘critiqued’ papers?
• Is there diversity in who has been given voice?

Do you have any questions about AT1?

Time to write: Part
B Scoping
Document
• Persuasive articulation of argument, displaying academic rigour

• Scholarly evaluation of the literature. Impressive and original use of a wide

range of relevant and current sources

• Impressive and original depth of understanding of topic. Convincing synthesis

of evidence, analysis and understanding in argumentation

• Presentation of a high quality very few typos, errors in punctuation.

• Referencing is always correct –APA 7TH THROUGHOUT Where you see

Harvard on VUC – please ignore should be APA 7th.

https://vustaff-
my.sharepoint.com/:w:/g/personal/e5111668_vu_edu_au/EaHPhYvwnd5PgtdRG-
FxDaoBFJOPROmKte3_5Ed3tZ6zmA?e=XgR99Q
Time to
finalize AT1 +
ask questions
about AT2
What have we
learned today?

Jot down 3 – 5 items that you have

learned during this session, and be
prepared to share these with the
whole group.

Questions?

144