ETEC 500 - Research Methodology in Education
Artifact #1 - Article Critique
This project worked well for me because of my "science mind". Because of my linear way of approaching critiques, I found this to be a relatively easy and logical process. We were asked to critique the main question, the methodology, and the conclusions of an article and then finish with a summary of the questions or concerns that the articles raised for us.
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Artifact #2 - Methodology Critique
I struggled with this assignment, not because of content matter but because of the length of the assignment. We were asked to critique the methodology of two separate papers; one a quantitative article and the other a qualitative one. Both articles examined the general topic of at-risk students and the education system. While I felt I had a good grasp of both papers and the ways in which each was characteristic of the type of methodology represented, I did not feel that I could express all of my thoughts in the 1250 words alloted. I feel like I'm a fairly concise writer when I need to be, so it was the first time I had to cut out important sections in order to stay under a word limit. Even if we kept each of our six dimensions of analysis to 200 (100 for qualitative and 100 for quantitative) that left us with 50 words for the Introduction, two additional questions posed, and conclusion. It was frustrating, and although I don't typically impose word limits for my high school students, if I do I will examine how I am determining that word count very carefully.
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Final Reflections for ETEC 500
Had I taken this course earlier in the MET program, it likely would have been one of my Pioneer Species, as I assume one of the goals of this course is to provide a foundation in educational research to support us through the rest of the program. However sticking true to my unconventional form, this is the final course that I am completing in this program alongside of ETEC 590. Fortunately many of the skills that are being taught in this course I was able to pull from my undergrad work and therefore never felt at a disadvantage for not having taken it sooner. However, if I decided to one day continue my studies and pursue a PhD, then this course will have provided me with some great foundational skills especially where qualitative research is concerned.
Had I taken this course earlier in the MET program, it likely would have been one of my Pioneer Species, as I assume one of the goals of this course is to provide a foundation in educational research to support us through the rest of the program. However sticking true to my unconventional form, this is the final course that I am completing in this program alongside of ETEC 590. Fortunately many of the skills that are being taught in this course I was able to pull from my undergrad work and therefore never felt at a disadvantage for not having taken it sooner. However, if I decided to one day continue my studies and pursue a PhD, then this course will have provided me with some great foundational skills especially where qualitative research is concerned.
Return to Intermediate Species
References
© Long, J., (2011). Yellow flower [photograph].
© Long, J., (2011). Chicken's feet [photograph].
© Long, J., (2011). Reforestation plot [photograph].
© Long, J., (2010). Stream in the Reserve [photograph].
Long, J., (2014). Article Critique. (Unpublished graduate essay). University of British Columbia, Vancouver, Canada.
© Long, J., (2014). Cloud Forest [photograph].
Long, J., (2014). Methodological Critique. (Unpublished graduate essay). University of British Columbia, Vancouver, Canada.
© Long, J., (2011). Yellow flower [photograph].
© Long, J., (2011). Chicken's feet [photograph].
© Long, J., (2011). Reforestation plot [photograph].
© Long, J., (2010). Stream in the Reserve [photograph].
Long, J., (2014). Article Critique. (Unpublished graduate essay). University of British Columbia, Vancouver, Canada.
© Long, J., (2014). Cloud Forest [photograph].
Long, J., (2014). Methodological Critique. (Unpublished graduate essay). University of British Columbia, Vancouver, Canada.