32418 LTCY 528 C01   (LITERACY RESCRH METH AND EVAL) Term: 200720

TWR (Tuesday Wednesday Thursday ) From: 07/09/2007 To: 08/10/2007

1:00 - 3:00 - TATE PAGE HALL 302
July 10 Tuesday  Overview of Course
Defining Theory, Research and Models
Selecting a Topic to Review (articles)
Overview of Syllabus
July 11 Wednesday  
July 12 Thursday  
July 17 Tuesday 1:00 - 3:00
Students prepare answers to questions from each heading from the flowchart:  http://www.rdinfo.org.uk/flowchart/Flowchart.html
Answer as many questions as you can - exercises we do in class on Tues may help you plan more thoroughly.  (More helpful information:  http://www.rddirect.org.uk/)
July 18 Wednesday 1:00 - 3:00
Each student will present one research article to the class.  Students will submit paper (specs in Course Documents in Blackboard) and then do a 10 minute (timed) presentation to class - PPT preferred - must include all 9 elements outlined on specs paper. 
July 19 Thursday  
July 20 FRIDAY

Introduction and Statement of Problem/Rationale  (Framing the Research Question) - submit to Dr. Petty by email - this is part of chapter 1
July 24 Tuesday

1:00 - 3:00 -

First Draft of Review of Research Literature due (http://www.unc.edu/depts/wcweb/handouts/literature_review.html)
(http://www.uccs.edu/~smarshal/id26.htm)

July 25 Wednesday  
July 26 Thursday  
July 31 Tuesday Final Draft of Review of Literature Due
August 01 Wednesday 5:00 - 7:00 - Chapter 3 - Recording, Managing, Organizing and Analyzing Data
  • Research Methods and Procedures Organization of Study
  • Data Collection
  • Overview of Participants
August 02 Thursday  
August 07 Tuesday  
August 08 Wednesday 5:00 - 7:00 - Chapter 1 -
  • Introduction
  • Statement of Problem/Rationale  (you might use Purpose of Study and Need for Study if you like that language better)
  • Definitions of Terms and Abbreviations
  • Theoretical/Conceptual Framework  (you can title this “Organization of Study” if you like)
August 09 Thursday Chapter 4 draft -

  •  Results

  • Research Questions
  • Implications for Reading Instruction
            Conclusions