PRESENTING A RESEARCH REPORT<\/p>\n
Title of the report Research Question\/Statement<\/p>\n
Abstract Brief summary of the content of the report and your arguments. Not included in word count<\/p>\n
Introduction \/Rationale (500 words) A statement of purpose.<\/p>\n
Literature review (750-1000 words) Reading\/research that is particularly relevant to the chosen topic.<\/p>\n
Research design (Case study) &<\/p>\n
methods (500 words)<\/p>\n
Findings (1500-2000 words)<\/p>\n
Conclusion (500-700 words)<\/p>\n
Plus References & Appendices Not included in word count<\/p>\n
TOTAL 4,500 WORDS (+\/- 10%)<\/p>\n
Wallace and Wray (2012: 200-202)<\/p>\n
INTRODUCTION<\/p>\n
o Briefly explains the purpose of the research<\/p>\n
o Refers to any background which is necessary to place the study in its context<\/p>\n
o Makes reference to the limitations of the study<\/p>\n
\n
LITERATURE REVIEW<\/p>\n
o The theoretical perspective or framework for understanding and analysing the topic, with reference to relevant literature<\/p>\n
o Explains the context and background of the study<\/p>\n
o Only includes books and articles directly relevant to your topic<\/p>\n
o May be grouped by themes<\/p>\n
o Sets the scene and prepares readers for what is to follow<\/p>\n
\n
RESEARCH DESIGN AND METHODS<\/p>\n
o Gives an account of the methodology and methods, with reference to the most relevant literature<\/p>\n
o Explains why particular methods and techniques were employed<\/p>\n
o Describes how the problem was investigated<\/p>\n
o May give information about the research sample and your reasons for selecting them from the wider population;<\/p>\n
o Summarises the data collection process<\/p>\n
o May give the timetable for the research process<\/p>\n
o Refers to any ethical factors taken into account<\/p>\n
\n
FINDINGS<\/p>\n
o Outlines the findings (for each research question\/theme in turn if appropriate), supported by tables, diagrams and quotations from the informant(s).<\/p>\n
o Discusses the findings and any emerging issues, indicating the answers they give to the research question and the implications for the improvement of practice<\/p>\n
o Includes reference to the literature on the chosen topic reviewed earlier.<\/p>\n
o Acknowledges any deficiencies in the research design which affected the research findings and may suggest different approaches which could be used<\/p>\n
o If used, tables, charts, graphs and other figures should illustrate and illuminate the text \u2013 if not don\u2019t include<\/p>\n
o Text should not duplicate information in tables and charts but highlight significant aspects<\/p>\n
\n
CONCLUSIONS<\/p>\n
o Summarises the main findings of the report discussed in the section above.<\/p>\n
o Only conclusions that can be justifiably drawn from the findings can be made<\/p>\n
o Summarises the key points you have made<\/p>\n
o Includes self-critical reflection of the limitations of the study, including the extent to which you have achieved your substantive aims;<\/p>\n
o Evaluates the extent to which the answers to the research question contribute to answering the central question. (For social studies research usually \u201cfuzzy generalisations: \u201cqualified generalisation carrying the idea of possibility but no certainty\u201d i.e. it may be that \u2026.)<\/p>\n
o Maybe looks towards the future\u2026 considering what subsequent research and theorising might usefully be focused on?<\/p>\n
o Implications for future practice<\/p>\n
\n
REFERENCES \/BIBLIOGRAPHY<\/p>\n
o Harvard Referencing http:\/\/student.londonmet.ac.uk\/library\/subject-guides-and-research-support\/referencing-and-copyright\/referencing\/<\/p>\n
\n
APPENDICES<\/p>\n
o Transcripts of interviews attached but not necessarily typed. Summarises the key points you have made<\/p>\n
o Not included in word count<\/p>\n
o Numbered<\/p>\n
<\/p>\n
(my essay is a focus of an english secondary classroom, students aged 12 -13 with a focus on how formative assessment has supposrt boys in a yr 8 classroom.)<\/p>\n
<\/p>\n
reading \/ research <\/p>\n
https:\/\/www.hanoverresearch.com\/media\/The-Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdf<\/p>\n
https:\/\/curriculum.nsw.edu.au\/assessment-and-reporting\/formative-assessment<\/p>\n
https:\/\/www.liverpool.ac.uk\/centre-for-innovation-in-education\/resources\/all-resources\/formative-assessment.html<\/p>\n
https:\/\/teachingcommons.stanford.edu\/teaching-guides\/foundations-course-design\/feedback-and-assessment\/formative-assessment-and-feedback<\/p>\n","protected":false},"excerpt":{"rendered":"
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