Social Science Research Skillsin the Family Studies Classroom

Overview

Written byKris Ewing

Diane O’SheaMichelyn Putignano

Rosemary Sutton

Reviewed byShawn Dodge

Suzanne RobertsonJane Witte

Edited and Managed byMichelyn Putignano

July 2002

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Contents

Introduction 3

Social Science Research Skills Progression/Continuum 4

Ten Steps In Sociological Investigation 7

Social Science Research Model 8

Types Of Research Papers 9

Primary And Secondary Sources Of Research 11

American Psychological Association (APA) Style Of Citation 12

PLAGIARISM - How to Recognize and Avoid It! 19

Observation Skills 22

Social Science Research Resource List 31

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INTRODUCTION

Courses within Family Studies/Social Sciences and Humanities rely heavily on the students’ ability to perform research effectively. “All grade 12 courses include the strand Research and Inquiry Skills, which give students the opportunity to examine the models of research, problem solving, analysis, and communication particular to the subject of the course and to apply them as part of their learning throughout the course.” (Social Science and Humanities, The Ontario Curriculum Grades 11 and 12). With this in mind this resource has been developed to help teachers with this task. In this document you will find an overview of “previous knowledge” that students would have gleaned from taking Social Science courses at the grade 9,10 and 11 levels. It provides teachers with tools for diagnostic assessment in preparartion for the delivery of the content and research requirements for the Grade 12 courses. Teaching learning strategies and classroom ready resources for grades 9 to 12 are provided.

Within the grade 12 course profiles social science research skills are introduced in the unit where they are first applied, and they are repeated and developed throughout the course. Social science research skills are embedded in ALL units of the courses. Some grade 12 students will have had little prior instruction in these skills. Diagnostic assessment is needed to determine where students stand. Teachers need to provide several opportunities for students to particpate in social science rsearch throughout the course. Social science skills should be incorporated into your lessons throughout the course and may be included in any strand or unit of student. A variety of strategies can be used to meet the overall and specific expectations for the course. Students may or may not need to write a formal report, this is dependent upon the designation and expectations of the course. For example, in Parenting and Human Development the emphasis will be on observation skills while in Individuals and Families in a Diverse Society students will be involved in the writing of a formal research report.

This document is divided into three parts.

The first part is an overview of social science research. Included in this section is information about the progression of research skills from grade 9 to 12. Information is also included that will be helpful to teachers for all of the courses within the social sciences: an introduction to the steps of social science research, APA referencing style, plagiarism, observation skills, the use of computer technology within the classroom.

The second part of this document consists of teaching/learning strategies related to social science research for grades 9 to 11. Each course will be posted to the website individually to allow teachers to obtain the information needed.

In the third part of the document teachers are provided with a number of classroom ready resources related to social science research skills for all five grade 12 Family Studies courses. Each course is posted individually.

NOTE: The materials created in this documents rely heavily on the use of computer technology to communicate the results of their research. They could all be easily adapted by the teacher if access to computer technology is limited.

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SOCIAL SCIENCE RESEARCH SKILLS PROGRESSION

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Food and NutritionGrade 9 or 10, Open

Individual and Family LivingGrade 9 or 10, Open

Fashion and Creative Expression

Grade 11, Open Living and Working with

ChildrenGrade 11, College

Living Spaces and ShelterGrade 11, Open

Managing Personal and Family ResourcesGrade 11, College

Managing Personal Resources

Grade 11, WorkplaceParenting

Grade 11, Open

Food and Nutrition SciencesGrade 12, University/College

Individuals and Families in a Diverse Society

Grade 12, University/CollegeIssues in Human Growth and

DevelopmentGrade 12, University/College

Parenting and Human Development

Grade 12, WorkplaceThe Fashion Industry

Grade 12, Open

GRADE 9/10

GRADE 11 GRADE 12

SPECIFIC RESEARCH SKILLS

Building the stairs…

GENERAL RESEARCH SKILLS

Laying the foundation…

• posing simple research questions• using interviews and questionnaires to complete primary research• employing a variety of note taking skills• conducting secondary research using a variety of sources• documenting sources using correct bibliographical format• evaluating information for bias, validity, reliability, stereotypes• create graphs by hand and/or computer software • analyze results of primary research using one variable• compare results of surveys and interviews with data from other sources and form conclusions•communicate information in a variety of methods (e.g., poster, research report, oral presentation)

• formulate and test research hypothesis• consider, choose and conduct the most appropriate method of primary research•select and access secondary sources reflecting a wide variety of viewpoints•document sources using APA Style of Citation• using spreadsheets to create graphs and charts•analyze data using more than one variable• examine results of primary research and compare to secondary research •outline implications of research• communicate results of research in a variety of formats (e.g., research report, thesis, reaction paper, multimedia)

BUILDING

Social Science Research Continuum - Grade 9 to Grade 12

Gr9/10 Grade 11 Grade 12Using Research Methodology•identify the process involved in social science research

•conduct research on a family/nutrition issue using a wide variety of sources

•conduct research using surveys and interviews•prepare simple research questions•design brief surveys using mostly closed ended questions•survey samples from within class or school or immediate family•prepare and conduct brief interviews•record all data obtained through research

Using Research Methodology •identify and employ the steps involved in the social science research model

•use a wide variety of research sources during the investigation of an issue

•employ a wide variety of primary methods of data collection; surveys, interviews, observation, participatory observation, action research•pose research questions to frame inquiries•distinguish between key and supporting issues •design surveys using closed and open ended questions•survey samples from within class or school or immediate family•prepare and conduct interviews•record all data obtained through research

Using Research Methodology •identify and use appropriate methods of social science research to investigate issues

•select and access secondary sources reflecting a wide variety of viewpoints

•consider, choose and conduct the most appropriate method of primary research •formulate and test research hypothesis using closed and open-ended questions•design more detailed questionnaire both in length and in content•conduct interviews to allow for a more in-depth investigation of an issue•select survey samples from a wide variety in the Canadian community•representative sample used in research•accurately record all data obtained through research using a variety of methods

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Social Science Research Continuum - Grade 9 to Grade 12 (continued)

Gr9/10 Grade 11 Grade 12Organizing and Analysing Information•create graphs using computer software•create a variety of styles of graphs by hand

•compare results of surveys and interviews with data from other sources and form conclusions•distinguish between fact and opinion•define the terms: validity, reliability, accuracy, bias and relevance and begin to evaluate sources •analyze results of primary research using one variable

Organizing and Analysing Information•using spreadsheets to create graphs and charts to organize informationgathered through primary research

•interpret charts, graphs and statistical data•differentiate between research evidence and opinion•compare results of surveys and inter-views with data from other sources and form conclusions•evaluate secondary sources for relevance, bias, accuracy, validity, and authority•analyse results using more than one variable

Organizing and Analysing Information•using spreadsheets to create graphs and charts•create graphs to compare data using more than one variable•demonstrate a command of current technology to present data collected

•interpret charts, graphs and statistical data •differentiate between research evidence and opinion •examine results of primary research and compare to secondary research •outline implications of research •evaluate the validity and reliability of information •evaluate current information for bias, stereotyping, ethnocentricity •analyse results using more than one variable

Communication of Information •record key information from secondary sources using own words•document sources using correct bibliographical form

•write a brief research report using headings to guide writing•communicate information in a variety of formats (i.e. posters, newspaper article, graphs, charts, diagrams, oral presentations, essay, report)

Communication of Information•correctly use terminology related to topic of study•document sources using APA Style of Citation

•record key data using a variety of methods•organize information, using headings and subheadings •communicate information in a variety of formats (i.e. posters, newspaper article, graphs, charts, diagrams, oral presentations)

Communication of Information•correctly use terminology related to topic of study •document sources using APA Style of Citation

•demonstrate effective command of current technology to produce & communicate information and data•demonstrate effective use of multimedia (e.g. Power Point) presentations•presents an independent study research paper of 1500 to 2000 words•demonstrate ability to write a variety of types of research papers (e.g. research, thesis, position paper, reaction paper, literature review)

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TEN STEPS IN SOCIOLOGICAL INVESTIGATION

A typical project in sociology will include each of the following ten steps.1. Define the topic of investigation:

Being curious and looking at the world sociologically can generate ideas for social research anywhere. The issue you choose to study is likely to have some personal significance.

2. Find out what others have learned about the topic: You are probably not the first person to develop an interest in this particular issue. Spend time in the library and see what theories and methods researchers have applied to your topic in the past. In reviewing existing research, note problems that may have come up before.

3. Specify the research question: Are you seeking to explore an unfamiliar social setting? To describe some category of people? To investigate cause and effect among variables? If your study is exploratory, or descriptive, identify whom you wish to study, where the research will take place, and what kinds of issues you want to explore. If it is explanatory, you must state the hypothesis to be tested and carefully operationalize each variable.

4. Access the requirements for carrying out the research: How much time and money will the research require? What special equipment or skills are necessary? How will you do the work yourself? You should answer all these questions before beginning to design the research project.

5. Consider ethical issues: Not all research raises ethical issues, but you should be sensitive to this throughout your investigation. Could the research harm anyone? How might you design the study to minimize the chances of harm? Is confidentiality promised? If so, how is this ensured?

6. Devise a research strategy: Consider all major research strategies as well as innovative combinations. Keep in mind that the appropriate method depends on the kinds of questions you are asking as well as the resources available to support your research.

7. Gather the data: The way you collect data depends on the research method you choose. Be sure to accurately record all information in a way that will make sense later. Remain vigilant for any bias that may creep in to your research.

8. Interpret the data: If your study involves a specific hypothesis, you should be able to confirm, reject or modify the hypothesis based on the data. In writing your research report, keep in mind that there may be several ways to interpret the results of your study, consistent with different theoretical paradigms, and you should delve into them all.

9. State your conclusions: As you write your final report, specify conclusions supported by the data. Consider the significance of your work both for sociological theory and for improving research methods. Of what value is your research to people outside of sociology? Finally evaluate your own work, noting problems that arose and questions left unanswered. Note ways in which your own biases may have coloured your conclusions.

10. Share your results: Make a presentation to the class; share with peers or with those who were willing to provide primary data for you. The important point is to share what you have learned with others and to let others respond to your work

Macionis, John J. & Linda M. Sociology. (1999). Scarborough, Ontario: Gerber Prentice Hall Allyn and Bacon.. This material has been reproduced with the permission of Pearson Education Canada

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SOCIAL SCIENCE RESEARCH MODEL

STAGE I Defining question…

Preparing ForResearch

STAGE II Locating information…

AccessingResources

STAGE III Evaluating information…

ProcessingInformation

STAGE IV Presenting information…

TransferringLearning

Adapted from:Inquiry and Research http://www.accessola.org/action/positions/info_studies/html/research.html

TYPES OF RESEARCH PAPERS

In general, secondary level social science students write three types of research papers:

1. Define the topic of investigation

2. Find out what others have learned about the topic

Specify the research question

Access the requirements for carrying out the research

Consider ethical issues

Devise a research strategy

7. Gather data

Interpret the data

State your conclusions

10. Share your results

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1. INFORMATIVE

The purpose of an informative research paper is to gather and summarize facts in order to inform the reader. This type of paper indicates how well a student has learned to conduct research, think critically (determine what is important and what is not) and organize information into a clearly defined statement.

Informative Papers are commonly used in Business and Science Courses but may be used in other courses as well.

Example: “Report information gathered from an existing database on the process of digestion, absorption, and metabolism of food, and on the caloric intake of individuals” (Coded Expectation PR1.03 from HFA4M)

2. ANALYTICAL

In an analytical research paper (also known as a research essay), the writer researches to become an expert on a topic so that he/she can restructure and present the parts of the topic from his/her own perspective. When entering the research stage, the writer will not have drawn any kind of conclusions about the topic. Instead, the writer prepares a research question to narrow the research focus. The writer must survey current views on his/her topic and critically read, think and evaluate all sources. In an analytical paper, both primary and secondary sources function as possible answers to the research question. The writer should be able to contribute his/her own thoughts and draw his/her own conclusions on the topic after thorough research. If the writer adds primary research and writes in the form of a journal article, this paper becomes a research report.

Analytical Papers are commonly written in Social Sciences and Humanities and English.

Research Question: “What factors contribute to consumer satisfaction with apparel for people of various ages, engaged in a variety of activities?” (Coded Expectation CF2.02 from HNB40B)

Example: The “analysis of factors that contribute to consumer satisfaction with apparel for people of various ages, engaged in a variety of activities” could lead the writer to conclusions about the effect of “easy access” clothing on an older adults’ sense of independence.

3. ARGUMENTATIVE

In an argumentative research paper, the writer takes a stand on an issue and uses evidence found in his/her research to back-up his/her stance. The writer’s stance becomes a debatable statement known as his/her thesis. The argumentative research paper is written around the writer’s point of view in contrast to the analytical research paper that is written around the research question. In an argumentative paper, both primary and secondary sources act as evidence to back of the thesis statement.

The argumentative research paper may take on two forms:

Taking a position (position paper) on an issue and then researching others who agree and disagree with the stand. A position paper allows you to define and defend a position.

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It presents one side of a controversial issue and tries to persuade its audience to take that side. Position papers should be as unbiased (objective) as possible.  They are always supported using logic, facts, and/or expert opinion(s).  Emotion-based (subjective) arguments should not be used in position papers. In this form, students will have to anticipate the objections of others and make concessions.

Dealing with a particular problem encountered in any field of study, such as health care or social and environmental issues. In this form, the student will state the problem and its history and write about its relevance to the field, along with possible solutions. Outside sources are used for support.

Argumentative Papers are commonly written in Social Sciences and Humanities and English.

Thesis Statement: “Fitness magazines pose the greatest threat to a woman’s drive for thinness.”

Example: Fitness media influences a woman’s drive for thinness. The drive for thinness is a learned behaviour and fitness magazines teach their readers how to achieve a thinner body. (See Coded Expectation SH3.02 from HHG4MP)

For more detail on the types of research and specific research skills consult these websites.

Researchpaper.comThe Web's largest collection of topics, ideas, and assistance for school related research projects.www.researchpaper.comWhat is a Research Paper?http://owl.english.purdue.edu/workshops/hypertext/ResearchW/what.htmlInvention, The Child Of Necessity: Getting Papers Startedhttp://www.csuohio.edu/writingcenter/invent.htmlHow to Write a Thesis Statement: http://www.indiana.edu/~wts/wts/thesis.htmlThesis Statement:http://www.csuohio.edu/writingcenter/thesis.htmlThe Art of Research Questions:More links on developing a good research questionhttp://www.hccs.cc.tx.us/system/library/Center/Lobby/Question.htmlThesis or Question:http://owl.english.purdue.edu/workshops/hypertext/ResearchW/thesis.htmlCritical Reading: What is Critical Reading, and why do I need to do it?http://www.csuohio.edu/writingcenter/critread.html

PRIMARY AND SECONDARY SOURCES OF RESEARCH

“Primary” and “Secondary” refer to the distance to the research topic.

Primary Sources and Primary Research

A primary source is an original document or account that is not about another document or account but stands on its own. For example, any novel, poem, play, diary, letter, or other creative work is a primary source. The data from a research study also constitutes a primary source

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because it comes straight from the participants' responses. Interviews, of people actually experiencing something "on the scene," are also primary sources. If you were doing a paper on the physical effects of stress, talking to someone who is under stress would be about as close to your topic as you could get. That's what is meant by distance.

Primary research involves the collection of original data on some specific research topic.There are three methods of primary research: Survey Research

gather brief answers from many people involves using questionnaires by mail, phone, in person representative sample needed questionnaires must be carefully planned and well written quality of data dependent upon quality of questionnaire least expensive form of data collection low response rate good way of collecting a lot of information in short period of time but it is not an in depth

method of collecting informationIn-Depth Personal Interviews

costly and time consuming method of research collection allows for greater understanding of lifestyles and personal feelings may encourage participants to project their feelings and attitudes, may be allowed to talk

at length on topic, not as structured as questionnaire interviewer's personality and skills will affect the outcome of interview

Personal Observation family interaction can be studied through observation one way mirrors, or observation in natural settings participant observation sometimes used (by becoming a member of the group) need to be well trained in observation and don't let bias show through

Secondary Sources and Secondary Research

Secondary sources are ones that interpret primary sources or are otherwise a step removed. A journal article or book about a poem, novel, or play or a commentary about what an interview signifies is a secondary source. Your paper will likewise become a secondary source.

Secondary Research involves researching information and/or data that someone else hasCollected. You can find this type of information in printed sources (books, magazines, and newspapers) and in electronic sources (CD-ROM encyclopedias, software packages, Internet). Whenever a primary or secondary source is used, it must be referenced.

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American Psychological Association (APA) Style of Citation

APA style is an editorial style that many of the social and behavioral sciences have adopted to present written material in the field. The American Psychological Association has established a style that it uses in all of the books and journals that it publishes. Many others working in the social and behavioral sciences have adopted this style as their standard as well.

General Rules

The Works Cited must be on a separate sheet of paper and placed at the end of the document. Entries must be in alphabetical order. The date of publication follows the author/editor. In magazine/periodical titles capitalize all major words The title should be underlined if written by hand, but is in Italics when keyed on a computer.

Do not use both. No quotation marks are used in an article title from a magazine/periodical. Major classical works (Bible, Koran, etc.) do not have reference entries. They are identified

in the in-text citation followed by chapter, verse, and line, instead of page numbers. Punctuation is important. Take careful note of the correct use of periods, commas and parenthesis (brackets) in examples given! When in doubt more information is better than less!!!

EXAMPLES OF APA STYLE OF CITATION INPRINT REFERENCE FORMAT

BOOKS/EDITED BOOKS

Basic formatAuthor/Editor. (Date of publication). Title: subtitle. (Edition). Place of Publication:

Publisher.No author/editor

Textbooks are indispensable! (1989). New York: American Textbook.One author

Bibby, R. ( 2001). Canada’s Teens: Today, Yesterday and Tomorrow. Toronto: Stoddart. Two or more authors

Baker, Maureen and Janet Dryden. (1995). Families in Canadian Society, 2nd ed. Toronto: McGraw-Hill Ryerson. Editor/Compiler listed on the title page

Wilson, J. (Ed.). (2002) Individuals and Families in a Diverse Society. Toronto. McGraw-Hill Ryerson. Different edition

Lauer, Robert. (2000). Marriage and Family: The Quest for Intimacy. (4th ed.). New York: McGraw-Hill Ryerson. Multi-volume work

Tremblay, Helene. (1988). Families of The World: Family Life at the Close of the Twentieth Century. (Vols. 1-2). Ontario: Old Bridge Press.

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Essay From an AnthologyMichels, Robert. (1915/1995). A Few Control the Many. In Lynn Barteck, and Karen

Mullin ( Eds.), Enduring Issues in Sociology (p. 228). San Diego: Greenhaven Press.

ENCYCLOPEDIA

Basic FormatAuthor (if given). (Date). Article. In Title of encyclopedia (Volume, pages). Place:

Publisher.Signed (author listed)

Roth, Jesse. (1996). Insulin. In World Book Encyclopedia (Vol.10, p. 308). Chicago: World Book.Unsigned (no author listed)

Diabetes Mellitus. (1998). In Encyclopaedia Britannica (Vol. 4, pp. 60-61). Chicago: Encyclopaedia Britannica.

NEWSPAPER/MAGAZINE/PERIODICAL/JOURNAL ARTICLE

Basic formatAuthor. (Date). Title of article. Title of Newspaper/Magazine/Periodical/Journal,

Volume number, Page(s).Newspaper signed

Grewal, San and Christopher Hutsul. (2002, June 29). The ties that bind: Two by two, hand in hand. The Toronto Star, pp. L1-L3.Newspaper unsigned

Canada’s drinking trends changing. (2002, July 13). The Toronto Star, p. A6.Newspaper editorial

Euthanasia [Editorial]. (1992, May 4). The Tribune (Fredericton), p. D6.Magazine/Periodical/Journal signed

Golden Frederic. (1999, May/June). Making Over Mom and Dad. Psychology Today, pp. 36-42.Magazine/Periodical/Journal unsigned

Deadly Drama Mounts in the Middle East. (2002, June 17 ). Maclean’s. p. 18.Scholarly Journal

Quest for Healthy Bones. (2001, April). University of California, Berkeley Wellness Newsletter, 17, pp. 4-5.

INTERVIEW

Note: If it is a memo, oral interview, conversation etc with no text available to be examined then it is an in-text reference only. See In-text and embedded citations.Basic format for published interview

Name of person interviewed [Interview]. In author's name, Title of book (page). Place of publication: Publisher.Published interview

Capote, T. [Interview]. (1983). In G. Johnson (Ed.), Southern writers in exile (pp. 117-32). New York: Dodd.

Radio interview

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Updike, J. (1998, April 2). Interview with Scott Simon. Weekend Edition. National Public Radio. WBUR, Boston.Television interview

Crystal, L (Executive Producer). (1993, October 11). The MacNeil/Lehrer news hour. New York: Public Broadcasting Service.

PAMPHLET OR BULLETINWahl, Judith A. (1991). Elder Abuse: The Hidden Crime. [Pamphlet]. Toronto: Advocacy

Centre for the Elderly and Community Legal Education in Ontario.

ADVERTISEMENTCindy Crawford’s Choice by Omega [Advertisement]. (2002, June). In Style, p. 95.

GOVERNMENT PUBLICATION, LEGISLATION AND COURT DOCUMENTSNote: Do not underline or enclose in quotation marks the titles of laws, acts. Such titles are usually abbreviated and works are cited by sections. The years are added if relevant.

Basic FormatName of Government Agency. (Date if given). Title, place of publication, publisher.

Government DocumentOntario Ministry of Education. (2000). The Ontario Curriculum Grades 11 and 12 Social

Sciences and Humanities. Toronto: Queen’s Printer for Ontario.Legislation

Ontario. Education Statutes and Regulations of Ontario, 2001. Education Act. R.S.O.1990, c. E.2. Part II, No. 30.

RECORDINGS

Basic Format MusicWriter. (Date of copyright). Title of song [Recorded by artist if different from writer]. On

Title of Album [Medium]. Location: Label. (Recording date if different from copyright).Music

Keys, Alicia. (2001). A Woman’s Worth. On Alicia Keys songs in A minor [CD]. New York: Arista Records.Basic Format Film/Video

Names of Producer & Director. (Date). Name [Format]. (Available from Location and distributor).Film

Finerman, W. (Producer). (1998). Stepmom [Film]. Columbia Pictures. Video

Islam: An Overview. (2001, December). On CBC - TV - News in Review [Videotape]. Canada: CBC.

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EXAMPLES OF APA STYLE OF CITATION INELECTRONIC REFERENCE FORMAT

All references begin with the same information that would be provided for a printed source (or as much of that information as is available). The Web information is then placed in a retrieval statement at the end of the reference. It is important to give the date of retrieval because documents on the Web may change, move or even disappear.

Basic Retrieval Statement FormatThe retrieval statement identifies the date of retrieval (omitted for CD-ROMs) and the source (e.g. EBSCO), followed in parentheses by the name of the specific database used (Bigchalk Library, SIRS, Electric Library) and any additional information needed to retrieve that particular item. For Web sources, a URL, which points to an "entry page" for the database, should be given.

CD-ROMBasic Format

Author. (date). Title. Magazine Title.[Type of medium]:Volume (if given), paging if given. Retrieved from [source] database ([name of database], CD-ROM, [release date], [item no.--if applicable])CD-ROM – Encylopedia Article

Child Abuse. (1999). Retrieved from Encarta Reference Suite, (CD-ROM, 1999).

SPECIFIC DOCUMENTS ON A WEBSITEBasic Format

Author. (Date). Title. Newspaper/Magazine/Journal, issue, page(s). Retrieved Month, day, year from the World Wide Web: (URL)Online News Article

Wente, Margaret. (2002, July 13). When Spanking gets out of Hand. Globe and Mail. Retrieved July 19, 2002 from the World Wide Web: http://www.globeandmail.ca.Online Magazine/Journal Article

Moscovitch, A. (1999, Autumn). Wired: The Impact of Electronic Media in the Home. Transition Magazine. Retrieved October 26, 2001, from the World Wide Web: http://www.vifamily.ca/cft/media/media.htm .

ELECTRONIC DATABASES (e.g. Bigchalk Library, Electric Library, SIRS)Basic Format

Author. (date). Title. Magazine Title. Volume (if given), paging (if given). Retrieved [month, day, year] from [source] on-line database [name of database], (item no.--if applicable]) on the World Wide Web: [URL]News Article: On-line database

Goldberg, C. (2001, June 17). Single Dads Wage Revolution One Bedtime Story at a Time. New York Times. Retrieved May 16, 2002 from Bigchalk Library database on the World Wide Web: http://library.bigchalk.ca.

Stam, Maria. (2002, June 17). Grandparents Face Obstacles Raising Their Kids’ Kids.The London Free Press. Retrieved April 5, 2002 from eLibrary Plus database on the World Wide Web: http//www.elibrary.ca/s/plus.

Statistical Database

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Canadian Government. (2001). Population by Marital Status and Sex. Statistics Canada. Retrieved July 19, 2002, from the World Wide Web: http://www.statcan.ca/english/Pgdb/People/Families/famil01.htm.

Government of the United States. (1990). Earnings by Occupation and Education. U.S. Census Bureau. Retrieved July 19, 2002, from the World Wide Web: http://www.census.gov/hhes/www/income.html.

ENTIRE WEBSITEWhen citing an entire Web site (but not a specific document on that site) it is sufficient to give the URL for that site in the text.

Ontario Family Studies Home Economics Educators’ Association– http://www.ofsheea.ca/

PERSONAL COMMUNICATION/E-MAILThese do not need reference entries. They are used as in-text citations. Please remember that you, the writer of this research document, are responsible for checking the accuracy of all references, which includes verifying the source of email communications.

EXAMPLES OF APA STYLE OF CITATION ININ-TEXT OR EMBEDDED CITATIONS

These may be called parenthetical references Used whenever you incorporate another's words, facts, information, or ideas. For shorter citations, use quotation marks around the cited text (generally 4 lines or less). For longer citations, indent the text of the words to be cited.

Category APABook/single author (Baker, 1990, p. 64)One book / two authors (Waite and Gallagher, (2000)One book/more than two authors

First time- use(Prentice, Bourne et al, 1988) then use (Prentice et al, 1988)

Several books/same author

(Sheehy, 1998, p. 57; 1995, p. 152; 1998, p. 71)

Groups as authors First time:(Addiction Research Foundation [ARF], 2001)Subsequently: (ARF, 2001)

Literary works / verse play / poem / play (act, scene, line)

(King Lear 5: 3, 302-304)

Classic work e.g. Bible, Koran

Do not underline or use quotations for sacred writings. (Mathew. 2:14-16 Revised Standard Version)

E-mail/Personal communication (e.g. Discussion groups, electronic bulletin boards etc.)

No reference entry needed. To be cited as personal communications.L. Konnry (personal communication, March 17, 2000)

Entire Web site No reference entry needed.http://www.ofslc.org.

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Author given but not mentioned in your textOne modern researcher has found that dreams move backward in time as the night progresses, that they gradually turn from the modern world to childhood and "stored images" (Dement 1989, p. 35).Author named in your textColoroso states that " our children need a smile, a hug, and humor every day.” (1999, p.12).No author / short form title only[Junkhouse] … makes music for those on the margins of society, the losers, the dispossessed, the rebels. (Junkhouse 1996, p. 34).Electronic sources / author named "The study of literature, " Bill Reading writes, "takes off from the idea of humanity" (1994, paragraph 6).Entire Web SiteOFSLC (http://ofslc.org) is a very good information site for Social Sciences and Humanities and Family Studies educators. This is not listed in the references. It is only found in text.Quote within a quote or indirect source Katherine Marshall observed that, “Younger husbands married to full-time employees, especially women earning higher incomes, are most likely to share childcare and housework” (as cited in Baker, 2001, p. 292).For quotations give page numbers (or paragraph numbers) if available. If they are not visible to every reader then omit from the in-text citation.

LITERARY WORKS/BIBLEWhen works have no date use author's name, followed by a comma and n.d. for "no date". When a date of publication is not applicable, such as for very old works, cite the year of translation you used, preceded by trans., or the year of the version you used followed by version.

In Shakespeare's play, the duke's vow to give "measure for measure" (5.1.414) is reminiscent of the vengeful passage in the Bible (Mathew. 7:1).

If you have a resource that does not fit into any of these categories consult thePublication Manual of the American Psychological Association (4th ed.) or the APA

Style web site: http://www.apastyle.org/

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Below is an example of a Works Cited list.

WORKS CITED

Baker, Maureen and Janet Dryden. (1995). Families in Canadian Society, 2nd ed. Toronto: McGraw-Hill.

Bibby, R. (2001). Canada’s Teens: Today, Yesterday and Tomorrow. Toronto: Stoddart. Canadian Government. (2001). Population by Marital Status and Sex. Statistics Canada.

Retrieved July 19, 2002, from the World Wide Web: http://www.statcan.ca/english/Pgdb/People/Families/famil01.htm.

Child Abuse. (1999). Retrieved from Encarta Reference Suite, (CD-ROM, 1999).

Finerman, W. (Producer). (1998). Stepmom [Film]. Columbia Pictures.

Goldberg, C. (2001, June 17). Single Dads Wage Revolution One Bedtime Story at a Time. New York Times. Retrieved May 16, 2002 from Bigchalk Library database on the World Wide Web: http://library.bigchalk.ca.

Moscovitch, A. (1999, Autumn). Wired: The Impact of Electronic Media in the Home. Transition Magazine. Retrieved October 26, 2001, from the World Wide Web: http://www.vifamily.ca/cft/media/media.htm.

Ontario Government. (1993). Children’s Law Reform Act. Toronto: Publications Ontario.

Ontario Ministry of Education. (2000). The Ontario Curriculum Grades 11 and 12 Social Sciences and Humanities. Toronto: Queen’s Printer for Ontario.

Wente, Margaret. (2002, July 13). When Spanking Gets Out of Hand. Globe and Mail. Retrieved July 19, 2002 from the World Wide Web: http://www.globeandmail.ca.

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PLAGIARISM How to Recognize and Avoid It!

What is Plagiarism? What are the consequences of Plagiarism?Plagiarism, which comes from the Latin word for “kidnapper”, is the act of using or passing off someone else’s ideas or words as your own. It is a serious and punishable offence. Students who plagiarize may expect a mark of zero and individual schools may also impose other serious consequences.

How Can Students Avoid Plagiarism?To avoid plagiarism, you must give credit whenever you use…

another person's idea, opinion, or theory; any facts, statistics, graphs, drawings--any pieces of information--that are not common

knowledge; quotations of another person's actual spoken or written words; paraphrase of another person's spoken or written words.

DEFINITIONS YOU SHOULD KNOW…

Common knowledge: Facts that can be found in numerous places and are likely to be known by a lot of people.

Common Knowledge such as dates, simple definitions, or commonly known observations do not need to be acknowledged but you must document facts that are not generally known and ideas that are interpretations of facts.

Acceptable Example: Almost 40% of marriages end in divorce in Canada.

Unacceptable Example: Single-parent families account for 46% of children living in poverty (must be documented – Statistics Canada)

Quotation: Using someone's words.

When you use a direct quotation, you copy the material directly from your source because it is important to use the author’s words directly. Place the passage you are using in quotation marks, and document the source according to a standard documentation style.

Acceptable Example: According to Judith Rich Harris in her book The Nurture Assumption: Why Children Turn Out the Way They Do; Parents Matter Less Than You Think and Peers Matter More, “The best predictor of whether a teenager will become a smoker is whether her friends smoke. This is a better predictor than whether her parents smoke.” (p. 53)

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Unacceptable Example: Parental divorce has no lasting effects on the way children behave when they’re not at home (no quotation marks or source documented – Judith Rich Harris)

Paraphrase: Using someone's ideas, but putting them in your own words.

When you paraphrase, you take the author’s ideas, elect what is pertinent, and restate it in your own words and sentence structure. Making sure not to change the meaning intended by the author.

Here's the ORIGINAL text, from page 27 of Families: Celebration and Hope in a World of Change by Jo Boyden:

There are major differences between cultures in the way children learn. The concept of “childhood” as it is known in industrialized countries today – a period of dependence and innocence – is recent and largely Western. In many other contemporary cultures, children are still thought of as miniature adults. They learn by exposure to adult life rather than being secluded from it in schools or the home. In poor rural communities particularly, children have no guaranteed access to school and little time for play. Production on the rural smallholding relies on traditional techniques passed on by senior member. At just four or five years of age children are working alongside their parents or other relatives. Example of an ACCEPTABLE paraphrase:

The concept of “childhood” differs between cultures. In the West, “childhood” conveys a time of innocence and dependence on an adult. Other cultures consider children as a smaller version of an adult. In rural areas relying on long-accepted practices, children as young as four or five help their families with the work. These children live adult lives with no guaranteed education and little time for fun (Boyden, 1993, p. 27)

Example of an UNACCEPTABLE paraphrase:

There are huge variations between cultures in the way children are taught. “Being a kid” in an industrialized country is a time of no independence and purity. In many modern cultures, kids are still considered little adults. They are taught by experiencing adult life, rather than staying away from it by attending school or playing. Work on small rural lands relies on traditional techniques learned from the ancestors. Children aged four or five work with their parents and relatives.

For more detailed information on “Plagiarism” please refer to the references below.

Reference: Writing Tutorial Services, Indiana University, Bloomington, INhttp://www.indiana.edu/%7Ewts/wts/plagiarism.html

Reference: TDSB Library and Learning Resources, Independent Study Guide (p. 10)http://www.tdsb.on.ca/instruction/cyberlinks/documents/tdsb_independent_study_guide.pdf

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The Internet has made is easier for students to access information. This has been advantageous to students who are conducting research but at the same time has made it much easier for them to pass other people’s work off as their own. There are a number of tools teachers can use to investigate cases of plagiarism. One such web site is call PlagiServe (www.plagiserve.com). Plagiserve allows teachers to upload student work to their web site where it is compared with more than 150,000 online essays. It also looks for similarities to research sites. PlagiServe searches over 1.3 billion pages when checking originality of the paper. PlagiServe not only searches the Internet for duplicates of the paper, but also analyzes it, providing evidence of plagiarism to the teacher. This service is provided free to teachers.

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Developing Observation Skills An integral part of this course is the opportunity provided to students to develop their skills in the observation of children. Through observation students are able to apply the knowledge gained in the course. They will gain a better understanding of children’s growth and development and learn the skills and needs of individual children and thus become better able to help develop those skills and meet those needs.

Prior to the students being involved in the practical components of this course, whether in a day care, school classroom, or community setting, proper observation techniques, appropriate child behaviour guidance techniques, child health and safety, and the issues of confidentiality need to be thoroughly taught. Health and safety considerations relate to the physical and personal well-being of students in class, in community-based learning activities, and in the workplace. Teachers must take all reasonable steps to ensure the health and safety of students, helping them understand the importance of health and safety issues and the need to assume responsibility for their own safety and the safety of others. When the importance of confidentiality issues are taught, students need to become knowledgeable about the situations wherein they may not be able to maintain confidentiality due to policies and legislation. It is essential that students are fully aware of the expectations and the responsibilities they incur when observing children or job shadowing adults who work with children. Students are provided with guidelines for research principles, which include issues such as observation protocol, legislation, and policies regarding confidentiality, and the administration of interviews/surveys.

Students must conduct their research under the supervision of the teacher or adult responsible for the child care facility or program.

Teachers must also ensure that all school and board policies regarding out of school activities are followed.

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Overhead

METHODS OF RECORDING DATA

1. Running Record or Continuous Recording Noting everything that happens for a set period of time Continuous writing, detailed, sequential

2. Anecdotal Recording a particular incident

or Choosing a particular time or place and recording

behaviour over a period of time o e.g. behaviour when students get off the bus each

morning(Sometimes called Interval Recording)

3. Frequency Count Recording the number of times a particular behaviour

occursE.g. How often questions are asked? How many times nutritious foods are chosen?

4. Duration Recording Recording the length of time a particular behaviour occurs.

E.g. the amount of time spent in giving or showing positive reinforcement.

5. Developmental Checklist A list that identifies a series of specific skills or behaviours

that a child or teen or adult should be achievinge.g., physical, social, emotional and intellectual characteristics of early adolescents

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MORE TIPS IN CONDUCTING OBSERVATION RESEARCH

BEFORE OBSERVATION Plan for the observation according to the assignment. Choose a particular age

group and/or setting. Decide on an appropriate method of data collection.

DURING THE OBSERVATION At the beginning, record points about the setting e.g. in the family room of the

child’s home, a child care center, the food court in the local mall, etc. Add details – appearance, size, facilities, number of people, etc.

Describe any on-going action by indicating what is happening, who is involved, etc.

Depending on the method of data collection chosen, and the assignment you may be focusing on one particular individual.

Record as much description as possible. Try making notes every 30-45 seconds. Use your own shorthand style. Depending on the research, you may need to

participate in some kind of action so as to avoid obvious recognition. e.g., choosing a laundromat location, therefore doing laundry.

AFTER THE OBSERVATION As a general rule, data collection is followed with some sort of analysis and

conclusions. Depending on the assignment this may be as simple as summarizing the data and drawing conclusions. Sometimes these will be subjective based on experience and practice. Sometimes data will need to be transcribed using a word processor to provide a clearer understanding of the behaviour before conclusions can be made. Suggestions (similar to Figure 1) may be a way to describe further actions or implementations required, again dependent on the kind of assignment.

In the case of frequency counts or checklists, data may be presented in tables or by converting to percentages – e.g., positive reinforcement was demonstrated 60% of the time, etc. With more practice some behaviours may be codified. e.g., number of times child appeared happy, number of times child appeared fearful.

A standard research report can be used to present the observation study. Using standard social science subheadings students report on their findings: Introduction, Method, Results, Data Analysis or Discussion where results may be integrated with previous theory and past research, Conclusions with direction for future action. While some students in Parenting and Human Development Workplace may be capable and interested in this format, it is assumed that most students will not. The research report may be offered for Enrichment.

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OTHER KEY POINTS TO OBSERVATION RESEARCH One’s presence may affect the research. For example, a child being observed likes

to perform. Therefore naturalistic observation is preferable i.e. observing children, teens, and adults in a natural or everyday environment such as a classroom, the park, the mall, at a community arena, etc.

One’s own personal experiences or bias may affect the collection and recording of data. Therefore it is important to distinguish between subjective interpretation and objective recording where just facts are noted. (See sample activity suggestions.)

Observation research is tedious. The researcher must be prepared mentally and physically to collect data.

Observation research requires practice. The more opportunity a learner has to observe behaviour, the better they will be in distinguishing fact from subjective meaning.

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SAMPLE REPORTOBSERVATION RESEARCH

Observation research is a useful technique practiced by social scientists to record behaviour. It is also a technique used by professionals such as teachers and child care workers in their work with children By observing from a distance, unnoticed and without interference, a researcher collects information about individuals or groups. Observations are recorded in one of several accepted formats. One such format is detailed in the pages that follow. Collected data is then analyzed and summarized in written form. In the case of professionals working with children, these reports become a vital step in identifying and addressing the needs of children and their environments. See Figure 1.

Figure 1 can be used by teachers to show students the outcome of observations and why it is a valuable skill for individuals to have. Students can also be asked to classify the subjective (feelings and opinions) and objective (factual information) statements within the observation report.

Figure 1. – Sample Report - Observation Research

Name of Student: TrudyDate of Birth: July 10, 1995Name of School: Main Street Public Grade: OneObservation Date: February 17, 2002Date of Written Report: February 27, 2002Reasons for Involvement:Trudy is a six-year-old girl who finds it difficult to adjust to the everyday challenges and frustrations of the Grade One program. In spite of the fact, it is reported that she loves school and her academic skills are excellent especially in the area of mathematics. In Kindergarten, the Speech and Language Consultant assessed Trudy and determined that she scored in the above average range in language, but that she has difficulty expressing herself due to immature articulation. This has created additional frustration for Trudy, which has in turn led to problems in her social interaction with peers and adults. She has made strides in the area of social skills, and she participates cheerfully in the activities she enjoys, however she finds working in a group stressful and continues to react to that distress in ways that may be harmful to her and unsafe for others.Observations:Ms. Hudson’s classroom is motivating and the routines are well planned and consistent. Many strategies have already been put into practice to help Trudy. These include:

o Preferential seatingo Educational assistant when availableo Communication book, close communication with homeo Quiet “office area” away from otherso Praise and reward acceptable behaviouro Visual and verbal presentation of instructionso Cueing prior to transitions

Trudy was one of the first children to arrive and line up outside the classroom. The children made a staggered entrance into the cloakroom and then proceeded to their seats to work on copying the message from the blackboard. She joined her classmates on the carpet and sat and chatted quietly with her friends and then Ms. Hudson. She appeared to be tired, yawning and rubbing her eyes.

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When it was time to begin the student led calendar activity, she appeared to be initially focused and engaged. However, she soon began to rock and chat with her neighbours. She sat with her hands in her mouth, playing with her tongue and teeth. Then she made her fingers into a magnifying glass shape as she closely examined the carpet. In spite of her seeming inattention, she was able to go to the desk and fill out the weather chart.

The class was called back to the carpet and Trudy knelt at the back of the group. Ms. Hudson spoke to the class about the need for everyone to sit flat. Trudy appeared oblivious to the message as she announced in a singsong voice, “I’m on my knees!” She then proceeded to play with the string on her pants, hooking it on the corner of the bench.

During this time the Educational Assistant tried to refocus Trudy two times. Trudy continued to play with her socks and the string on the pants, sticking the string into her shoes, winding it around her finger and tying the string into knots. During this time she made no eye contact with the teacher and appeared not be listening to the lesson. She did however respond to another child’s question.

During Show & Tell, Trudy sat with her back to the speaker. Over the following 8 minutes she:o Fiddled with her shoeso Scratched her footo Rolled her knees from side to sideo Squatted on the floor with her head resting on a nearby tableo Rubbed her lego Left for a drink supervised by the EA

On the way out to recess, Trudy slid down the banister as she exited the building. She ran to a small ice hill and lay down on it. After a few moments she climbed to the top and slid down the other side. When another child attempted to have a turn, Trudy pushed her off. For the balance of the recess she either played alone or in parallel fashion. When the bell rang she ran and pushed her way into line. She walked into the school and climbed on a bench on her way back to class.

During the language activity that followed, Trudy worked in a group of five. Her task was to colour, cut and paste pictures of words that contained a short 'u' sound. Initially she climbed up on the table and while she was cutting, Trudy sang loudly. She got down as soon as she was asked. She chatted while working, but all of her conversation was appropriate to the activity. While she was working at looking for short 'u' words, she discovered that there were short 'u' words on the word wall. Her interest quickly escalated until she had forgotten what the task was and was fixated on the word wall. With quiet redirection she was able to continue on the cut and paste activity. At one point when she needed help she impulsively yelled for the teacher to come and help. The colouring that she did was very well done and she was appropriately proud of herself.

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Suggestions:Trudy is a little girl, who continues to display a high level of distractibility, excessive frustration (anxiety, agitation) and impulsivity. This is in spite of the many strategies put in place and the adult support provided. The following suggestions may assist Trudy in the classroom.

1. Three key principles for working with children who are having difficulties in school are:• Brevity - frequent activities or lessons covering chunks of information • Variety - presenting material in different ways or with different applications can maximize attention. • Structure- consistent routine with highly organized daily schedules and smooth well defined transitions between activities• Clearly stated rules and expectations

2. Providing Trudy with a personal agenda each day may help to keep her focusedas well as giving her a sense of accomplishment as she works through the assignments. Completed work should be rewarded with something special like a sticker or points that can be traded in for free time. The agenda also serves to indicate what still needs to be done should Trudy need to leave the room and return later. In addition, it is vital to review all seatwork assignments as they are handed out.

3. The agenda will facilitate the use of 'When /Then' statements, a strategy referred to in a previous report as one to which Trudy responds well.

4. Provide Trudy with a time limit in which to finish her assignment. Perhaps a timer could be used. By presenting the activity in the form of a challenge to beat the clock, Trudy may be encouraged to beat the clock and then be rewarded when she does.

5. Since pencil to paper activities appear to be stressful for Trudy, it is important to find ways to alleviate some of that stress. Consider letting Trudy use a date stamp instead of printing the date. Where possible present a writing activity in a closed format in which Trudy only has to fill in the blanks or finish the sentence.

6. It is important to immediately reinforce all compliant behaviour that Trudy exhibits. Whenever possible, the use of logical or natural consequences are encouraged.

7. Pre-arranged cues to alert Trudy that she is doing something that is either inappropriate or silly would remind her to stop without drawing the attention of the other students. Before setting these cues, it is important to label these behaviours clearly as unacceptable. This strategy is most successful when the plan involves the student signaling back that she has received your message.

8. It is important that the student understands that rude and unsafe behaviour will not be tolerated. It is not too much to expect Trudy to respect the social boundaries and expectations set by the school. When behaviour is unacceptable, she should be given (1) a reminder, (2) a warning and then (3) a time out, (4) involving the parent(s), (5) involving the administrator.

9. To help Trudy cope with his anxious feelings the following strategies could betried.

a) It would seem important to reassure Trudy on a regular basis that everyone makes mistakes, even teachers and parents, that mistakes can be a way of learning and that they are to be expected. Adults could model appropriate ways of dealing with mistakes (e.g. "Oops I made a mistake on that one” or “No big deal, I'll just fix it")

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b) Anxiety reduction techniques, such as self-talk, focusing on breathing could be taught and practiced.

c) As much as possible, Trudy should be forewarned of changes in the day that could potentially elicit feelings of anxiety.

d) It might be helpful if praise is kept low-keyed and tied to effort or to specific accomplishments. Praise that is too lavish or over generalized might make Trudy think that she has to be perfect all the time.

Name of Observer: Anne B. Towne

Signature of Observer: Anne B. Towne

ETHICAL CONCERNS Prior to the students being involved in the practical components of this course, whether in a day care, school classroom, or community setting, proper observation techniques, appropriate child behaviour guidance techniques, child health and safety, and the issues of confidentiality need to be thoroughly taught. Health and safety considerations relate to the physical and personal well-being of students in class, in community-based learning activities, and in the workplace. Teachers must take all reasonable steps to ensure the health and safety of students, helping them understand the importance of health and safety issues and the need to assume responsibility for their own safety and the safety of others. When the importance of confidentiality issues are taught, students need to become knowledgeable about the situations wherein they may not be able to maintain confidentiality due to policies and legislation. It is essential that students are fully aware of the expectations and the responsibilities they incur when observing children or job shadowing adults who work with children. Students are provided with guidelines for research principles, which include issues such as observation protocol, legislation, and policies regarding confidentiality, and the administration of interviews/surveys.

Students must conduct their research under the supervision of the teacher or adult responsible for the child care facility or program.

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Social Science ResearchRESOURCE LIST

Books:

Cohen, Jonathan. (1999). Educating Minds and Hearts: Social Emotional Learning and the Passage into Adolescence. Alexandria, Va: ASCD and Teachers College Press.

Costa, Arthur L. (Ed.). (2001). Developing Minds: A Resource Book for Teaching Thinking. (3rd edn.). Alexandria,Va: ASCD.

Costa, Arthur L., and Bena Kallick. (Eds.). (2000). Discovering and Exploring Habits of Mind. Alexandria, Va.: ASCD.

Costa, Arthur L., and Bena Kallick. (Eds.). (2000) Activating and Engaging Habits of Mind. Alexandria, Va.: ASCD.

Costa, Arthur L., and Bena Kallick. (Eds.). (2000) Assessing and Reporting on Habits of Mind. Alexandria, Va.: ASCD.

Costa, Arthur L., and Bena Kallick. (Eds.). (2000) Integrating and Sustaining Habits of Mind. Alexandria, Va.: ASCD.

Costa, Arthur L., and Bena Kallick. (Eds.). (2000) Habits of Mind: A Developmental Series. Alexandria, Va.: ASCD

Given, Barbara K. (2002). Teaching to the Brain’s Natural Learning Systems. Alexandria, Va.: ASCD

Hult, Christine A. (1996). Researching and Writing in t he Social Sciences. Needam Heights, MA: Allyn and Bacon. Available from Pearson Education Canada.

Jackson, Winston. (2003). Methods Doing Social Research. Toronto: Prentice Hall.

Jensen, Peter. (2001). Arts with the Brain in Mind. Alexandria, Va. :ASCD.

Jensen, Peter. (2001). Teaching with the Brain in Mind. Alexandria, Va.: ASCD.

Neuman, Lawrence, W. (2003). Social Research Methods. Boston : Allyn and Bacon. Available from Pearson Education Canada.

Salkind, N.J. (2000). Exploring Research, Fourth Edition. New Jersey, U.S.A: Prentice Hall.

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Silver, Harry F., Richard W. Strong, and Matthew J. Perini. (2000). So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Alexandria, Va.: ASCD.

Sornson, Bob. (2001). Preventing Early Learning Failure. Alexandria, Va. : ASCD.

Sprenger, Merilee. (1999). Learning and Memory: The Brain in Action. Alexandria, Va.: ASCD.

Wolfe, Mary. (2001). Brain Matters: Translating Research into Classroom Practice. Alexandria, Va.: ASCD.

Websites:

Canadian Social Research Links http://www.canadiansocialresearch.net

The Cleveland State University Writing Centre (December 11, 2001). The Writing Process. http://www.csuohio.edu/writingcenter/invent.html

Engle, Michael (October 17, 2001). Evaluating Websites: Criteria and Tools. http://www.library.cornell.edu/okuref/research/webeval.html

European Organization for the Safety of Air Navigation. (November 27, 2001) A Guide to Surveys and Questionnaires. http://www.eurocontrol.int/ais/ahead/s_level/ surveyguide-s-lev-0009.pdf

Joppe, Marion (Ph.D), Ryerson University. The Research Process. http://www.ryerson.ca/~mjoppe/rp.htm

MedBio World: Food Science and Nutrition Journalshttp://www.medbioworld.com/bio/journals/food.html

Ministry of Education: Secondary Curriculumhttp://www.edu.gov.on.ca/eng/document/curricul/seccurric.html

Online Writing Lab (OWL), Purdue University (March 11, 2002). Using American Psychological Association (APA) Format (Updated to 5th Edition). http://owl.english.purdue.edu/handouts/research/r_apa.html

Online Writing Lab (OWL), Purdue University (March 11, 2002). Using Modern Language Association (MLA) Format. http://owl.english.purdue.edu/handouts/research/r_mla.html

Online Writing Lab (OWL), Purdue University (March 11, 2002). What is a Research Paper?http://owl.english.purdue.edu/workshops/hypertext/ResearchW/what.html

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The Ontario Curriculum Centre www.curriculum.org

The Ontario School Library Association: Curriculum http://www.accessola.org/osla/curriculum.htm

The Ontario School Library Association: Inquiry and Research:http://www.accessola.org/action/positions/info_studies/html/research.html

The Ontario School Library Association: Inquiry and Research: Grade 9http://www.accessola.org/action/positions/info_studies/html/resrch09.html

The Ontario School Library Association: Inquiry and Research: Grade 10http://www.accessola.org/action/positions/info_studies/html/resrch10.html

The Ontario School Library Association: Inquiry and Research: Grade 11http://www.accessola.org/action/positions/info_studies/html/resrch11.html

The Ontario School Library Association: Inquiry and Research: Grade 12http://www.accessola.org/action/positions/info_studies/html/resrch12.html

The Ontario School Library Association: Links http://www.accessola.org/osla/links.htm#1

The Research Center Lobby, Houston Community College System (February 22, 2002). The Art of Research Questions: http://www.hccs.cc.tx.us/system/library/Center/Lobby/Question.html

Researchpaper.com www.researchpaper.com

Research Resources for the Social Sciences http://www.socscirearch.com

Schools of California Online Resource for Education (SCORE). Graphic Organizers. http://www.sdcoe.k12.ca.us/score/actbank/sorganiz.htm

TDSB Library and Learning Resources, Independent Study Guide (p. 10)http://www.tdsb.on.ca/instruction/cyberlinks/documents/tdsb_independent_study_guide.pdf

Thesis or Question:http://owl.english.purdue.edu/workshops/hypertext/ResearchW/thesis.html

Tisdale School, Saskatchewan. Information/Communication Technology Integration Modules, What You See is What You Get, http://www.saskschools.ca/~ischool/tisdale/integrated/wysiwyg/teacher.htm

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University of Northern British Columbia Learning Skills Centre. http://www.unbc.ca/lsc

Writing Tutorial Services, Indiana University, Bloomington, IN (April 17, 1998). How to Write a Thesis Statement. http://www.indiana.edu/~wts/wts/thesis.html

Writing Tutorial Services, Indiana University, Bloomington, IN (April 17, 1998). Plagiarism: What it is and How to Recognize and Avoid it. http://www.indiana.edu/%7Ewts/wts/plagiarism.html

Videos:

All of these videos are available from http://shop.ascd.org/

The Brain and Early Childhood (2000) 2 videos Tape 1 A Mind of Their OwnTape 2 The Act of Learning

The Brain and Learning Series (1998) 4 Videos Tape 1 New Knowledge and UnderstandingTape 2 Classroom ApplicationTape 3 Changing Schools to Reflect New KnowledgeTape 4 What Parents need to Know

The Brain and Reading (1999)Tape 1 Making ConnectionsTape 2 Strategies for Elementary SchoolTape 3 Strategies for High School

Educating Everybody’s Children (2001) Video SeriesTape 1 Attitudes and BeliefsTape 2 Capitalizing on Student’s StrengthsTape 3 Matching Instructional methods to Student’s Instructional NeedsTape 4 Increasing Interest, Motivation and EngagementTape 5 Creating Varied Learning ConfigurationsTape 6 Making Connections for Understanding

Additional Materials

Professional Inquiry / Study KitBenesh, Bonnie. (Developer). (1999). The Human Brain Professional Inquiry Kit.Robbins, Pam and Jane Scott. (Developers). (1997). Emotional Intelligence

Topic PackBrain-Based Learning Topic Pack www.ascd.org/frametopic.htmlEarly Childhood Education Topic Pack www.ascd.org/frametopic.htmlMultiple Intelligences Topic Pack www.ascd.org/frametopic.html

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