E101 Wednesday Section 1 W EDNESDAY, 12 TH S EPTEMBER, – 1130 P. M.

Roadmap for today Getting to know each other House keeping My expectations of you Section structure Q & A re. housekeeping How do the pieces fit together Finding a problem & credible evidence Questions/AOB? Feedback 2

Introductions - 3 Who are we? Where are we coming from? Where are we going from here?

Housekeeping 4 Syllabus = Best friend – please read it Paper details- I, II, III – done individually or as a group What to “bring” to section Readings

Housekeeping (contd.) 5 Drop box closes at the deadlines provided in the syllabus Familiarize yourself with the class iSite – will be final this week

Section Norms? 6 How do we make this an inclusive learning environment? How do you interpret ‘section participation’? How do we ensure everyone’s learning, and learning well? Do we gauge progress & how? What are your expectations of me?

My expectations of you - 7 communication I don’t check after 9 p.m. 24 hrs. turn around time to respond Before a paper is due, 24 hrs. prior at least. Save the date – paper deadlines No extensions unless documentable evidence is provided to Fernando Extension requests to Fernando with a Cc to your section TF Authentic participation The 30,000 feet view – where is Person A coming from and what can I learn from this person? Continuous feedback – ‘facilitator’

My expectations of you - 8 Academic integrity Harvard Extension School expects students to understand and maintain high standards of academic integrity. Breaches of academic integrity include the following examples. Plagiarism Plagiarism is the theft of someone else’s ideas and work. It is the incorporation of facts, ideas, or specific language that are not common knowledge, are taken from another source, and are not properly cited. Whether a student copies verbatim or simply rephrases the ideas of another without properly acknowledging the source, the theft is the same. A computer program written as part of the student’s academic work is, like a paper, expected to be the student’s original work and subject to the same standards of representation. In the preparation of work submitted to meet course, program, or school requirements, whether a draft or a final version of a paper, project, take-home exam, computer program, placement exam, application essay, oral presentation, or other work, students must take great care to distinguish their own ideas and language from information derived from sources. Sources include published and unpublished primary and secondary materials, the Internet, and information and opinions of other people. Extension School students are responsible for following the standards of proper citation to avoid plagiarism. A useful resource is The Harvard Guide to Using Sources prepared by the Harvard College Writing Program and the Extension School’s Career and Academic Resource Center’s guide and tutorial on plagiarism.The Harvard Guide to Using Sourcesguide and tutorial on plagiarism

My expectations of you - 9 Resources at your disposal APA Citations tutorial Paraphrasing tutorial Extension Library Research Resources & Writing Center services Section learning – you’re in the drivers seat

Section structure 10 Broad structure similar to today Each week 1-2 facilitators will lead – 1 hr. Focus on applying the reading Policy debate Case study Seminar on the readings What’s in the news? Send lesson plan via. (Sunday evening 5 p.m.) Get feedback on Monday from me. I will jump in if needed Process observers (perhaps?)

S-040, Fall 2010 / Unit 9: Regression in Practice © Prof. Masyn (HGSE, 2010) 11

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Where are we- Why do we learn from comparing? What don’t we learn? What is Education Policy? What are the current comparative cross natl. Studies & what are the “bright spots”? 13 Part 1. Introduction to Comparative and International Education [7 September – 6 October]

Journals Comparative Education, International Review of Education, Mediterranean Journal of Educational Studies International Education Journal International Journal of Educational Development Comparative Educational Review S-040, Fall 2010 / Unit 9: Regression in Practice © Prof. Masyn (HGSE, 2010) 14

Today’s activity 15 Split into groups of 3 Pick a country of your interest Explore the data sources STAT Planet – World Bank UIS Data Source Identify a target age group + indicators of interest In short, find a problem & collect evidence to justify the problem deserves attention De-brief

Note for Vanessa 16 1 thing that was good 1 thing that you didn’t enjoy as much