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What is an abstract?
The abstract should clearly demonstrate how your research links to the theme
of the conference. It should also state the purpose of the research
(introduction), how the problem was studied (methods), the principal findings
(results), and what the findings mean (discussion and conclusion). It is
important to be descriptive but concise--say only what is essential, using no
more words than necessary to convey meaning.
Most abstracts are written within one paragraph and the style should
incorporate the Four C’s of abstract writing. According to UC Regents (2006)
The Four C’s include the following:
The following suggestions are indicative and aimed to give you some ideas to
help you shape your abstract:
1. Choose a title that clearly indicates the topic of the paper and is not more
than 20 words.
2. State the problem or research question raised by prior work, with specific
reference to relevant prior research.
3. State the main point or argument of the proposed presentation.
4. If your paper presents the results of experiments, that are not yet
complete, then state this in your abstract, but give an indication of any
early results.
5. State the relevance of your ideas to past work or to the future development
of the field. Describe analyses in as much detail as possible. Avoid saying
in effect "a solution to this problem will be presented." If you are taking a
stand on a controversial issue, summarize the arguments that lead you to
your position.
6. Your research should be ethical, particularly in sensitive areas or with
vulnerable participants and this should be made explicit in your abstract
and subsequent paper.
Abstract
Abstract.
This study is a follow-up to the findings of a small-scale exploratory enquiry
undertaken by the researcher on the free, compulsory, universal basic
education (fCUBE) policy in the Akatsi District of Ghana. The study is using
the conceptual framework of policy as a ‘text’ and ‘discourse’ in examining
and understanding the apparent paradox in educational policy
implementation- why policy implementers end-up pursuing different agendas
when it comes to putting into action the ideas and provisions formulated for
implementation. Data from the ‘fCUBE’ policy-documentation and elite
interviews is being analysed using the CDA and interpretive frameworks
respectively to find out what the provisions enshrined in the ‘fCUBE’ policy
documentation say or suggest, and how these provisions are perceived,
conceptualised and interpreted by the meso-level implementers. The analysis
is aimed at showing how the issues of discourse and interpretation of the
‘fCUBE’ policy provisions impact on the implementation and institutionalisation
process. The findings will help to document the extent to which there are any
multiple, competing, marginalised and hybrid discourses in the ‘fCUBE’ policy-
text. They will also help to indicate if there are visible signs of any discursive
shift(s) in policy provisions and how this affects the policy implementation
process. Generally, the findings will serve as useful pointers to the extent to
which the ‘free’, ‘compulsory’ and ‘universal’ components of the ‘fCUBE’ policy
are genuinely reflected in the implementation process.
Here are some other examples taken from a thematic seminar
series on ‘Social diversity and Difference: Influence on
Participation, Learning and Teaching in HE’ February 2005-
April 2006
Diane Nutt abstract
Work now - pay later: first generation students’ aspirations versus reality
A recent ESF funded research project at the University of Teesside has been
examining why ‘non-traditional’ students leave or stay in HE. The majority of
students studying at Teesside are first generation entrants from a variety of
groups under-represented in higher education. Almost all of them are from
working class backgrounds.
This paper draws on data from an English study (with Diane Reay and
Stephen Ball) and from a study in Spain by Delia Langa Rosado to
problematise these issues and argues that the massification of higher
education has been accompanied by a deepening of social stratification within
HE. Thus we have now massive universities rather than universities for the
masses. This paper explores these complexities to demonstrate that both
young and mature students confront very differing higher educations and
choices that continue to be shaped by social class and ethnicity.
Heather Mendick abstract
Fixing mathematics and excluding others: exploring the social justice
implications of current responses to the 'dropout' from mathematics post-16
There is currently a lot of discussion around the lack of young people opting to
study mathematics at university. The media, policy makers and researchers
have, for example, expressed concerns about the shortage of mathematics
teachers, having sufficient, skilled workers to service the 'knowledge
economy', and the general levels of mathematical literacy of the population.
In this paper I hope to shed some light on the issues raised by these concerns
by looking at the earlier choice point at 16+. Drawing on data from a 3 year
qualitative study of how young people choose mathematics, I will provide an
original approach to looking at what happens in the transition from GCSE to
AS-level. Most current approaches to understanding the drop out from and
disenchantment with mathematics focus on curriculum and assessment.
In contrast I will look at the role of relationships. I will argue that practitioners
and policy-makers are responding to stories of failure and dropout by adopting
approaches that are excluding more people from access to mathematics and,
in particular, are systematically excluding female and working-class students.
This happens because of the ways that discourses around mathematics fix
how we think of the subject, who can learn it and what kind of relationships
are possible between learners and mathematics. I will also explore what
alternatives to this version of mathematics might look like.
An inclusive and joined up model of working across the educational sectors
from the community, schools and further education to higher education is
proposed.
How far can critical pedagogues nurture students and their own critical hope
in HE today? This paper explores my research-based efforts to do so at a
time of crisis in HE, the public sector generally, the nation and the world. HE
in particular is being restructured and is leading to a situation where lecturers
find that their work is under-resourced, and subjected to regimes of new
managerialism and to work-intensification. Concomitantly, a growing
proportion of students, trained in their prior education to think instrumentally in
formal learning, face work-intensification as they must pay ever higher fees for
HE learning. The paper focuses on data collected during 2003-04 from focus
groups and in-depth interviews with third year students on one of my modules,
examining contradictions in students' perceptions of their learning and my
teaching to consider if and how it might be possible to move beyond limited
possibilities for such critical hope in HE today.
For more abstracts and examples of completed conference
papers go to: www.wlv.ac.uk/social_diversity
And check out the abstract he wrote along with colleague Sharon Cox
that was accepted for a conference in New York!
This paper examines two case studies of using blogs to encourage critical
reflection. The balance between ‘knowledge sharing’ and ‘personal reflection’
is a fine one, and this paper identifies prompting questions which can be used
to ensure that the balance is maintained through the student’s learning
journey.
Reflection is also an important element of professional practice. The paper
discusses the use of blogs by educators to reflect on their personal
development. The experience of educators is evaluated to gain deeper
understanding of the challenges faced in using blogs for reflection with the
aim of improving the guidance provided to students.
The paper critically evaluates the experience of using blogs by both students
and educators and concludes by presenting a framework of critical success
factors for academics and industrial trainers who are considering using blogs
to encourage reflection both in their learning and that of their students
References:
The Abstract. Available on line from: www.languages.ait.ac.th/e121abst.htm
[accessed 10/1/2007]
Further resources:
An excellent website for student presentations that includes information on
writing abstracts, poster presentations and oral presentations can be found at:
http://www2.sacnas.org/confnew/confclient/presentationResources.asp
Beverley Maynard
March 2007