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Reflections on the Process of Writing an APA-Style Research Paper

Reflections on the Process of Writing an APA-Style Research Paper. Rebecca M. Wood, Alexandra Hebert, Kristina Schultz, and Kristina Soultatos. The Class . Psychology 361: The Psychology of Early Childhood Students: 90% education majors. The Observation.

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Reflections on the Process of Writing an APA-Style Research Paper

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  1. Reflections on the Process of Writing an APA-Style Research Paper Rebecca M. Wood, Alexandra Hebert, Kristina Schultz, and Kristina Soultatos

  2. The Class • Psychology 361: The Psychology of Early Childhood • Students: 90% education majors

  3. The Observation Use the Early Childhood Environment Rating Scale (Revised*) to evaluate the quality of a local pre-K program. Goals: Research skill: naturalistic observation Evaluate the quality of pre-K Apply research about the importance of pre-K to a real-life situation *Harms, T., Clifford, R. M., & Cryer, D. (2005). Early childhood environment rating scale (Revised Ed.). New York: Teachers College Press.

  4. The APA-Style Paper • Abstract • Introduction • Method • Results • Discussion • Reference section • Table

  5. The Pieces • 1. Find two peer-reviewed articles regarding the importance of pre-K and summarize them. Include an APA-style reference section and in- text citations (article assignment; 5/250 points) • 2. Fix mistakes in the article assignment, include corrections in a memo to the instructor, and use the article summaries to help build a complete introduction section. Also, make a skeleton of the headings for the rest of the paper and include a corrected reference section (Draft 1; 22.5/250 points)

  6. 3. Summarize ratings given by the student and his or her partner on the ECERS-R in an APA-style table (Draft 2; 22.5/250 points). • 4. Correct mistakes in the introduction section, headings, and references, and complete the paper (Final ECERS-R Paper; 50/250 points).

  7. The Process • Student confusion about the assignments, especially Draft 1. • Sample paper distributed • Instructor’s questions: More samples? Format of samples? • Students’ inexperience with APA style • Resources were given at the beginning of the semester, with numerous examples • Instructor’s questions: How to effectively teach APA-style? Anxiety management?

  8. Discussion of student feedback • Themes • The feedback on writing did help some students think about their writing and apply what they learned to other courses. The memo seemed to facilitate this. • Confusion over Draft 1 • APA-style is confusing • General anxiety • Article assignment is low-stakes. Is it too low stakes?

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