Department of Education, Unit Catalogue 2009/10 |
ED50326: Research methods in education |
 Credits:
| 12 |
| Level:
| Masters |
| Period: | Academic Year |
| Period: | Modular (no specific semester) |
| Assessment:
| CW 100% |
| Supplementary Assessment: | Like-for-like reassessment (where allowed by programme regulations) |
| Requisites:
| |
| Description: | Aims: * To examine critically the specific nature of research and enquiry in education, and its relationship to enquiry in other social science disciplines; * To examine the theories and forms of explanation used in educational research; and the types of knowledge generated in educational research; * To address the major ways of designing and conducting research studies to address a range of issues and problems in education; * To consider the relationship between research, policy and practice in education. Learning Outcomes: Completion of this unit, and associated course-work, should enable students to: * understand the relationship between different kinds of knowledge and forms of explanation in educational research; how new knowledge in education is generated and the relationship between research and professional knowledge in education; * understand key concepts in educational research (e.g., objectivity, subjectivity reflexivity) and how they inform research studies; * be able to access, evaluate and review critically relevant research literature; * be familiar with the major paradigms within which educational research is conducted; and understand how they relate to research in other social science disciplines; * identify appropriate topics for enquiry and formulate research questions; * be familiar with, and understand how to apply, a range of research strategies and designs appropriate to educational problems (e.g. survey, experiments, case study, ethnographic approaches, biographical/narrative approaches). * understand ethical considerations, such as the connection between researcher and researched in educational settings. Skills: * Application of a critical understanding of issues in educational research by evaluating examples of published research (T/A). * Evaluating the claims of research and theoretical knowledge (T/F/A) * Problem analysis, research and critical reflection/evaluation (T/F/A) * Independent work and self-directed learning (F) * Group and team work (F) * Individual and group presentation skills (F) * Written communication (A) * Develop skill in communicating research to different audiences (T/F) Key skills 1. Make critical use of the literature of the field of Education (T/F/A). 2. Make critical use of professional experience in the field of Education (T/F/A). 3. Undertake and educational study in an appropriately critical, original and balanced fashion (T/F/A). 4. Analyse, interpret and critique findings and arguments (T/F/A). 5. Collect, Analyse and interpret data appropriately (T/F/A). 6. Draw appropriate conclusions from and education research study, taking account of its strengths and limitations (T/F/A). 7. Select and justify the focus, scope and methodology of an educational research study (T/F/A). 8. Review, employ, and engage critically with an appropriate literature through the design, conduct and evaluation of an educational research study (T/F/A). 9. Demonstrate self-direction and originality in tackling and solving problems (T/F/A). 10. Evaluate research and variety of types of information and evidence critically, also making informed judgements in the absence of complete data (T/F/A) 11. Initiate change in practice appropriately (T/F/A). 12. Contribute to professional debate in the field of education (T/F/A). 13. Act autonomously in planning and implementing tasks at a professional level (T/F/A). 14. Communicate their conclusions clearly to specialist and non-specialist audiences (T/F/A). 15. Evaluate their own academic and professional performance (T/F/A). 16. Manage change effectively and respond to changing demands (T/F/A). 17. Manage time, prioritise workloads and recognise and manage personal emotions and stress (T/F/A). 18. Develop new or higher level skill, for example in information technology (T/F/A). Content: * Purposes for research in education. * Major forms and traditions of reesearch in education and their methodological implications (e.g. research on educational policy; educational settings; pedagogy; pupil learning and achievement). * Critical literature review; and interpretation of research findings and claims to knowledge. * Key concepts in educational research (e.g. objectivity, subjectivity and reflexivity); their application in the conduct of a research study. * Identification of researchable problems in education and formulation of research questions. * The logic of research designs and strategies on educational topics. |