| Unit name | Conducting Educational Research: Theory, Methodology and Methods |
|---|---|
| Unit code | EDUCD0002 |
| Credit points | 40 |
| Level of study | D/8 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Mitchell |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Understanding Educational Research |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one | |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
The unit is aimed at anyone with an interest in developing a robust theoretical and methodological approach to systematically researching an aspect of education, including educational leadership and management, teaching and learning, policy and evaluation.
Building upon the content of Understanding Educational Research, the course will be developed in three parts to provide a link between the objectives for research and approaches to their investigation. It connects social theories of the world with design decisions and a range of methods for undertaking research. In Part 1 the question of knowledge in context is introduced, situating scientific knowledges in relation to realism and other knowledges and practices. In Part 2 we develop an understanding of methodology and the design and comparative approaches and analysis decisions that flow from particular theoretical approaches and paradigms. In Part 3 we introduce a range of data collection methods that might be considered, including: questionnaire design; interviewing; systematic and video observation; participant observation; documentary evidence; secondary datasets. An introduction to a range of forms of analysis will also be covered, such as: discourse analysis, data modelling and statistical inference; grounded theorising; and comparative and textual, video and documentary analysis. Examples of research which illustrate the link between theory, methodology and methods will be drawn from current and recent research projects undertaken within the Graduate School, and from a range of other organisational settings. The strengths and weaknesses of particular pieces of research will be assessed. Web-based and other resources to inform and guide the selection and use of research methods will be highlighted (eg ESRC NCRM).
Unit aims:
Participants will be able to demonstrate:
This unit will be taught using a blended approach involving of a mixture of synchronous and asynchronous activities and a combination of seminars, annotated/narrated powerpoints, reading, group discussions, tasks, practicals, student presentations. The unit promotes high levels of understanding of how to utilise both qualitative and quantitative methods and how this links to theory in proposed research projects, in ways that are consistent with the methodological approach, often mixed methods, and make explicit epistemological and ontological assumptions
Formative assessment: A 2,000 word outline demonstrating the students understanding of the summative task, approximately 1,000 words to be devoted to each of two distinct parts. Formal feedback is given. Summative assessment: A 6,000 word assignment in two parts including a methodological literature review and an outline research proposal largely focusing on methodology and methods.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCD0002).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
