Unit name | Introduction to Educational Inquiry |
---|---|
Unit code | EDUCM5000 |
Credit points | 20 |
Level of study | M/7 |
Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) Academic Year (weeks 1 - 52) |
Unit director | Dr. Eagle |
Open unit status | Not open |
Units you must take before you take this one (pre-requisite units) |
None |
Units you must take alongside this one (co-requisite units) |
None |
Units you may not take alongside this one |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
This core unit provides an introduction to the variety of methods used to conduct research in education. It engages students in the key debates surrounding educational research and its importance in developing educational policy and improving educational processes. The question of what constitutes good educational research is addressed and students will be encouraged to develop strategies to better understand and critique the immense variety of educational research reported in book and journals. In this course, students are introduced to the entire process of conducting educational research from the initial stages of thinking about research questions to designing a project, choosing particular methodologies and methods. Students are encouraged to look at this from a political and philosophical as well as educational perspective and also to consider and reflect on the key issues that educational researchers face, including how it is possible to ensure good ethical practice. Particular emphasis is placed on research designs for complex issues and processes.
The unit aims are to:
On completion of the unit students will be able to:
This unit will be taught using a blended approach consisting of a mixture of synchronous and asynchronous activities including seminars, lectures, reading and discussions, and involving both independent and collaborative group work with peers.
Summative assessment for the unit will be on the basis of two pieces of work:
When assessment does not go to plan
Re-assessment arrangements for students who have not been able to take or pass a summative assessment will involve a second attempt at the assignment tasks in their original form, except for the audio presentation which will require an individual r(e)submission.
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. EDUCM5000).
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 University 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. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.