| Unit name | Researching Educational Questions |
|---|---|
| Unit code | EDUC10001 |
| Credit points | 20 |
| Level of study | C/4 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Barg |
| 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 |
Why is this unit important?
This unit is a fantastic opportunity to be introduced to some of the key educational methods that spark debate in the field of education. In particular the unit asks questions of research methods that are concerned with social justice, transformation and the reproduction of inequality in and through educational research.
How does this unit fit into your programme of study
We will consider how researchers in education set out to answer different questions, using a variety of research approaches. We will examine how particular traditions lead to different lines of enquiry founded on different ways of knowing. We will explore the advantages and disadvantages of choosing particular research approaches for different purposes. This process will help you to become a critical reader of education research and to appreciate how to assess the quality and rigour of individual research studies. In this unit you will develop skills that will support your learning across the programme: understanding the strengths and weaknesses of different research methods and the ability to critically read publications of educational research will be required in many units and for your dissertation project in year 3.
The aims of the unit are to enable students to:
An overview of content
In this unit students are introduced to a variety of research methods used in educational research. They learn about philosophical ideas underpinning different research traditions, research design, methods of data collection, data analysis and the importance of ethical considerations in educational and social science research.
How will students, personally, be different as a result of the unit
After this unit students will be able to understand the importance of research in education and the social sciences. They will be critical readers of publications of educational research.
Learning outcomes
On successful completion of this unit, students will be able to:
This unit will consist of a range of teaching activities including seminars, lectures, readings and discussions. Students will be expected to engage with readings and participate on a weekly basis.
Tasks which help you learn and prepare you for summative tasks (formative):
a 750-word essay in which you will assess the strengths and limitations a research paper.
Tasks which count towards your unit mark (summative):
a 1,500-word essay focused on critically assessing the strengths and limitations of one academic journal (100%). ILOS 1-3
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis.
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. EDUC10001).
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.
