The purpose of this module is to provide you with an understanding of relevant theory and practice in relation to:

Research methodology: understanding how underlying methodological positions inform the research approach and design.

Rationale for use of qualitative or quantitative data in researching education.

Integrity in educational research: making assumptions explicit, acknowledging sources of bias, caution in interpretation of data, triangulation.

Quantitative methods including questionnaire design, descriptive statistics, sample size and composition, regression, residuals, statistical significance, confidence intervals and effect sizes. Application of these methods in the study of educational effectiveness, target setting and management practice.

Qualitative methods including interview format, document analysis, participant observation, systematic analysis of qualitative data. Application of these methods in the context of education.

Ethical issues in the context of education: preserving anonymity, obtaining permission, checking authenticity of data etc.

Research proposal. There are two parts to this assessment task.

Part One - Overview of the Research Project (1500 words)

A written account of the proposed research project, underpinned with relevant literature to include:
1. Aims and objectives of the project,
2. The research question or specific hypotheses to be tested,
3. The background to the project,
4. A literature review that provides a rationale for investigating the topic.

Part Two - Research Methodology (1500)

A written outline and justification for the research methodology and research methods. It should articulate reasons for rejecting methodologies / methods and show how the design of the project and the procedures followed are likely to assess the research question or test the hypothesis in question or establish some significant result. Consideration should also be given to ethics and the proposed participants for the research. (A completed ethical approval form must be included as an appendix item).

Formative assessment opportunities include:

Peer review of ethics forms
Peer review of questionnaires
Seminar sessions for group discussion and collaboration
Opportunities or tutorials and draft feedback.

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises you may bring with you practical experience and knowledge of specific contexts to share with others. This pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. You will be an active participant in your learning and engage with online learning, some face-to-face content, group activities and individual tasks set. You will be encouraged to be a critical thinker and apply your learning in an academic and professional context. Some sessions require prior reading and independent research to inform the sessions.

A digitally enabled approach will be used to support both virtual and face to face opportunities.
University workshops will draw upon your experience and help you to interpret that experience in the light of current thinking on teaching, learning, assessment and schooling in relation to literacy and numeracy. You will also be asked to use the ideas explored in the sessions in planning your future work. You will also be asked to collaborate with others in preparing and presenting your work.

The methods are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature. The following strategies will be adopted to ensure that you have a supportive teaching and learning environment, providing a range of learning opportunities

Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies in your taught sessions. Work-based activities either as class based simulated tasks or in the workplace help students to establish connections between the workplace and issues raised by the programme.

Lectures - You will be given lectures which will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions

Tutorials – You will be given the opportunity to discuss work-related and academic concerns in small group tutorials and/or individual tutorials. This will support the development of theoretical understanding.

Guided reading and supported self-study – You will be provided with booklists and reading tasks to enable you to engage with relevant and appropriate debates.

This module will also provide opportunities for you to:

Work with others
develop interpersonal skills
demonstrate the capacity to plan, share goals, and work as a member of a team
communicate and present oral and written arguments

Module Learning Outcome
1. Demonstrate knowledge of methods of enquiry that can be applied to research in the fields of education/early childhood.
University Learning Outcome
Enquiry

Module Learning Outcome
2. Apply the concepts and principles of effective research design to a research proposal.
University Learning Outcome
Application
Communication

Unless otherwise stated, all books are available online through Staffordshire University library website when logged in using your university username and password.¿ If you have difficulty accessing these, please contact the¿University¿library.¿There is also an online reading list for each module on this course.¿ To access this, go to¿http://staffs.rebuslist.com/¿and then type in the module code in the search box.¿ Do not worry if this list seems excessively long.¿ You may wish to focus on texts which are most relevant to your education sector.¿ This module covers a wide range of¿texts,¿and you may find that you only need to read short sections of the texts listed (or from other texts that you may find in libraries or journals). Your tutor will also advise you on the relevant texts and sections of texts to read.¿ Remember that it is important to show you have considered views from a wide range of sources.¿ When referring to texts in your assignment, always use¿https://libguides.staffs.ac.uk/refzone¿for guidance.¿¿There are many versions of Harvard referencing systems in use around the world, but for Staffordshire University,¿Refzone¿Harvard system is the only correct method to use.¿¿

Study skills:¿
For guidance on academic writing, remember that the Staffordshire University library holds a wealth of resources to support study skills at¿https://libguides.staffs.ac.uk/study-skills. The study skills team can also provide 1 to 1 support.¿¿

VLE Resources:
Your¿University¿VLE will enable you to¿have¿access¿to course materials, lecture notes, PowerPoint presentations and reading lists.¿¿Your VLE offers opportunities to engage in group work and independent learning¿using synchronous/asynchronous discussion boards, video links, blogs and wikis.¿¿

Bell, J. and Waters, S. (2018) Doing Your Research Project, 7th edition. Buckingham: Open University Press.

Cohen, L, Manion, L, Morrison, K. (2018) Research Methods in Education. London: Routledge. (hardcopy)

Denscombe, M. (2017. 6th Ed.) The Good Research Guide: for small scale social research projects. Buckingham, Open University Press.

Punch. K. and Oancea, A. (2014) Introduction to research methods in education. second edition. London: Routledge. (hardcopy)

None

This module will enable you to develop an understanding of research methods, the ethical considerations needed to undertake educational research and methods of recruiting participants. The module will enable you to prepare for your independent research project in your final year by giving you a starting point for critiquing literature in your chosen field as well as offering you the opportunity to identify any relevant policy and legislation in your chosen area.