Cohen, L., Manion, L. and Morrison, K.(2000) Research Methods in Education London Routledge
Connolly, P. (2007) Quantitative Data Analysis in Education London Routledge
Gillham, B. (2000) Case Study Methods London Continuum Books
Gillham, B. (2000) Developing a Questionnaire London Continuum Books
Hopkins, D. (1993) A Teacher's Guide to Classroom Research Buckingham Open University Press
Middlewood, D., Coleman, M. and Lumby, J. (1999) Practitioner Research in Education: Making a Difference London Paul Chapman Publishing
Silverman, D. (1993) Interpreting Qualitative Data London Sage
Silverman, D. (2000) Doing Qualitative Research London Sage

A review of relevant theory and practice in relation to:
- Rationale for use of qualitative or quantitative data in researching education. Underlying methodological assumptions underpinning choice of method: positivism, ethnography, post-modernism and critical realism.
- 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;

An Assignment (4000 words) Tests Learning Outcomes 1,2,3

Part One - Overview of the Research Project
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. A rationale for investigating the topic which draws upon the existing research base;
4. The background to the project.

Part Two - Research Methodology
A written outline and justification for the research methodology (including data analysis proposals) and an appropriate project plan. This should also 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.

Part Three - Participants in the Research
A written outline of who the participants in the research are, recruitment of participants, Information and Data to be gathered about them and stored and an evaluation of the potential Risk and Harm associated with the project. This section should also make reference to Research Methods literature on ethics. In addition an Information Sheet about the research project and a Consent Form must be provided.

University teaching sessions
Tutorials
University library
Materials and links on MA Blackboard

The learning strategies will require participants to commit 150 learning hours of which 15 hours will consist of contact time.
Sessions will take the form of 3 x 5hr sessions
Sessions will consist of
- lectures and presentations by the tutor;
- seminars and workshops to generate discussion, reflection and exchange of ideas;
- guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- individual tutorials to support development of understanding;
- practical workshops for the analysis and discussion of issues, documents and materials;
- case-study activities to establish connections between the workplace and issues raised by the programme;
- critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
- Work Related Learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches. VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies
- support from the peer group through collaborative learning activities
A further 135 hours of independent study will require participants to take responsibility for relating the issues addressed in this module to their personal experience, for reading and thinking about their work as newly qualified teachers and relating all this to their own working context. This will form the basis of the assignment.