In this module you will consider relationships between methodology, epistemology and ontology, examining critical readings on the methodology of social science research; on the debates concerning different paradigms of research; and on specific investigations in educational research. Major forms of data gathering and the strengths and weaknesses of different research paradigms in educational research will be evaluated in the light of your own professional needs in general, and the kind of research you intend to carry out in particular. You will then be supported to design, conduct and evaluate a small pilot study. This will involve in-depth discussion of the following topics:
- The potential and limitations of small-scale research by professionals and the value of conducting pilot studies
- Framing research questions and designing research for addressing those
- A range of research methods and tools for collecting and analysing data.
- Relationships between methodologies and methods
- Ethical considerations and research practices.

Assessment for this module comprises two components. A pass must be achieved in both parts:

1. A written assignment (5,000 words) that (a) outlines and justifies your likely methodological approach to your intended research and highlights possible limitations and challenges and (b) critically reviews a range of research approaches and designs, including strategies for data analysis, in your chosen educational research field, before reflecting on the implications for the design of your own study in a similar area of education research. The reference list is not included in the word count.
Assesses Learning Outcomes: 1,2,3,4,5,7

2. A research paper (5000 words) which reports on a pilot study relating to your chosen area of research. The research paper assignment is based upon the piloting of a relevant research instrument/tool, which you design and then explicitly and critically reflect upon the process to inform the approach to your future research project. The written assignment will be structured in a way that resembles a typical journal article with the following components: abstract (150 word), introduction, short literature review, research design of the pilot study (including ethical considerations), findings, analysis and discussion, conclusion, references. Ensure the research paper reports on your learning form the pilot study and the assignment addresses the module learning outcomes as specified. Any figures and tables are not included in the word count. The reference list is not included in the word count. Assesses Learning Outcomes: 2,4,5,6,7

1.Critically evaluate a range of approaches to educational research, including the philosophical issues underlying particular research methodologies.
Knowledge and understanding, Analysis.

2.Provide appropriate justification for the choices of method and methodology in relation to your research questions.
Learning.


3.Demonstrate a critical understanding and appropriate application of terms of validity and reliability appropriate to particular methodologies.
Knowledge and understanding.

4.Generate research questions and select an appropriate design for addressing those that take account of the complexity of the problem/issue and the research context.
Reflection, Application.

5.Select and then critically evaluate research methods for collecting and analysing data relevant to your research project, and the strengths and limitations of different approaches chosen.
Analysis, Learning.

6.Plan, conduct and critically evaluate a pilot study that could provide the basis for your thesis research project.
Enquiry, Application, Problem solving, Communication.

7.Recognise and address potential ethical issues in your research.
Knowledge and understanding, Application.

- Blackboard VLE will be used for repository of materials and resources.
- MS Teams will be used for group collaboration and discussion
- University Library resources for a range of relevant texts, e-books and academic journals
- Access to academic study skills support
- Access to subject librarians

Blaikie, N. and Priest, J. (2019) Designing Social Research: The Logic of Anticipation, 3rd Edn. Cambridge: Polity Press.
Cohen, L., Manion, L. and Morrison, K. (2017) Research Methods in Education, 8th Edn. Abingdon, Oxon: Routledge.
Creswell, J.W. and Creswell, J.D. (2018) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th Edn. London: Sage.
Denscombe, M. (2021) The Good Research Guide: Research Methods for Small-scale Social Research. 7th Edn. Milton Keynes: Open University Press.
Kara, H. (2018) Research Ethics in the Real World. Bristol: Policy Press.

In this module you will consider relationships between methodology, epistemology and ontology, examining critical readings on the methodology of social science research; on the debates concerning different paradigms of research; and on specific investigations in educational research. Major forms of data gathering and the strengths and weaknesses of different research paradigms in educational research will be evaluated in the light of your own professional needs in general, and the kind of research you intend to carry out in particular. You will then be supported to design, conduct and evaluate a small pilot study. This will involve in-depth discussion of the following topics:
- The potential and limitations of small-scale research by professionals and the value of conducting pilot studies
- Framing research questions and designing research for addressing those
- A range of research methods and tools for collecting and analysing data.
- Relationships between methodologies and methods
- Ethical considerations and research practices.

The learning model adopted in EdD Stage 1 is that of group supervision where a cohort works and learns together collaboratively under the supervision of academic tutors. Peer group learning is an essential element of the EdD programme. There is a strong emphasis on activity-focused learning and participants are expected to be prepared for each session and engage in group discussions in an informed manner. Within the group supervision model a variety of learning and teaching methods are utilised including some short presentations by academic tutors, case studies and participant-centred investigations. Participants are expected to actively engage in all sessions and in all the structured tasks set by tutors in-between sessions. In addition, participants are required to engage in extensive independent study so as to consolidate and extend the learning that takes place in sessions. This takes the form of undertaking follow-up tasks and extensive critical reading of relevant methodological and research literature and research papers in academic education journals. You will be expected to use online databases for literature searching and to access the internet for relevant materials to support your learning. Opportunities for ongoing formative feedback will be provided.

Tutorial support will be available via, for example, MS Teams, Blackboard Collaborate, telephone, in person, through scheduled appointments and group/individual discussion.

The learning model adopted in EdD Stage 1 is that of group supervision where a cohort works and learns together collaboratively under the supervision of academic tutors. Peer group learning is an essential element of the EdD programme. There is a strong emphasis on activity-focused learning and participants are expected to be prepared for each session and engage in group discussions in an informed manner. Within the group supervision model a variety of learning and teaching methods are utilised including some short presentations by academic tutors, case studies and participant-centred investigations. Participants are expected to actively engage in all sessions and in all the structured tasks set by tutors in-between sessions. In addition, participants are required to engage in extensive independent study so as to consolidate and extend the learning that takes place in sessions. This takes the form of undertaking follow-up tasks and extensive critical reading of relevant methodological and research literature and research papers in academic education journals. You will be expected to use online databases for literature searching and to access the internet for relevant materials to support your learning. Opportunities for ongoing formative feedback will be provided.

Tutorial support will be available via, for example, MS Teams, Blackboard Collaborate, telephone, in person, through scheduled appointments and group/individual discussion.