Module Descriptors
RESEARCH TECHNIQUES FOR EDUCATIONAL SETTINGS
XXXX66980
Key Facts
Faculty of Business, Education and Law
Level 6
15 credits
Hours of Study
Scheduled Learning and Teaching Activities: 18
Independent Study Hours: 132
Total Learning Hours: 150
Assessment
- RESEARCH PROPOSAL weighted at 100%
Module Details
Module Additional Assessment Details
Formative Component:
Formative assessment opportunities will be embedded within the module programme and will include the design of online data collection tools.
Summative Component:
Produce a realistic research proposal in a set format, which demonstrates knowledge and understanding of the three paradigm approach to research and associated methodologies.
(100% weighting) Learning outcomes 1, 2, 3 & 4 (2,000 words)
Formative assessment opportunities will be embedded within the module programme and will include the design of online data collection tools.
Summative Component:
Produce a realistic research proposal in a set format, which demonstrates knowledge and understanding of the three paradigm approach to research and associated methodologies.
(100% weighting) Learning outcomes 1, 2, 3 & 4 (2,000 words)
Module Indicative Content
The module provides participants with opportunities to gain knowledge, understanding and experience of research techniques in the context of education. The module content will be based on the three paradigm approach to research that is commonly applied by those working in Education and the Social Sciences. The module will include the following topics:
* What is research: an introduction to linear & cyclical approaches in the field of Education
* The `Case Study' approach: strengths & limitations of small scale research
* The 3 paradigms: interpretivism, positivism & action research
* Reliability, validity and objectivity
* Research Ethics
* Collecting data
* Analysing data
* Designing a research proposal
* Assessment workshop.
* What is research: an introduction to linear & cyclical approaches in the field of Education
* The `Case Study' approach: strengths & limitations of small scale research
* The 3 paradigms: interpretivism, positivism & action research
* Reliability, validity and objectivity
* Research Ethics
* Collecting data
* Analysing data
* Designing a research proposal
* Assessment workshop.
Module Learning Strategies
The module will be delivered either via 4x4 hour workshops, or 2x1 day workshops, followed by a two hour assignment workshop. The module will include a range of teaching and learning strategies including lectures, seminars, workshops, on-line discussion forums, collaborative discussion groups and student centred activities.
Module Resources
University library for a range of relevant texts, journals and germane resources including
Internet access to relevant websites.
Internet access to relevant websites.
Module Special Admissions Requirements
Typically participants will currently be working in an institution offering education to pupils or students, and will have completed a relevant Foundation Degree or equivalent.
Module Texts
Students will be expected to engage with independent reading, which should include texts, journals, websites, and other germane resources that are pertinent to the learning outcomes and the issues or strategies that form the focus of the module.
Current thinking from the identified resources should be embedded within the Summative assessment and should inform all critical and reflective practice related to the study of the module.
Recommended text:
GRIX, J. (2004), The Foundations of Research, Basingstoke: Palgrave MacMillan.
DENSCOMBE, M. (2007) The good research guide for small-scale research projects. 2nd Edition,
Maidenhead: Open University Press.
BELL, J. (2005) Doing your research project. 3rd Edition, Buckingham: Open University Press
COHEN, L. (2000) Research methods in education. 5th Edition, London. Routledge Falmer
DENSCOMBE, M. (2002) Ground rules for good research, a 10 point guide for social researchers.
Buckingham: Open University Press
OLIVER, P. (2003) The students guide to research ethics. Maidenhead. Open University Press
Current thinking from the identified resources should be embedded within the Summative assessment and should inform all critical and reflective practice related to the study of the module.
Recommended text:
GRIX, J. (2004), The Foundations of Research, Basingstoke: Palgrave MacMillan.
DENSCOMBE, M. (2007) The good research guide for small-scale research projects. 2nd Edition,
Maidenhead: Open University Press.
BELL, J. (2005) Doing your research project. 3rd Edition, Buckingham: Open University Press
COHEN, L. (2000) Research methods in education. 5th Edition, London. Routledge Falmer
DENSCOMBE, M. (2002) Ground rules for good research, a 10 point guide for social researchers.
Buckingham: Open University Press
OLIVER, P. (2003) The students guide to research ethics. Maidenhead. Open University Press