Unit name | Conducting Educational Research: Theory, Methodology and Methods |
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Unit code | EDUCD0002 |
Credit points | 40 |
Level of study | D/8 |
Teaching block(s) |
Academic Year (weeks 1 - 52) |
Unit director | Professor. Thomas |
Open unit status | Not open |
Pre-requisites |
Understanding Educational Research |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
The unit is aimed at anyone with an interest in developing a robust theoretical and methodological approach to systematically researching an aspect of education, including educational leadership and management, teaching and learning, policy and evaluation.
Building upon the content of Understanding Educational Research, the course will be developed in three parts to provide a link between the objectives for research and approaches to their investigation. It connects social theories of the world with design decisions and a range of methods for undertaking research. In Part 1 the question of knowledge in context is introduced, situating scientific knowledges in relation to realism and other knowledges and practices. In Part 2 we develop an understanding of methodology and the design and comparative approaches and analysis decisions that flow from particular theoretical approaches and paradigms. In Part 3 we introduce a range of data collection methods that might be considered, including: questionnaire design; interviewing; systematic and video observation; participant observation; documentary evidence; secondary datasets. An introduction to a range of forms of analysis will also be covered, such as: discourse analysis, data modelling and statistical inference; grounded theorising; and comparative and textual, video and documentary analysis. Examples of research which illustrate the link between theory, methodology and methods will be drawn from current and recent research projects undertaken within the Graduate School, and from a range of other organisational settings. The strengths and weaknesses of particular pieces of research will be assessed. Web-based and other resources to inform and guide the selection and use of research methods will be highlighted (eg ESRC NCRM).
Unit aims:
Participants will be able to demonstrate:
This unit will be taught using a blended approach involving of a mixture of synchronous and asynchronous activities and a combination of seminars, annotated/narrated powerpoints, reading, group discussions, tasks, practicals, student presentations. The unit promotes high levels of understanding of how to utilise both qualitative and quantitative methods and how this links to theory in proposed research projects, in ways that are consistent with the methodological approach, often mixed methods, and make explicit epistemological and ontological assumptions
Formative assessment: A 2,000 word outline demonstrating the students understanding of the summative task, approximately 1,000 words to be devoted to each of two distinct parts. Formal feedback is given. Summative assessment: A 6,000 word assignment in two parts including a methodological literature review and an outline research proposal largely focusing on methodology and methods.