Unit name | Understanding Educational Research |
---|---|
Unit code | EDUCD0011 |
Credit points | 20 |
Level of study | D/8 |
Teaching block(s) |
Academic Year (weeks 1 - 52) |
Unit director | Professor. Tikly |
Open unit status | Not open |
Pre-requisites |
None |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
The unit proceeds by examining the justifications for different approaches to educational and social research, and examples of recently published research which have influenced theory, policy, planning or practice in education. These examples are critically interrogated in ways that reveal their paradigmatic foundations, and their conceptual and methodological strengths and weaknesses. The examples are discussed in respect of their worthwhileness, applicability and ethical characteristics using perspectives and methods drawn from the philosophy of the social sciences.
Aims:
The unit provides an overview of different approaches to educational research through theoretical and methodological reflections and the critical examination of contemporary research studies. It examines the challenges involved in understanding the current diversity of research strategies, and aims to enhance understanding of the way research design and methods influence the interpretation of data and the application of findings.
Upon completion of this unit participants will be able to:
Participants will be expected to be active and participatory in this unit. They will need to read and prepare both during and before the course. There will be lectures, case-studies, workshops and seminars led by the tutor, but each participant will also make a presentation, critique or defence of a designated research report which they will study during the unit. Participants will also contribute to categorisation, critique and defence of other research, and engage in group discussions.
A 4,000 word assignment.
Each participant will critically evaluate selected research based articles, representing different paradigms, which report empirically-based research in any field of education. In making selection, they must ensure that evidence is available on the researcher’s aims, theoretical framework or assumptions, and on issues such as the research design, sample, data-gathering and form of analysis. They may use a study which has provided a case for this taught unit. Each analysis will be directly related to the learning outcomes.