Course module - Developing Researcher Competence
Code : EDUC70102 (MD7102) Credit rating: 30 Semester : 2
Aims
The course unit is conceptually divided into two components. The first is concerned with developing the participants’ researcher competence through the planning, designing, implementing and writing-up of a small-scale Pilot Study (usually linked by topic to their Dissertation) and to link this endeavour to critical reflection on how this research experience contributes to their developing research competence. It aims:
• to provide a conceptual understanding of the principles and practice of education and education-related research and to foster an awareness of a variety of research approaches, methods, and techniques;
• to explore the uses of technology in education and education-related research;
• to encourage critical reflection on the process of planning, designing, implementing, and writing-up education and education-related research; and
• to encourage critical reflection on the process through which the researcher develops their competence in education and/or education-related research.
The second component is concerned with deepening participants’ knowledge and understanding of the methods and methodologies of data collection and data analysis. To this end, they will choose three five-credit options from the menu offered by the School of Education. As incorporated into this course unit, the aims of this component of the course are:
• to introduce the principles and practice associated with one or more research approaches, methods, and techniques;
• to introduce the principles and practice associated with one or more areas of data analysis; and
• to reflect critically on the appropriateness of particular approaches, methods, and techniques for specific research activities.
Objectives
On completion of this course unit, successful participants will be able to:
• plan, design, implement, and write-up a small-scale Pilot Study demonstrating a) an understanding of the research methods literature, b) (where appropriate) an awareness of the technological aspects of educational research, and c) an understanding of the 10-step research process presented in the course unit (assessed mainly in Assignment Part 1);
• evaluate the appropriateness of particular approaches, methods, and techniques for data collection and data analysis for their chosen area of research as channelled through the Pilot Study (mainly assessed in Assignment Part 2);
• critically reflect on the process of carrying out research and on the development of their own researcher competence (assessed mainly in Assignment Part 3); and
• present the Pilot Study to their peers (unassessed).
On successful completion of this course unit, participants should have developed:
• enhanced skills in academic literacies including academic presentation, information processing (on- and off-line) and online networking;
• enhanced skills in using information and communication technologies (ICT);
• enhanced skills in interpersonal and intercultural communication;
• enhanced skills in team work and collaborative practice;
• an appreciation of the value of reflection in professional practice; and
• autonomy and enhanced meta-cognitive strategies with regard to study skills and further professional development.
Assessment
Both components referred to above will be assessed together through one piece of submitted work with three discrete parts as follows:
Assessment activ, Length requir & Weighting within unit
Part 1: Research Report Based on the Pilot Study
3000 words (excl. any appendic) 50 %
Part 2: Research Methodology Rationale for the Pilot Study 2000 words (excl. any appendices) 30 %
Part 3: Critical Reflection on the Experience of Conducting the Pilot Study 1500 words 20 %
Information
This is a compulsory course unit for MEd Inclusive Education students (formerly known as Special and Inclusive Education).
NB: It is advised to contact the tutor if you wish to take this unit as an option as availability may be limited.
Course Content
After introducing the field of education and education-related research, this course unit sets up a tutor-supported 10-step research process for a Pilot Study. This provides experience of planning, designing, implementing, evaluating, and writing up a small-scale, empirical Pilot Study. At various points during this process, participants will need to explore the recommended readings in both the research methods literature and the literature for their chosen topic area. Regarding the former, an overview of possible approaches, methods and techniques of data collection and analysis will be presented as part of the first course unit component (see above) and this will be extended in the second component through the 5-credit options that participants select from the menu on offer.
Participants will also be introduced to various technological aspects of education and education-related research. For their Pilot Study, they will need to develop the necessary research instruments and procedures, and, having been introduced to data analysis and interpretation, will work with the data they have gathered.
Throughout the Pilot Study process, participants will maintain a Reflective Log, the subsequent critical analysis of which will enable them to evaluate their learning and ongoing priorities with regard to being/becoming a researcher.
Tutor(s)
Timetable
Teaching Methods
The course content includes: lectures, interactive tasks, guided reading, case studies, participant-led discussions, interactive presentations, hands-on sessions with various technological resources, and tutor-supported research experience.
This course unit is conceptually divided into two components. The first focuses on the undertaking of a small Pilot Study. It runs throughout the whole of Semester 2.
Activity Hours allocated
Participant/Staff contact through main input 24 Hours
Private study 80 Hours
Directed reading 40 Hours
Tutorials 6
Totaours 150
The second component involves participants deepening their understanding of the approaches, methods and techniques of data collection and analysis. This takes place in small blocks of either face-to-face or e-learning study during Semester 2 (or equivalent period in the distance learning schedule).
Activity Hours allocated
Participant/Staff contact through main input 24 Hours
Private study 80 Hours
Directed reading 40 Hours
Tutorials 6
Total hrs 150
Preliminary reading
Core Texts
Bell, J. (2004) Third edition. Doing Your Research Project: A Guide for First Time Researchers in Education and the Social Sciences. Maidenhead: Open University Press.
Clough, P. and Barton, L. (1995) (eds) Making difficulties. Research and the Construction of SEN, London: Paul Chapman Publishing.
Cohen, L., L. Manion & K. Morrison (2000) Research Methods in Education (5th edn.). London: Routledge Falmer.
Denzin, N.K. and Lincoln, Y. S. (2003) Second edition. The Landscape of Qualitative Research. Theories and Issues, London: Sage
Denzin, N.K. and Lincoln, Y. S. (2003) Second edition. Strategies of Qualitative Inquiry. Theories and Issues, London: Sage
Denzin, N.K. and Lincoln, Y. S. (2003) Second edition. Collecting and Interpreting Qualitative Materials. Theories and Issues, London: Sage
Holliday, A.R. (2001) Doing and Writing Qualitative Research. London: Sage.
Kellett, M. (2005) How to Develop Children as Researchers London: Sage.
Mann, C. & F. Stewart (2000) Internet Communication and Qualitative Research: A Handbook for Researching Online. London: Sage.
Miles, M. B. and Huberman, A. M. (1984) Qualitative Data Analysis. A Sourcebook of New Methods, London: Sage
Punch, K. (2005) Second edition. Introduction to Social Research. Quantitative and Qualitative Approaches, London: Sage.
Punch, K. (2003) Survey Research. The Basics. London: Sage.
Punch, K. (2000) Developing Effective Research Proposals, London: Sage.
Robson, C. (2002) Real World Research (2nd edition), Oxford: Blackwell
Stake, R. (1995) The art of case study research. London: Sage.
Wright, D.B. (2002) First Steps in Statistics, London: Sage.
Yin,R.K. (2003) Third Edition. Case Study Research. Design and Methods, London: Sage.