module specification

SS5021 - Researching Education (2021/22)

Module specification Module approved to run in 2021/22
Module title Researching Education
Module level Intermediate (05)
Credit rating for module 30
School School of Social Professions
Total study hours 300
 
210 hours Guided independent study
90 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Coursework 40%   Essay
Coursework 60%   Report
Running in 2021/22
Period Campus Day Time Module Leader
Year North Monday Morning

Module summary

This module aims to provide students with the appropriate theoretical and methodological research knowledge and skills to develop a pilot research study as foundation for thinking about their Final Year Dissertation.
Students will be introduced to influential examples of different types of educational research. Students will learn to identify and analyse the different aspects of the research studies.

Syllabus

PART 1:  INTRODUCTION TO EDUCATIONAL RESEARCH.  Research and Theory  LO1, LO2, LO4
• What is educational research?
• The context of educational research.
• Research questions as a starting point.
• The role of theory in educational research

PART 2: THE NATURE OF QUANTITATIVE, QUALITATIVE RESEARCH AND MIXED METHODS APPROACHES  LO2

• Quantitative Research and the Scientific Method
• Qualitative Research and Interpretivism
• Mixed methods approach

PART 3: INTRODUCTION TO RESEARCH DESIGN   LO5
• Surveys
• Case Study
• Ethnography
• Action Research

PART 4: DATA PRODUCTION   LO3

• Producing data by observations
• Producing data by questionnaires
• Producing data by interviews
• Producing data by collecting documents


PART 5: YOUR PILOT STUDY  LO4,LO6, LO7
• What is a pilot study?
•  Literature Searches and the  Research question
• Research plan
• Key  ethical considerations
• Writing a  Research report

Balance of independent study and scheduled teaching activity

Students will learn in lectures, seminars and tutorial groups. Students will be encouraged to collaborate both face-to-face and virtually with discussion rooms available with the VLE. They will have opportunities to discuss in small group tutorials their learning on the module with tutors and peers.

There will be a continuing emphasis on academic literacies through the reading, writing and information literacy strategies.  Students will be explicitly guided through reading and study strategies to enable them to confident users of the research material presented to them.  Explicit connections will be made with other modules in which research challenges are presented.

Learning outcomes

On successful completion of the module, students will be able to:
1 Understand and conceptualise the differences between qualitative, quantitative, and mixed-methods research.
2 Identify and analyse key educational theories and research methodologies
3 Apply different instruments of data collection/production .
4 Understand the nature of research questions
5 Demonstrate understanding of the  essential elements of developing a suitable research study design.
6  Demonstrate awareness of the importance of key ethical issues in educational research
7 Undertake a pilot a research study.

Assessment strategy

Assessment of this module will be as follows:
1. Summative assessment.  Examining two research articles.
Examine two articles that build on each other’s findings, and explain how and why the theory and methodology are appropriate to address the aims and objectives of the research (2,000 words).  The two articles selected should reflect students’ research interest and could have  different research methodologies. Weighting: 40%; 
2. Summative assessment. A pilot research study (3,000 words)
Students will carry out and reflect on their experiences of conducting a pilot study. They will also reflect on how to improve it in the context of their specific research topics.
Weighting: 60%

Bibliography

Core Texts:

Lichtman, M (2013) Qualitative Research in Education. London, Sage (recommended)

Punch, K (2014) Introduction to Research Methods in Education. London: Sage

Other Texts:
Archer, L; Hollingworth, S and Mendick, H (2010) Urban Youth and Schooling. Maidenhead: McGrawHill
Bassey, M (2007) ‘On the kinds of research in educational settings’ in Hammersley, M (ed) Educational Research and Evidence based-practice. London: Sage

Denzin, N and Lincoln, Y (2011) The Sage Handbook of Qualitative Research. London: Sage. See sample chapter: Introduction. The Discipline and Practice of Qualitative Research
http://www.uk.sagepub.com/refbooks/Book233401#tabview=samples

Dressman, M (2008) Using Social Theory in Educational Research: A Practical Guide. London: Routledge (Introduction and Chapter 1)

Flick, U (2014)  An Introduction to Qualitative Research . London: Sage
Read Chapter 2 ‘Qualitative Research: Why and How to Do it’. The sample chapter is available from Sage website:
http://www.uk.sagepub.com/books/Book240398?siteId=sage-uk&prodTypes=any&q=Flick+an+introduction+to+qualitative+research&fs=1#tabview=samples

Kvale, S and Brinkmann, S. (2009) ‘Interviews’ Learning the craft of qualitative research interviewing.  Second Edition. Sage, London.

O’Reilly, K. (2009) Key Concepts in Ethnography, London: Sage.

Stake, R (1995) The Art of Case Study Research. London: Sage

Yin, R (2018) Case Study Research and Applications: Design and Methods. London: Sage

Journals:
British Journal of the Sociology of Education
British Journal of Education Studies
Educational Research
Childhood: A Global Journal of Child research
Journal of Research and Special Educational Needs
Gender and Education
Websites:

https://methods.sagepub.com
https://www.ncrm.ac.uk/resources/

Electronic Databases:

Academic Search complete
Education Search complete