Engages students in reflective enquiry through structured readings and commentary. Students explore and analyse the nature of educational research, its purposes, processes and outcomes, from various perspectives, e.g. positivistic, interpretive and critical. Criteria for assessing quality research will be addressed, including, methodological, philosophical, political and ethical considerations. Action research styles are interpreted within the context of the overall educational research landscape. Requires access to the Internet.
- educational research as disciplined enquiry; purposes (e.g. descriptive, explanatory, emancipatory), processes and nature including the relationships between data and theory;
- locating educational research reports; databases; types of research publications; the components of research publications;
- ethical issues in research, especially in schools, e.g. participation, informed consent, child protection;
- research perspectives/paradigms – positivistic and non-positivistic (interpretive, critical, others): nature (including as ways of knowing), characteristics and associated methodologies, strengths and limitations; commonalities between, and alternatives to, paradigmatic perspectives in approaching and evaluating research in education; the pragmatic paradigm-mixed-method approaches;
- research concepts, procedures and processes (e.g. research questions/aims; design, analysis and interpretation of data and their interconnections) from different paradigmatic and methodological perspectives including qualitative, quantitative, and mixed-method approaches as well as action research;
- evaluative criteria in research depending upon purpose, data type and style/approach (e.g. validity, reliability, credibility, transferability, authenticity).
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||identify the conceptions of research with which they entered the unit and identify changes in their conceptions and reasons for these||Intellectual rigour|
|2||describe the nature of research as disciplined enquiry and compare and contrast the basic differences between research approached from a range of epistemological positions||Intellectual rigour||Knowledge of a discipline|
|3||discuss the value of research in the educational workplace and the role of research in the work of a school teacher||Intellectual rigour||Creativity||Ethical practice||Knowledge of a discipline||Lifelong learning||Communication and social skills||Cultural competence|
|4||locate research publications in a field of interest or related to a specified research area||Intellectual rigour||Creativity||Ethical practice||Knowledge of a discipline||Lifelong learning||Communication and social skills||Cultural competence|
|5||describe and explain basic research concepts, components and processes and identify them in research publications which use different methodologies and data types||Intellectual rigour||Knowledge of a discipline|
|6||explain and utilise a range of criteria for assessing the quality of different types of research studies||Intellectual rigour||Ethical practice||Knowledge of a discipline|
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2014 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.