2016/17 Taught Postgraduate Module Catalogue

EDUC5060M Getting Started: Research Questions and Approaches in Education

15 creditsClass Size: 40

Module manager: Dr Peter Hart
Email: P.J.Hart@leeds.ac.uk

Taught: Semester 1 (Sep to Jan), Semester 2 (Jan to Jun) View Timetable

Year running 2016/17

This module is mutually exclusive with

EDUC5025M	Introduction to Educational Research Methods and Approaches
EDUC5028M	Foundations of Educ Research 1
EDUC5922M	Research Methods in TESOL

This module is not approved as an Elective

Module summary

This module support level 5 students in developing research questions for their individual research projects, and in considering the type of data needed to answer these.For students completing a Masters degree this will establish the proposal and work plan for the critical study. For new doctoral students this will support the conceptualisation and articulation of the research problem and theoretical framework, guide the development of pilot work and shape the outline plan for the upgrade document. The module will introduce key methodological concepts and enable students to critically evaluate data collection techniques and different models of education research in order to undertake their individual studies. This module will introduce common practitioner research strategies including the examination of standard data collection methods and the ethical nature of researching and practical difficulties that may be encountered.

Objectives

To introduce key methodological concepts in education research
To enable students to critically evaluate data collection techniques and different models of education research in order to undertake their individual studies.
To introduce common practitioner research strategies including the examination of standard data collection methods and the ethical nature of researching and practical difficulties that may be encountered.
To prepare level 5 students to develop the theoretical context and the research questions for their individual research projects.
To support doctoral students in the conceptualisation and articulation of a research problem and theoretical framework.

Learning outcomes
Research Context:
- Understand the purposes and processes of educational research;
- Understand how research can be used to inform and improve practice or organisations in education;
- Identify how their project makes a contribution to the body of knowledge;
- Demonstrate a critical understanding of the theoretical context and/or tradition in which they have located their study.
Research Problems:
- Be able to identify and clarify an explicit conceptual focus for a research study;
- Be able to provide a clear rationale for the research;
- Be able to identify key questions and objectives, and their significance to their field;
- Be familiar with procedures for conducting ethical research.
Types of Data:
- Be able to identify what information or data is needed to respond to the research questions identified;
- Be able to consider the potential sources of the information or data required (documents, resources, people);
- Understand and evaluate a range of procedures for collecting data;
- Be able to select a data collection instrument appropriate for the context and aims of their study.
Design:
- Be able to select, design and construct appropriate research tools for a small-scale research project such as for the critical study or pilot doctoral work;
- Understand and know how to address the ethical issues associated with their research design;
- Know how to apply appropriate forms of analysis to primary and/or secondary data;

Communication-
- Be able to engage in collaborative research design and evaluation;
- Be able to critically review and discuss published research;
- Be able to articulate research ideas and work in progress to peers and colleagues.

Syllabus

The module begins with a detailed consideration of the participants’ context, and the educational problems, issues and questions that arise from it. This leads to the process of conceptualizing a set of research questions. Participants then consider different types of data in educational research and reflect on the type of data needed to respond to individual research contexts and questions and how this information can be gathered.

Participants consider the selection of appropriate and ethical research methods, issues of sampling and the design of tools for data collection in relation to their own research problem.

Participants critically review a range of methodological approaches drawn from current educational research and identify implications for their own research design.

Teaching methods

Delivery type	Number	Length hours	Student hours
Seminars	6	2.00	12.00
Group learning	3	5.00	15.00
Tutorial	2	0.50	1.00
Independent online learning hours			122.00
Private study hours			0.00
Total Contact hours			28.00
Total hours (100hr per 10 credits)			150.00

Private study

Private study will be spent in two ways: reading and preparing the assessed piece of work.
Students will be assigned reading for sessions 2-6 to accompany the above group work.
For the module assessment, students will prepare the methodology section of their upgrade document, and where appropriate, their pilot study (doctoral students), or a detailed methodology section of their critical study (Masters students).

Opportunities for Formative Feedback

Individual and group work during the teaching sessions, workshops and tutorials.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Poster Presentation	3000 words or equivalent	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 14/03/2018

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