EDU2003 : Introduction to Research in Education
EDU2003 : Introduction to Research in Education
- Offered for Year: 2023/24
- Module Leader(s): Dr Samantha Shields
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Your programme is made up of credits, the total differs on programme to programme.
|Semester 2 Credit Value:||20|
|European Credit Transfer System|
Modules you must have done previously to study this module
Pre Requisite Comment
Modules you need to take at the same time
Co Requisite Comment
This module will introduce the field of research in education. It will aim to develop student understanding of
• the historical development, funding arrangements, international differences and variations in 'what counts as educational research'.
• the relationship of research in education to practice, policy and the social sciences
• possible research methodologies
• Through an integrated approach to developing research practices, it is intended that students develop practical understanding and skills relating to research:
• planning research
• ethical practices
• some frequently used research methods
• reading the results of other researchers’ work
By the end of this module students will be expected to understand the characteristics of research in education in the current UK context, together with some awareness of international and
historic variation. Within this context, they will be able both to understand the research of others and to demonstrate some research practices themselves.
Outline Of Syllabus
This module aims to develop both theoretical and practical understanding of research in education. Students’ understanding of the characteristics of research in education in the current UK context will be developed through learning about the research methodologies of others and through experiencing some research practices themselves. These practical sessions will develop from opportunities to trial methods of data collection and analysis on each other towards planning and conducting an enquiry as part of a small group. The lecture and practical sessions will run in parallel to facilitate the integration of practical and theoretical learning, enabling students to make connections and develop understanding. The module begins with an introduction to educational research. The module the history of education research, Research Strategies, Interviews, Qualitative data analysis, Quantitative data analysis, SPSS, Questionnaires, Observations, Visual methods, Ethics, Documentary research, validity, reliability, triangulation, preparation for the 24 hour take-home exam and assessment guidance for the research project.
Intended Knowledge Outcomes
To build on:
• knowledge from EDU1001 about the nature and range of education to understand how policies and practices intersect with research (A3, A4)
• knowledge of the historical and national contexts of research in education (A2)
• knowledge of possible research methodologies and practices (A3)
• understanding of theoretical foundations and practical requirements of research in education
• ability to evaluate published research using knowledge of context, methodology and methods (B4, B5)
• understanding of basic analysis methods for qualitative and quantitative data
• ability to undertake a personal inquiry relating to an aspect of education, appropriately relating aims and methods to the research question and the context of its asking (A1, B6)
Intended Skill Outcomes
• ability to read and understand research undertaken by others using a range of methodologies (B1, B4, C1, C3)
• skill in basic analysis methods for qualitative and quantitative data (D5)
• planning skills to plan an empirical study through formulating a research question and applying appropriate methods of data collection and analysis (B3, D6)
• skills to conduct a piece of empirical research, analyse data and present findings (D2, D3, D4)
• general organisation and planning skills (D7)
• communication skills to enable effective communication through with written work and oral presentation (B2, C5, C6, D1, D8)
• collaborative skills in research and dissemination (B2, B6)
|Scheduled Learning And Teaching Activities||Lecture||11||2:00||22:00||If change to public health prevent PiP lectures: 1hr synchronous lecture in timetabled lecture slot|
|Structured Guided Learning||Lecture materials||11||1:00||11:00||Asynchronous online: videos, podcasts, quizzes, reflective tasks, data analysis tasks|
|Guided Independent Study||Assessment preparation and completion||1||4:00||4:00||Completing mock exam preparation and undertaking mock exam for formative feedback|
|Guided Independent Study||Directed research and reading||11||4:00||44:00||Seminar reading|
|Scheduled Learning And Teaching Activities||Practical||1||1:00||1:00||If change to public health prevent PiP Practical on SPSS: Synchronous recorded online practical SPSS|
|Scheduled Learning And Teaching Activities||Small group teaching||10||1:00||10:00||If changes to public health prevent PiP small group teaching: Small group synchronous online slots|
|Guided Independent Study||Project work||1||10:00||10:00||Planning and conducting mini research project|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||1||1:00||1:00||Synchronous online|
|Guided Independent Study||Independent study||1||96:00||96:00||N/A|
|Scheduled Learning And Teaching Activities||Module talk||1||1:00||1:00||Asynchronous online|
Teaching Rationale And Relationship
This module aims to develop both theoretical and practical understanding of research in education. Students’ understanding of research in education in the current UK context will be developed through learning about the research methodologies of others and through experiencing some research practices themselves. The lecture and practical sessions will run in parallel and be backed up with time for both independent study and further reading/research as directed during sessions. This will facilitate the integration of practical and theoretical learning, enabling students to make connections and develop a sophisticated understanding. The practical sessions will develop from opportunities to trial methods of data collection and analysis on each other towards planning and conducting an enquiry as part of a small group. This will facilitate the development of particular research and scholarship skills but also their integration into a more holistic understanding of the nature of research in education.
The format of resits will be determined by the Board of Examiners
|Written Examination||1440||2||A||50||Unseen journal article: questions ranging from basic comprehension to more critical regarding methods, aims, etc. '24 hour take-home exam'. - expected completion time 90mins|
|Report||2||M||50||Report of mini research (2,500 words). Preparation for dissertation.|
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
|Prof skill assessmnt||2||M||Mock exam with formative feedback, expected duration 30-45mins.|
Assessment Rationale And Relationship
The intention is for the summative assessment to assess the student’s ability to both do research and to understand the research of others. Since both aspects are equally important the weighting of the two parts of the assessment is 50-50.
Past Exam Papers
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