Module overview
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Develop advanced practical and analytical skills in a range of quantitative and/or qualitative research methods as an academic researcher and writer on educational and social matters
- Acquire appropriate Ethical and Research Governance approvals
- Devise appropriate research questions
- Develop your own ideas and organise a project independently but with supportive guidance
- Analyse and synthesise research findings
- Produce and present a carefully argued dissertation
- Know the research process and understand methods of data collection and analysis and apply them in a self-reliant manner
- Critically evaluate an appropriate range of relevant primary source materials and arguments reflected in other sources and propose a relevant area of investigation
- Make your own contribution to educational understanding by presenting a coherent, detailed and sustained argument at length on an educational topic;
- Choose and evaluate a feasible independent research design, project plan and structure
- Devise appropriate research methods to undertake a research project
- Refine and practice a range of skills which would be useful to you in further study or a professional/work based context
- Demonstrate an understanding of data collection and analysis methods
- Understand the approaches by which research and critical awareness of debates in education can be utilised to construct a scholarly argument
- Have a detailed knowledge and understanding of your chosen dissertation project, its potential impact on practice and the range of relevant scholarly literature and source materials
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Independent Study | 600 |
| Total study time | 600 |
Resources & Reading list
Textbooks
Muijs, D. (2004/8). Doing Quantitative Research in Education with SPSS. London: Sage.
Kvale, S. (2008). Interviews: Learning the Craft of Qualitative Research Interviewing. London: Sage.
Punch, K. (2009). Introduction to Research methods in Education. London: Sage.
Oppenheim, A. (2000). Questionnaire Design. London, UK: Continuum.
Lichtman, M. (2010). Qualitative Research in Education- A User's Guide. London: Sage.
Neuendorf, K. (2002). The Content Analysis Guidebook. Thousand Oaks: Sage.
Hopkins, D. (2002). A Teacher's Guide to Classroom Research.. Buckingham: Open University.
Bell, J. (2005). Doing your research project: a guide for first-time researchers in education, health and social science. Maidenhead: Open University Press.
Rubin, I., & Rubin, H. (2005). Qualitative Interviewing: The Art of Hearing Data. London: Sage.
McNiff, J., & Whitehead, J. (2002). Action Research: Principles and Practice. London: Routledge.
Patton, M. (2002). Qualitative Research and Evaluation Methods. California: Sage.
Fink, A. (2009). How to conduct Surveys: A Step by Step Guide. London: Sage.
Krippendorff, K. (2004). Content Analysis: An Introduction to its Methodology .. London: Sage.
Creswell, J. (2002). Research Design: Qualitative and Quantitative Approaches .. Thousand Oaks: Sage.
Fink, A. (1998). Conducting Research Literature Reviews. Thousand Oaks: Sage.
Guba, E., & Lincoln, Y. (1998). Competing paradigms in Qualitative research . In Denzin, N. & Lincoln, Y. (eds). The Landscape of Qualitative Research: Theories and Issues. Thousand Oaks: Sage.
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Coursework assignment(s) | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|
Repeat Information
Repeat type: Internal & External