Principles of Education Research Design

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• - describe the relationship between philosophical standpoints and the elements of research design and methodological strategies;
• - design key elements of a research project recognising the philosophical, methodological and practical demands of undertaking the project;
• - define and formulate research problems and research questions
• - identify a variety of social and political contexts and uses of research
• - identify and apply the key principles of research ethics to the design of research.
• - reflect on the origins, practices and impact of research;
• - demonstrate a critical understanding of the some of the main philosophical, theoretical and conceptual frameworks underpinning the nature of social science research;demonstrate a critical understanding of the some of the main philosophical, theoretical and conceptual frameworks underpinning the nature of social science research;

This module explores key theoretical and methodological issues in social science research, contrasting different 'ways of knowing'. It is based on a conviction that social science is better served by

researchers who can critically understand several methodologies, and their underpinning principles of reasoning. Students will have an opportunity to critically study pre-existing research and to discuss the relevance of social science research to real-world problems. This module deals with the practical challenges of research. In will equip students to design and undertake a research project.

A list of key topics which will be covered are as follows:

• defining research questions,
• discussing philosophical and theoretical positions,
• understanding the fundamentals of common research designs,
• the relevance of social science research to real-world problems,
• problematising the research focus,
• identifying appropriate research methods,
• research management and problem solving,
• writing up research,
• ethical issues,
• presenting research and thinking reflexively about research.

Teaching and learning methods

The module provides means for students to develop a proposal for a detailed proposal for a research project after attending core research training workshops focused the principles of research design and practice. The workshops will enable students to deepen their critical appreciation of research philosophies and designs used in the body of pre-existing research evidence as well as supporting the design and implementation of their own research projects in a more critical and informed way.

To facilitate the flexible approach students will be required to register for and attend the relevant research skills development workshops (usually scheduled for a 4 hour half-day session) associated with the core principles of research design and practice.

Each workshop will employ a range of teaching and learning methods. Group sizes are likely to be modest (no more that 25-30 students) and provide a mix of

• whole-class lecture and discussion;
• small group interactive discussion and activities;
• hands-on practical tasks related to data collection and analysis.

Where appropriate sessions will be supported by the use of appropriate assistive technologies and software tools for the purpose of data generation and/or analysis.

Members of the student's supervisory and/or programme team will provide additional tutorial support during the module, which will include discussing the focus for the module assignment and how it relates to the students' individual research training needs and proposed research project.

Resources & Reading list

Textbooks

Punch, K. & Oancea, A (2014). Introduction to research methods in education. London, UK: Sage.

Moses, J. & Knutsen, T. (2007). Ways of Knowing. Palgrave.

Robson, C. (2002). Real World Research. Blackwell.

Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education. Abingdon, Oxon, UK: Routledge.

Blaikie, N. (2000). Designing Social Research. Cambridge: Polity.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

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.

Repeat Information

Repeat type: Internal & External