| Module Title |
Qualitative Approaches to Ed. Research |
| Module Code |
IE602 |
|
School |
76 |
| Module Co-ordinator | Semester 1: Audrey Bryan
Semester 2: Audrey Bryan
Autumn: Audrey Bryan
| | | Module Teachers | Audrey Bryan
Gillian Lake
| |
|
NFQ level |
9 |
Credit Rating |
5 |
|
Pre-requisite |
None |
|
Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
|
Coursework Only
The student may resubmit the assignment within an agreed time-frame |
Description
This module focuses on the rationale for and application of qualitative methodology to research problems in education. It challenges students to interrogate the epistemological and ontological principles underpinning qualitative research and the implications of adopting an interpretivist world view in research. Research traditions and paradigms are examined and popular qualitative approaches (including ethnography, phenomenology, narrative inquiry, grounded theory) are explored, from which the strengths, limitations and potential complementarity of each are reviewed. Examples of qualitative data analysis are introduced and considered with regard to trustworthiness, credibility and dependability. Students are encouraged to examine the applicability of various options/combinations of options to their research in the context of existing knowledge and skills, and personal/professional commitments, interests and ambitions.
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Learning Outcomes
|
| Workload |
Full-time hours per semester |
| Type |
Hours |
Description |
| Seminars | 15 | Active engagement in class and group-based discussion and critique of course content. | | Online activity | 30 | Synchronous and/or asynchronous participation in online classes, discussion fora and/or critical review of relevant research recommended by the tutor(s). | | Independent Study | 50 | Reading and critical review of literature relevant to the module. | | Debate | 30 | Active participation in, and contribution to, a class debate in which assigned groups propose and defend the use of one or more qualitative research approaches to a pressing educational problem or challenge. | | Total Workload: 125 |
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml
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Indicative Content and Learning Activities
|
| Assessment Breakdown | | Continuous Assessment | 100% | Examination Weight | 0% |
| Course Work Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component |
| This module is category 1 |
|
Indicative Reading List
- Bell, Judith: 2010, Doing your research project: a guide for first-time researchers in education, health and social science, 5th, Open University Press, Berkshire,
- Burns, R. B.: 2000, Introduction to Research Methods, 4th, Sage, London,
- Clough, P. & Nutbrown, C.: 2002, A student's guide to methodology, Sage, London,
- Cohen, L., Manion, L., & Morrison, K.: 2011, Research Methods in Education, Routledge, New York,
- Creswell, J. W.: 2007, Qualitative Inquiry and Research Design: Choosing among 5 approaches, Sage, Thousand Oaks,
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Other Resources
31379, Extended reading list, 0, Available at commencement of module, |
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INDICATIVE CONTENT:
• Axioms, epistemologies, ontologies and theoretical perspectives associated with qualitative research
• Exploration of research traditions and paradigms
• The significance of research questions with respect to research design through to the contribution of knowledge in qualitative doctoral research
• Popular research approaches as frameworks in qualitative research: phenomenology, narrative inquiry, action research, ethnography, case study and grounded theory – the strengths, uses and limitations of each
• Approaches to qualitative analysis – challenges and opportunities
• Internal coherence in doctoral research – positioning reflexivity and acknowledging bias
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Programme or List of Programmes
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