Module: Developing a Research Perspective

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Developing a Research Perspective
Module Code	PR312 (ITS) / EDS1097 (Banner)
Faculty	DCU Institute of Education	School	Policy & Professional Practice
Module Co-ordinator	David Whittaker
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

This module aims to prepare students to engage with confidence in ethical research on topics and issues of value and concern to the educational community by developing their research knowledge, skills, competencies and attitudes. Research methods and appropriate teacher-led and site-based modes of inquiry that sit well within an understanding of teaching as a dynamic, evidence-based activity will be explored within the module. Discourse on educational research will cover themes such as teacher as researcher, student as advocate and activist and reflective practice.

Learning Outcomes

1. Identify, explain and critique some of the key principles and protocols that inform and guide the process of undertaking ethical research in education with specific reference to school-based research.
2. List and describe elements that are fundamental to planning viable, evidence-based, ethical research projects including the identification and articulation of a research problem and research questions, the selection of a feasible research approach, the employment of appropriate research strategies, methodologies and instruments, the processes for collection and analysis of data, the identification of the potential impact and limitations.
3. Identify, describe and review the key elements of a research cycle.
4. Identify potential school-based opportunities for research and how these might be exploited by a teacher working alone and/or in concert with other school staff to optimise teaching and learning.
5. To outline the parameters for an independent student-teacher led research in a priority learning area.
6. To facilitate the student-teacher to develop their practice in order to improve pupils’ learning experience and to initiate the development of transferable learning skills such as autonomous practice-based learning, evidence-gathering, reflection, critical engagement, self-evaluation and commitment to on-going professional development.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	12	Lectures
Workshop	12	Research methods and tools
Independent Study	101	Independent study
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

Indicative Content and Learning Activities

The Teacher as Researcher
The emerging role of teacher and school based research in the context of changing curricula, new approaches to inspection and teaching council requirements. • Reflection and reflective engagement in the lifecycle of a school year. Integrating research into the life of the Student Teacher • The integration of research into the role of the teacher

Engaging with research – what others say, how to read it and how to place a value on it.
Exploring research literature • Locating educational research • Working with online databases • Using libraries • Reading and critically analysing educational research • Providing a critical overview of research studies

Preparing to carry out research –paradigms, methods and designs
• Introduction to the research paradigm • Examining methodological issues in educational research. • Bringing the professional self to the design of research

Doing research – ethics
• What is ethical research in a school context? • Self study and ethics

Developing a research question and research proposal
Learn how to formulate research questions and develop the research proposal in a collaborative mode with peers and colleagues, and through consideration of experiences of school placement.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Students will compile a proposal for practitioner research examining school-based practice/s or school-related factor/s. This proposal will include an outline literature review, sample research question/s, proposed research methodology, ethics considerations, and sample data collection templates.	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Gary L. Anderson, Kathryn G. Herr, Ann S. (Sigrid) Nihlen (Eds.): 2007, Studying your own school, 2nd Ed. Ed., Corwin,
Allen Rubin, Jennifer Bellamy: 2012, Practitioner's Guide to Using Research for Evidence-Based Practice, 2nd Ed. Ed., Wiley,
Nancy Fichtman Dana, Diane Yendol-Hoppey: 2014, The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry, 3rd Ed. Ed., Corwin,
Ruth Shagoury Hubbard, Brenda Miller Power: 2003, The Art of Classroom Inquiry: A Handbook for Teacher-Researchers, Heinemann,
Ruth Shagoury, Brenda Miller Power: 2012, Living the Questions: A Guide for Teacher-Researchers, 2nd Ed. Ed., Stenhouse Publishers,
Marilyn Cochran-Smith, Susan L. Lytle (Eds.): 1992, Inside/Outside: Teacher Research and Knowledge (Language and Literacy Series (Teachers College Pr), Teachers College Press,
Marilyn Cochran-Smith, Susan L. Lytle: 2009, Inquiry as Stance: Practitioner Research in the Next Generation (Practitioners Inquiry), Teachers College Press,
Gary L. Anderson, Kathryn G. Herr, Ann S. (Sigrid) Nihlen (Eds.): 2007, Studying Your Own School: An Educator's Guide to Practitioner Action Research, 2nd Ed. Ed., Corwin,
Jane Zeni: 2000, Ethical Issues in Practitioner Research (Practitioner Inquiry, 17) (Language and Literacy Series), T eachers College Press,
Viviane M J Robinson, Mei Kuin Lai: 2005, Practitioner Research for Educators: A Guide to Improving Classrooms and Schools, Corwin,
Anne Campbell, Olwen McNamara, Peter Gilroy: 2004, Practitioner Research and Professional Development in Education, SAGE Publications Ltd,
Carolyn Babione: 2015, Practitioner Teacher Inquiry and Research (Research Methods for the Social Sciences), Jossey-Bass,

Other Resources

None