Module: Education Research Project

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Education Research Project
Module Code	SG413 (ITS) / EDS1092 (Banner)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
Module Co-ordinator	Natalie O'Neill
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

This module aims to develop student awareness, confidence, and competence to engage in education research regarding their practice. Students will be introduced to self-study research through the methodological framework of practitioner inquiry. The purpose of this approach is to develop students’ inquiry stance and to empower them to make evidence informed professional judgements and transformations in their practice. This module will support students to critically reflect on their prior learning from the first 3 years of their programme and their professional development as documented in their Taisce. The Education Research Project (ERP) will take place while students are on their final professional placement. This will facilitate engagement with authentic practitioner inquiry which will provide students a lived experience of the connections between theory and practice and an exemplification of the connection between their HEI studies and professional practice.

Learning Outcomes

1. Develop a viable inquiry question / wondering that is informed by research, critical analysis of personal development and previous programme learning and the needs of pupil from their professional placement context.
2. Design an appropriate research plan that effectively addresses a well considered research question. This plan should demonstrate and understanding of ethical research, data collection, data analysis and critical reflection
3. Demonstrate an ability to make evidence-informed conclusions and recommendations from their research studies which enhance their professional practice
4. Reflect and identify learnings from professional engagements with relevant peers, HEI staff, placement treoraí and education stakeholders at various stages of the research process
5. Demonstrate collegiality by sharing, promoting, developing and supporting professional practice during the research process
6. Present and share learnings from research projects that demonstrates an understanding of research process, relevant professional knowledge, the importance of research in professional practice an informs future practice

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	12	Engagement with core concepts of self-study research
Tutorial	10	Workshops with HEI research tutors and peer learning group to reflect on each stage of the research process and module assignment components
Independent Study	80	Design of research question and plan; collaboration with Treoraí in regard to research design, implementation and reflection, literature reading, critical analysis of professional learning, conducting of self-study (data gathering), data analysis
Assignment Completion	23	Preparation of research presentation and written research report; presentation of research findings at showcase event with relevant stakeholders
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

Self-Study and Classroom Research
Exploration of self-study and relevant methodological approaches with an emphasis on practitioner inquiry; Awareness and understanding of the importance of self-study research for professional learning; Understanding of the connection between programme learning and practice based research; using self-study to reify learning from professional and foundation studies

Developing a Research Question and Plan
Critical reflections on professional learning; identification and analysis of relevant literature to support research; importance of collaboration in development of research study; importance of understanding research context; Ethical considerations for classroom research;

Data Gathering and Analysis in Self-study research
Understanding pros and cons of different research methods (quantitative and qualitative) for classroom research; Identification of appropriate data for self-study research; literature as a form of data; data analysis approaches for self-study research;

Stakeholder collaboration in self-study research
Identification and examination of the roles of relevant stakeholders in self-study research; exploration of the importance of collaboration with relevant stakeholders at each stage of self-study research; learning how to share and make self-study research e.g. noting why it's important, selecting what to share, providing contextual information, sharing inquiry design, data collection, data analysis, providing concluding reflections etc.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Poster presentation	Students will be required to prepare a research poster which highlights the key aspects and learnings from their research study. This will be showcased at a full day event with peers and relevant stakeholders from HEI and professional placement.	30%	n/a
Assignment	Students are required to produce a research report of their study conducted while on professional practice. This will include aspects such as a justification for their study (in relation to critical analysis of research, professional learning, placement context etc.), overview of research plan, analysis and presentation of data and analysis.	70%	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

Nancy Fichtman Dana,Diane Yendol-Hoppey: 2019, The Reflective Educator's Guide to Classroom Research, 4th, Corwin, 9781544352183
James McKernan: 1996, Curriculum Action Research, Psychology Press, 0749417935
Elaine Wilson: 2012, School-based Research, SAGE Publications Limited, 144624749X
Kristine Black-Hawkins,Andrew Pollard,Gabrielle Cliff Hodges,Sue Swaffield,Pete Dudley,Richard Hickman,Mary James,Paul Warwick,Holly Linklater,Mandy Swann,Fay Turner,Mark Winterbottom,Mary Anne Wolpert: 2014, Reflective Teaching in Schools, Bloomsbury Publishing, 9781441140609
Louis Cohen,Lawrence Manion,Keith Morrison: 0, Research Methods in Education, 0415583365

Other Resources

53271, Website, Teaching Council of Ireland, 0, Research (Croí) Website and Resources, https://www.teachingcouncil.ie/en/research-croi-/,