| Module Title |
Extended Research Project |
| Module Code |
EDS1079 (ITS: ES590) |
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Faculty |
Human Development |
School |
DCU Institute of Education |
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NFQ level |
9 |
Credit Rating |
15 |
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Description
In the context of the increased importance of teacher and school based research, student teachers will design, implement and evaluate a significant piece of research related to their school placement and practice. In order to do so students will draw on the key components involved in their areas of study by critically examining theories and practices concerned with reflective practice, self-evaluation, self study and practioner research. This will lead them to be able to choose and defend a conceptual research approach. They will then design a research project that will include a research philosophy, instrument development and testing, data collection and analysis, literature review, ethical design and plan for dissemination. They will conduct a piece of research in collaboration with DCU staff but most importantly the school communities in which they are based. These will include – but not be limited to- critical engagements with colleagues such as cooperating teachers and subject department members as well as school leaders and the broad student population where appropriate.
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Learning Outcomes
1. • Analyse, interpret and explain the importance attached to teacher and school based research
2. • Consult and collaborate with their school communities in identifying key research needs
3. • Collaborate with colleagues in designing a research question
4. • Place the research question within an appropriate conceptual framework
5. • Critically analyse and interpret the literature pertinent to the chosen topic
6. • Develop and pilot appropriate research instruments
7. • Collect data using appropriate research methods
8. • Carry out data analysis and elaborate defensible conclusions from the research
9. • Present their findings and arguments in a manner that shows reflective thinking to their peers both in class and in the school community
10. • Based on the work done critically evaluate the reality of conducing school based research and the potential importance of such research in quality assurance, school improvement and teacher professional development
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Lecture | 24 | Development and Supervision of Project | | Independent Study | 24 | Research Literature etc | | Lecture | 24 | Supervision of Project | | Independent Study | 178 | Research, Writing Project etc |
| Total Workload: 250 |
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| Section Breakdown | | CRN | 10517 | Part of Term | Semester 1 & 2 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Geraldine Scanlon | Module Teacher | Irene White, Majella Mcsharry |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Extended Essay / Dissertation | The module will be assessed by a 7,500 word report on an extended research project framed as a dissertation. While on school placement the student teacher shall engage in research on their own practice that demonstrates the connection between the sites of practice (HEI and school). The student teacher shall discuss their research plans with the Treorai (guide teachers) as they have overall responsibility for the class. This research project offers the student teacher the chance to investigate and learn from their practice and derive ideas and conclusions that enrich and advance their understanding of their practice and enhance their teaching. | 100% | Sem 2 End |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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
Contextual analysis of changing policies in school based teacher led research
Developing a research question in a collaborative mode with peers and colleagues
Research design from rationale to conclusion including literature review and the vital importance of ethical considerations
Drawing conclusions and integrating these into personal, professional and school development
Communicating results to the school community in an appropriate format
Evaluation of the process
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Indicative Reading List
Books:
- Elaine Wilson: 2012, School-based Research: A Guide for Education Students, 2nd, Sage, 144624749X
- Judith Bell: 2010, Doing your research project, Open University Press / McGraw Hill, Maidenhead, 0335235824
- Louis Cohen, Lawrence Manion, Keith Morrison,: 2011, Research Methods in Education, Routledge, 0415583365
- John W. Creswell: 2002, Research design, Sage, 0761924426
- Dr. John W. Creswell (Editor), Dr. Vicki L. Plano Clark (Editor): 2011, Designing and Conducting Mixed Methods Research, Sage, 1412975174
- Jennifer C. Greene: 2007, Mixed methods in social inquiry, Jossey-Bass, San Francisco, Calif., 0787983829
- James McKernan: 1996, Curriculum action research, Kogan Page, London, 0749417935
- David Silverman,: 2011, Interpreting Qualitative Data, Sage, 0857024213
- Dan W. Butin,: 2009, The Education Dissertation, Corwin, 1412960444
- Loughran., J, Hamilton., M, La Boskey., M & Russell. T.: 2004, International Handbook of Self-Study of Teaching and Teacher Education Practices, Springer, The Netherlands,
Articles:
None |
Other Resources
- Website: The Teaching Council, 2014, Teaching Council, http://www.teachingcouncil.ie/
- Website: NCCA, 2014, NCCA Junior Cycle, http://www.ncca.ie/en/Curriculum_and_Assessment/Post-Primary_Education/Junior_Cy cle/
- Website: DCU, 2014, EBSCO Education Complete Database, http://www.dcu.ie/~library/resources/databases.shtml#p
- Website: Teaching Council/NCCA/ CES, 2014, Research alive conference and resources, http://ncca.ie/en/Conference/Research-Alive.html
- Website: Department of Education and Skills Inspectorate, 2014, School Self Evaluation Resources, http://www.education.ie/en/
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