| Module Title |
Extended Research Project |
| Module Code |
EDS1118 |
|
Faculty |
STEM Ed, Innov, Global Studies |
School |
DCU Institute of Education |
|
NFQ level |
8 |
Credit Rating |
10 |
|
|
Description
This module aims to develop student' awareness, confidence, and competence to engage in education research that is directly relevant to their own teaching practice. It is designed to fulfil the Teaching Council's requirement in Céim that student teachers engage in research connecting their university studies with their school placement experiences (The Teaching Council, 2020).
Students will be introduced to self-study research through the methodological framework of practitioner inquiry. The purpose of this approach is to develop an inquiry stance, empowering students to make evidence-informed professional judgements and transformations in their practice. By critically reflecting on prior learning and their professional development as documented in their Taisce, students will undertake their Extended Research Project while on their final professional placement.
This process facilitates an authentic experience of the connections between theory and practice, equipping students with the foundational skills and dispositions necessary for career-long professional inquiry.
|
Learning Outcomes
|
| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Lecture | 12 | Engagement with core concepts of self-study research | | Tutorial | 12 | Workshops with HEI research tutors and peer learning group to reflect on each stage of the research process and module assignment components | | Independent Study | 146 | Design of research question and plan; collaboration with Treoraí regarding research design, implementation and reflection, literature reading, critical analysis of professional learning, conducting of self-study (data gathering), data analysis | | Assignment Completion | 30 | Preparation of research presentation and written research report; presentation of research findings at showcase event |
| Total Workload: 200 |
|
|
| Section Breakdown | | CRN | 12172 | 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 | David Whittaker | Module Teacher | |
|
| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Loop Quiz | A series of online quizzes delivered via Loop will assess students' understanding of core concepts introduced in lectures and the indicative reading list. | 10% | n/a | | Assignment | Students are required to submit a proposal that provides a formal plan for their practitioner inquiry while on professional placement. This will include aspects such as a justification for their study (in relation to critical analysis of research, professional learning, placement context, etc.), an overview of the research plan, analysis, and ethics. | 30% | n/a | | Poster presentation | Students will be required to prepare an accessible academic poster which highlights the key aspects and learnings from their placement inquiry study. This will be presented and showcased at a full-day event with peers and relevant stakeholders from HEI and professional placement. | 60% | n/a |
| 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
|
|
Pre-requisite |
None
|
|
Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
|
|
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.
|
Indicative Reading List
Books:
- Nancy Fichtman Dana,Diane Yendol-Hoppey: 2019, The Reflective Educator′s Guide to Classroom Research, 4th, 10, Corwin Press, 407, 9781544352220
- Caroline Daly,Andrew Pollard,Katharine Burn,Aileen Kennedy,Margaret Mulholland,Jo Fraser-Pearce,Mary Richardson,Dominic Wyse,John Yandell,Steve Higgins: 2023, Reflective Teaching in Secondary Schools, Bloomsbury Publishing PLC, 592, 9781350263796
- Barbara Bassot: 0, The Reflective Practice Guide: an interdisciplinary approach to critical reflection, 2, Routledge, 210, 9781032234540
- Elaine Wilson: 2017, School-based Research, 3rd, 20, SAGE Publications Limited, Los Angeles, 391, 978-1-4739-6902-5
- Bernie Sullivan,Mary Roche,Caitriona McDonagh,Máirín Glenn: 2016, Introduction to Critical Reflection and Action for Teacher Researchers, Routledge, London, 164, 978-1-138-91105-5
- Maura Sellars: 2017, Reflective Practice for Teachers, 2nd, SAGE Publications Limited, London, 299, 978-1-4739-6909-4
- James McKernan: 1996, Curriculum Action Research, Psychology Press, 292, 0749417935
- Vivienne Baumfield,Elaine Hall,Kate Wall: 2012, Action Research in Education, 2nd, 9, SAGE, 186, 978-1446207208
- Louis Cohen,Lawrence Manion,Keith Morrison: 2017, Research Methods in Education, 8, Routledge, 978-1138209886
Articles:
None |
Other Resources
- 1: Website, Teaching Council, Research (Croí) Website and Resources,
- 419201: 1, Website, NCCA, Subject Specifications and Resources,
- https://ncca.ie/en/: 419202, 1, Website, Government of Ireland, Resources for Post–Primary Schools
- Department of Education and Youth: https://www.gov.ie/en/department-of-education/publications/resources-for-postprimary-schools/,
|
|
|
|
|
