| Module Title |
Extended Research Project |
| Module Code |
EDS1118 |
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Faculty |
DCU Institute of Education |
School |
STEM Ed, Innov, Global Studies |
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NFQ level |
8 |
Credit Rating |
10 |
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Description
This module requires students to engage in a sustained, deep-level exploration of educational research directly relevant to their own teaching practice. Designed to fulfil the Teaching Council's Céim requirement, this module requires students to connect their university studies with their school placement experiences through an Extended Research Project.
Operating through the methodological framework of practitioner inquiry, students will move beyond the basic application of research to critically deconstruct their own professional identity. By engaging in an "inward-facing" self-study, students will document not only the outcomes of their interventions but the productive struggles and methodological realities of researching live practice.
Synthesising prior learning and their professional development, students will conduct this extended inquiry during their final professional placement. This comprehensive process equips students with the skills, methodological understanding, and professional agency necessary to continue career-long practitioner inquiry.
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Learning Outcomes
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Lecture | 12 | Engagement with core concepts of practitioner inquiry, educational research methodologies, and ethical frameworks. | | Tutorial | 12 | Workshops with HEI research tutors and peer learning groups to actively design the research plan and practice data analysis. | | Independent Study | 154 | Literature reading, collaboration with placement Treoraí, working with allocated HEI supervisor to review the proposal, monitor PI progress towards analysis, review draft posters, conducting the inward-facing self-study (interventions and data gathering), and qualitative data analysis. | | Assignment Completion | 72 | Drafting the Inquiry Proposal (CA2), designing the final A0 Poster and preparing for the live presentation (CA3), writing the Reflective Narrative (CA4), and completing online quizzes (CA1). |
| Total Workload: 250 |
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| Section Breakdown | | CRN | 12172 | Part of Term | Semester 1 & 2 | | Coursework | 100% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | N | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | David Whittaker | Module Teacher | |
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| 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. | 5% | As required | | Assignment | Students are required to submit a formal proposal for their practitioner inquiry while on professional placement. This document must include a justification for their study, a critical synthesis of relevant literature, an overview of the research plan, and a strict ethical protocol. | 20% | Sem 1 End | | 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% | Sem 2 End | | Assignment | This reflective assignment provides a critical narrative of the students' methodological journey and the development of their inquiry mindset. Students must demonstrate a clear understanding of Practitioner Inquiry (PI) as an inward-facing methodology, reflecting deeply and honestly on the 'productive struggle,' dilemmas, and 'wobbles' encountered during the process. By showcasing their journey, including the challenges and uncertainties, students will demonstrate their development of teacher agency and the foundations of a professional inquiry stance. | 15% | 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
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.
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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,
- 421031: 1, Website, NCCA, Subject Specifications and Resources,
- https://ncca.ie/en/: 421032, 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/,
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