Module: Developing a Research Perspective

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Developing a Research Perspective
Module Code	EDU1074 (ITS: ES313)
Faculty	DCU Institute of Education	School	Policy & Professional Practice
NFQ level	8	Credit Rating	5

Description

The purpose of this module is to introduce participants to research perspectives in the humanities and social science context, with a special focus on educational research. Through lectures, group work and independent study the students will develop a perspective on the nature and scope of differing research traditions and philosophies. This context and theory will enable them to begin to apply some of this knowledge in work based and case study situations The range of theories that are introduced are expected to be expanded upon by the students during independent learning periods. Furthermore the students will also conduct presentations within a group context in front of their peers towards the end of this module. Assessment will be through a written terminal examination

Learning Outcomes

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2. Develop a more informed perspective to bear on the reading and interpretation of research.
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4. Analyse important recent research emerging in a particular area of education and training provision and in the wider area of the social sciences.
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6. Describe the relationship between research and policy in practice in a professional context.
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8. List and describe a range of research approaches particularly practitioner/constructivist approaches.
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10. Describe a range of research designs.
11. 1D646C93-E7B1-0001-95CE-11CA81901FC5
12. Identify a range of research methodologies and instruments.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	24	Various Lecture inputs from core staff and guest experts
Group work	40	Reseacrhing prescribed research themes for in-class presentation
Independent Study	20	Using journal databases and library materialsto develop research skills
Directed learning	26	preparing for and conducting written exam
Independent Study	15	No Description
Total Workload: 125

Section Breakdown
CRN	10539	Part of Term	Semester 1
Coursework	100%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Justin Rami	Module Teacher	Jane O'Kelly, John Lalor, Orna Farrell, Trudy Corrigan

Type	Description	% of total	Assessment Date
Assessment Breakdown

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

Theme 1. What is research?

Theme 2 What are paradigms?

Theme 3. Developing a research perspective

Theme 4. The Philosophy and History of Research

Theme 5. Qualitative and Quantitative Research

Theme 6. Action Research

Theme 7.Literature Review

Theme 8 Reseach Methods,Research Tools and Instruments.

Theme 9: Data Gathering & Analysis

Theme 10. Ethics in Research.

Indicative Reading List

Books:

Bell, J: 1999, Essential: Bell, J. (1999) Doing your Research Project. 3rd Edition O.U. PressSilverman, D (ed) (1997) Qualitative Research: Theory, Methods and Practice. London: SageMayut, P. and Moorehouse,R. (1994,
O'Leary, Z: 2004, The Essential Guide to Doing Research, Sage,
Bell,J: 1999, Doing your Research Project, 3rd Edition, O.U. Press,

Articles:
None

Other Resources

None