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Module Title |
Developing a Research Perspective
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Module Code |
ES313
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School |
School of Education Studies
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Online Module Resources
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| Module Co-ordinator | Prof Gerard McNamara | Office Number | C161 |
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Level |
1
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Credit Rating |
5
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Pre-requisite |
None
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Co-requisite |
None
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Module Aims
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The module enables the students to assess the quality of research in education and training, to develop a perspective on the nature and scope of differing research traditions and philosophies and to design and conduct a small scale research project in the practitioner-led/action research mode
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Learning Outcomes
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On completion of this module students will be able:
bring a more informed perspective to bear on the reading and interpretation of research
analyse important recent research emerging in their particular area of provision
analyse the relationship between research and policy in practice in their own areas of provision
identify and define key concepts in the evaluation of research in the social sciences
analyse and explain particular research approaches, particularly practitioner led/action research approaches
develop a basic research design, identify suitable methodology and conduct a small scale research project in the practitioner led/action research tradition around the theme of the Semester - namely Personal Development and Adult Learning
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Indicative Time Allowances
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Hours
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Lectures |
36
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Tutorials |
3
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Laboratories |
0
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Seminars |
0
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Independent Learning Time |
36
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Total |
75
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Placements |
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Assignments |
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NOTE
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Assume that a 5 credit module load represents approximately 75 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module.
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Indicative Syllabus
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The Module will include the following:
What is research? Definitions, traditions, current thinking
Reading Research - judging quality in research, asking the right questions
Research Models: experimental, evaluation, practitioner-led, action research
Doing Research - finding a paradigm, qualitative and quantitative research, presentation and interpretation, research methods, data collection, data analysis
Research Writing
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| Assessment | | Continuous Assessment | 100% | Examination Weight | 0% |
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Indicative Reading List
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Essential: Bell, J. (1999) Doing your Research Project. 3rd Edition O.U. Press
Silverman, D (ed) (1997) Qualitative Research: Theory, Methods and Practice. London: Sage
Mayut, P. and Moorehouse,R. (1994) Beginning Qualitative Research: A Philosophic and Practical Guide. London: Falmer
Supplementary:
Boud, D, Felleti, G. (1991) The Challenge of Problem-Based Learning. London: Kogan
Brown, A. and Dowling, P. (1997) Doing Research/Reading Research London: Falmer
Carr, W and Kemmis, S. (1986) Becoming Critical: Education Knowledge and Action Research Lewis: Falmer Press
Cohen, L and Manion, L. (2000) Research Methods in Education Fifth Edition. London: Routledge/Falmer
Creswell, J.W. (1994) Research Design: Qualitative and Quantitative Approaches. Calif: Sage
Elliott, J. (1992) Action Research for Educational Change . Birmingham: OU Press
McKiernan, J. (1996) (2nd Edition) Curriculum Action Research. London: Kizan Page
McNiff, J. (1995) Action Research for Professional Development Bournemouth: Hyde Publications
McNiff, J, McNamara, G. and Leonard, D (eds) (2000) Action Research in Ireland. Dublin: Educational Studies Association of Ireland/September Books
Woods, Donald R. (1994) Problem Based-Learning: How to Gain the Most from PBL. Hamilton, Ontario, Canada. Donald R. Woods, Publisher
Yin, R.K., (1994) Case Study Research: Design and Methods. Beverly Hills: Sage
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Programme or List of Programmes
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| BET | BSc in Education & Training |
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