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Module Specifications

Archived Version 2009 - 2010

Module Title Developing a Research Perspective
Module Code ES323
School School of Education Studies

Online Module Resources

Module Co-ordinatorDr Justin RamiOffice NumberCA114
Level 3 Credit Rating 5
Pre-requisite None
Co-requisite None
Module Aims
The module enables the students to assess the quality of research in a humanities and social science context. This is to enable the student to develop a perspective on the nature and scope of differing research traditions and philosophies and to conduct research in a range of contexts

Learning Outcomes
  1. Develop a more informed perspective to bear on the reading and interpretation of research.

  2. Analyse important recent research emerging in a particular area of education and training provision and in the wider area of the social sciences.

  3. Describe the relationship between research and policy in practice in a professional context.

  4. List and describe a range of research approaches particularly practitioner/constructivist approaches.

  5. Describe a range of research designs.

Indicative Time Allowances
Independent Learning Time 75

Total 75
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.

Indicative Syllabus
What is research and research paradigms?
 Developing a research perspective.
Philosophy and History of Research. Qualitative and Quantitative research.
Action Research.
Literature Review.
Research Methods. Research Tools and Instruments.
Academic Writing research.
Ethics in Research.
Continuous Assessment0% Examination Weight100%
Indicative Reading List
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) Beginning Qualitative Research: A Philosophic and Practical Guide. London: Falmer Supplementary: Boud, D, Felleti, G. (1991) The Challenge of ProblemBased Learning. London: Kogan Brown, A. and Dowling, P. (1997) Doing Research/Reading Research London: FalmerCarr, W and Kemmis, S. (1986) Becoming Critical: Education Knowledge and Action Research Lewis: Falmer PressCohen, L and Manion, L. (2000) Research Methods in Education Fifth Edition. London: Routledge/FalmerCreswell, J.W. (1994) Research Design: Qualitative and Quantitative Approaches. Calif: SageElliott, J. (1992) Action Research for Educational Change . Birmingham: OU PressMcKiernan, J. (1996) (2nd Edition) Curriculum Action Research. London: Kizan PageMcNiff, J. (1995) Action Research for Professional Development Bournemouth: Hyde PublicationsMcNiff, J, McNamara, G. and Leonard, D (eds) (2000) Action Research in Ireland. Dublin: Educational Studies Association of Ireland/September BooksWoods, Donald R. (1994) Problem BasedLearning: How to Gain the Most from PBL. Hamilton, Ontario, Canada. Donald R. Woods, PublisherYin, R.K., (1994) Case Study Research: Design and Methods. Beverly Hills: Sage O'Leary, Z 2004, The Essential Guide to Doing Research, Sage
Programme or List of Programmes
BETBSc in Education & Training