Registry

Module Specifications

Archived Version 2019 - 2020

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	10
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

This module aims to prepare students to engage with confidence in ethical research on topics and issues of value and concern to the educational community by developing their research knowledge, skills, competencies and attitudes. Building on their prior learning at under-graduate level, the module will address key themes in educational research including research as structured intentional inquiry, research design, frameworks of inquiry, methodological options and attendant principles (e.g., issues guiding sampling, validity and reliability). Action research methodology will be afforded prominence as a viable and appropriate teacher-led and site-based mode of inquiry that sits well within an understanding of teaching as a dynamic, evidence-based activity.

Learning Outcomes

1. Review and critique some of the key principles and protocols that inform and guide the process of undertaking ethical research in education with specific reference to school-based action research.
2. Describe elements that are fundamental to planning viable, evidence-based, ethical research projects including the identification and articulation of a research problem and research questions, the selection of a feasible and defensible research approach, the employment of appropriate research strategies, methodologies and instruments, the collection and analysis of data, the identification of the potential impact and limitations of research findings etc.
3. Differentiate between, and critically review, the key elements of an action research cycle, in isolation, and in the context of a range of specific action research projects.
4. Identify potential school-based opportunities for action research and explain how these might be exploited by a teacher working alone and/or in concert with other school staff to optimise teaching and learning.
5. Explore potential challenges to action research in the classroom and recommend, in respect of each, a range of feasible steps that a teacher might take independently and/or in collaboration with colleagues to address them.
6. Outline and critically appraise some of the ways in which research findings are used to inform educational policy and, in turn, teaching, learning and assessment.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	12	The lecture format (face-to-face and virtual, potentially), will constitute the key approach within which a variety of other teaching, learning and assessment strategies will be used including, for example, workshops and group work.
Online activity	20	Students will be required to engage with this site routinely to satisfy the range of course objectives. Engagement will include, inter alia, reviewing podcasts on research methods, engaging in social-constructivist learning by contributing to student-initiated dialogues on research methodology, identifying and sharing resources to support engagement with action research in the classroom and so forth.
Independent Study	20	Delivery of the module will be bookended by scaffolding students’ identification and engagement with useful resources that will support them in meeting the learning intentions of the module including readings, websites, podcasts, videos, classroom resources etc. Students will be expected to engage with some of these resources and indicate the extent to which they found them useful.
Independent Study	28	To complete this module with success, students will have to undertake personal, independent study.
Assessment Feedback	45	As outlined in the previous section, students will be obliged to demonstrate their learning by completing 3 distinct assessment tasks.
Total Workload: 125

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

Introduction
Introduction to the course and research as structured, intentional inquiry. Key principles and protocols that inform and guide the process of undertaking ethical research in education, including school-based action research.

Planning Research Projects
Considerations in planning viable, evidence-based, ethical research projects including: (1) identifying and articulating a research problem and research questions; (2) selecting feasible and defensible research approaches; (3) employing appropriate research methodologies, strategies and instruments; (4) collecting and analysing data; (5) identifying the potential impact and limitations of research. findings etc. The key elements of an action research cycle, in isolation, and in the context of a range of specific action research projects.

Key themes in educational research
Including research as structured intentional inquiry, research design, frameworks of inquiry, methodological options and attendant principles (e.g. issues of guiding sampling, validity and reliability).

Research Strand
The principles and protocols underlining ethical research, with specific reference to school-based research. Opportunities for, and examples of, action research projects in schools. The role of the teacher in exploiting such opportunities alone and in collaboration with colleagues.

Structure
The basic structure of research papers/projects/reports with specific reference to action research: (1) The Introductory Section: Formulating research questions; (2) The Literature Review Section: Purpose and approaches; (3) The Methodology Section: Qualitative, Quantitative and Mixed methods approaches including: (i) Action research; (ii) Sampling in research; (iii) Quality control in research; (iv) Ethics; (4) The Analysis and Results Section: Presentation of Findings/Statistical Analysis/Discussion; (5) The Concluding Section: Summary, Limitations, Conclusions, Recommendations; (6) The Abstract and Bibliographies.

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

Indicative Reading List

Other Resources

None

Programme or List of Programmes

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