Postgraduate Programme and Module Handbook 2010-2011 (archived)
Module EDUC42030: ANALYSING, INTERPRETING AND USING EDUCATIONAL RESEARCH
Department: Education
EDUC42030: ANALYSING, INTERPRETING AND USING EDUCATIONAL RESEARCH
| Type | Tied | Level | 4 | Credits | 30 | Availability | Available in 2010/11 | Module Cap | None. |
|---|
| Tied to | X9A102 |
|---|---|
| Tied to | X9A302 |
| Tied to | X9A402 |
| Tied to | X9A602 |
Prerequisites
- None.
Corequisites
- Understanding Qualitative Educational Research.
Excluded Combination of Modules
- None.
Aims
- That students have a thorough understanding of a wide range of educational research practices, methods and results.
Content
- Students are introduced to carefully selected key texts which address issues of research design, validity and reliability, the relation between quantitative and qualitative approaches, objectivity and subjectivity and by activities (including the summative assessment) which focus on analysing the strengths and weaknesses of published research.
- Students are also informed, during teaching about a range of available materials (texts, websites etc.) that address the practical and technical issues involved in designing research instruments and software packages that facilitate the analysis of data of various types.
Learning Outcomes
Subject-specific Knowledge:
- Students will be better able to understand the strengths and weaknesses of different types of research, in the social sciences, with particular reference to Education.
- Analyse critically the validity, reliability and generalisability of research findings.
- Understand the possibilities of computer-based analysis.
Subject-specific Skills:
- Compare and synthesis research results and recommendations, with reference to specific issues and problems in educational institutions.
Key Skills:
- Plan, conduct, analyse, interpret, report and evaluate educational research.
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- Oral feedback is given to students' contributions during class teaching sessions. Staff can be contacted for individual help. Written formative feedback is provided on an academic outline (of not more than 500 words) of the assignment.
- Summative assessment is via an assignment of 5000 words developing a critical review of a provided research report.
- Modules are taught in various modes: during two weekends and during a full week.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Lectures | 6 | See above | 1.5 hours | 9 | ■ |
| Seminars | 7 | See above | 3 hours | 21 | ■ |
| Preparation and Reading | 270 | ||||
| Total | 300 |
Summative Assessment
| Component: Assignment | Component Weighting: 100% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Assignment | 5000 words | 100% | |
Formative Assessment:
Written formative feedback is provided on an academic outline (of not more than 500 words) of the assignment.
■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University