This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.
Postgraduate Handbook 2012-2013 (archived)
Module EDUC42030: ANALYSING, INTERPRETING AND USING EDUCATIONAL RESEARCH
Department: Education
EDUC42030: ANALYSING, INTERPRETING AND USING EDUCATIONAL RESEARCH
| Type | Level | Credits | Availability | Module Cap | Location |
|---|---|---|---|---|---|
| Tied | 4 | 30 | Available in 2012/2013 | None. | Durham |
Tied To
- X9A102: Education (UK)
- X9A302: Education (Hong Kong) (see Postgraduate Handbook 2010-2011 for details)
- X9A402: Education (Singapore) (see Postgraduate Handbook 2010-2011 for details)
- X9A602: Education (International Postgraduate Programme)
Pre-requisites
- None.
Corequisites
- Understanding Qualitative Educational Research.
Excluded Combinations
- 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 | Attendance Monitored |
|---|---|---|---|---|---|
| Lectures | 6 | See above | 1.5 hours | 9 | Yes |
| Seminars | 7 | See above | 3 hours | 21 | Yes |
| Preparation and Reading | 270 | ||||
| Total | 300 |
Summative Assessment
| Component | Component Weighting | Element | Length/Duration | Element Weighting | Resit Opportunity |
|---|---|---|---|---|---|
| Assignment | 100% | Assignment | 5000 words | 100% |
Formative Assessment
Written formative feedback is provided on an academic outline (of not more than 500 words) of the assignment.
Students who do not attend monitored activities shown under Teaching Methods
and Learning Hours, or who fail to complete the summative or formative
assessment(s) specified above, may be subject to the Academic Progress
procedures defined in the University's General Regulation V, and may be
required to leave the University.