Engaging with Education Research

EDUC60011 Engaging with Education Research 15 Semester 1 Postgraduate Taught Level 7 Jenna Mittelmeier Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 The unit introduces the following themes and topics:Theme 1: What is educational research?<ul><li>Research design</li><li>Reading qualitative and quantitative research</li><li>Becoming critical</li></ul>Theme 2: What kinds of topics can be researched in education?<ul><li>Learning about research projects in education</li><li>Developing topics </li><li>Peer review</li></ul>Theme 3: How can you review the literature? <ul><li>Literature review purpose and practice</li><li>Determining trustworthiness in qualitative research</li><li>Determining validity, reliability, and generalisability in quantitative research</li></ul>Theme 4: Why should education research be taken seriously?<ul><li>Engaging with theory </li><li>Impacts and uses of research in education</li></ul>Each theme will be explored through lectures and seminars. Students will be expected to complete up to seven hours of private study, including directed reading, independent reading, learning activities, and preparation before each face-to-face seminar.<ul><li>Private study is likely to include:</li><li>Pre-recorded lectures or videos</li><li>Required and suggested readings</li><li>Guided writing tasks </li><li>Participating in discussion boards</li></ul> The unit introduces the following themes and topics:Theme 1: What is educational research?<ul><li>Research design</li><li>Reading qualitative and quantitative research</li><li>Becoming critical</li></ul>Theme 2: What kinds of topics can be researched in education?<ul><li>Learning about research projects in education</li><li>Developing topics </li><li>Peer review</li></ul>Theme 3: How can you review the literature? <ul><li>Literature review purpose and practice</li><li>Determining trustworthiness in qualitative research</li><li>Determining validity, reliability, and generalisability in quantitative research</li></ul>Theme 4: Why should education research be taken seriously?<ul><li>Engaging with theory </li><li>Impacts and uses of research in education</li></ul>Each theme will be explored through lectures and seminars. Students will be expected to complete up to seven hours of private study, including directed reading, independent reading, learning activities, and preparation before each face-to-face seminar.<ul><li>Private study is likely to include:</li><li>Pre-recorded lectures or videos</li><li>Required and suggested readings</li><li>Guided writing tasks </li><li>Participating in discussion boards</li></ul> To introduce expectations and practices around: a) reading and reviewing educational research, and b) systematically processing and reporting on educational research.Seminar 1: Introduction to research and to critical thinkingSeminar 2: Reading qualitative researchSeminar 3: Critiquing qualitative researchSeminar 4: Reading quantitative researchSeminar 5: Critiquing quantitative researchSeminar 6: Introduction to literature reviewsSeminar 7: Literature reviews: Finding and developing topicsSeminar 8: Literature reviews: Literature synthesisSeminar 9: Literature reviews: Developing themesSeminar 10: Literature reviews: Structure and writingSeminar 11: Choosing your dissertation topic and methodSeminar 12: Developing as a critical thinker and critical writer This unit provides students with the opportunity to develop academic skills including: understanding and evaluating quality in academic research; identifying academic literature; synthesising, comparing, and contrasting academic literature; understanding different research methodologies and their use in educational research.The unit also provides students with the opportunity to develop professional skills valuable in enhancing their employability, including: information handling; critical reading and critical thinking skills; conceptual and analytical skills; critical, evidence-based writing skills; group working skills. <ul> <li> Demonstrate an understanding of literature sources and issues related to data retrieval and use.</li> <li> Have an enhanced appreciation of critical reading.</li> <li> Structure the writing and presentation of a small scale literature review.</li> </ul> <ul> <li> Critique research accounts;</li> <li> Understand key concepts of validity, reliability and trustworthiness in qualitative research.</li> <li> Process and present information in an appropriate format.</li> </ul> <ul> <li> Effectively contribute to debates about educational research in a range of different contexts and from different perspectives.</li> <li> Conduct a small scale literature review in a systematic manner</li> </ul> <ul> <li> Conceptual and analytical skills.</li> <li> Information handling.</li> <li> Group working.</li> </ul>  Each theme will be discussed through lectures and seminars. Students will be expected to complete up to hree hours of preparatory work before each face-to-face session (including readings) and up to an hour of follow-up work. Each week students should expect to spend 3 hours of independent study time on this module. Students will be placed in study groups to gain support in completing these tasks and will be expected to work collaboratively within these groups.Preparatory work is likely to include:<ul><li>Pre-recorded lectures or videos</li><li>Interactive tutorials</li><li>Readings</li><li>Short writings based on in class work</li></ul>This course is aligned with the weekly PGT Study Skills workshops. It is expected that students will use these workshops as an opportunity to apply and develop the knowledge and skills introduced in this module, as appropriate to their needs. 2 Written assignment (inc essay) 75% 9 Set exercise 25% 15 working days after submission, via TurnItIn  N Apple, M. W., Au, W., & Gandin, L. A. (Eds.). (2011). The Routledge international handbook of critical education. Taylor & Francis.Braun, V. and Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. London, United Kingdom: SAGE.Bryman, A. (2015). Social research methods. Oxford, United Kingdom: Oxford University Press.Buckler, S. (2016). Your dissertation in education. London, United Kingdom: SAGE.Coe, R., Waring, M., Hedges, L. V., & Ashley, L. D. (Eds.). (2021). Research methods and methodologies in education. Sage.Cottrell, S. (2019). The study skills handbook. Bloomsbury Publishing.Galvan, J. L., and Galvan, M. C. (2017). Writing literature reviews: A guide for students of the social and behavioural sciences. Routledge.Godfrey, J. (2018). How to use your reading in your essays. London, United Kingdom: Palgrave Macmillan.Johnston, M. P. (2014). Secondary data analysis: A method of which the time has come. Qualitative and quantitative methods in libraries, 3(3), 619-626.McGinity, R., Heffernan, A., & Courtney, S. J. (2022). Mapping trends in educational-leadership research: A longitudinal examination of knowledge production, approaches and locations. Educational Management Administration & Leadership, 50(2), 217-232.Mittelmeier, J., Lomer, S., & Unkule, K. (Eds.). (2023). Research with international students: Critical conceptual and methodological considerations. Taylor & Francis.Roberts, J.Q. (2017). Essentials of essay writing: What markers look for. London, United Kingdom: Palgrave Macmillan.Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75.Suter, W. N. (2011). Introduction to educational research: A critical thinking approach. SAGE publications.Wallis, M. and Wray, A. (2006) Critical reading and writing for postgraduates. London: Sage.  Lectures 24 0 126