Module overview
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Produce and present a carefully argued dissertation
- Choose and evaluate a feasible independent research design, project plan and structure
- Acquire appropriate Ethical and Research Governance approvals
- Devise appropriate research methods to undertake a research project
- Make your own contribution to educational understanding by presenting a coherent, detailed and sustained argument at length on an educational topic;
- Develop advanced practical and analytical skills in a range of quantitative and/or qualitative research methods as an academic researcher and writer on educational and social matters
- Analyse and synthesise research findings
- Know the research process and understand methods of data collection and analysis and apply them in a self-reliant manner
- Devise appropriate research questions
- Critically evaluate an appropriate range of relevant primary source materials and arguments reflected in other sources and propose a relevant area of investigation
- Have a detailed knowledge and understanding of your chosen dissertation project, its potential impact on practice and the range of relevant scholarly literature and source materials
- Refine and practice a range of skills which would be useful to you in further study or a professional/work based context
- Demonstrate an understanding of data collection and analysis methods
- Develop your own ideas and organise a project independently but with supportive guidance
- Understand the approaches by which research and critical awareness of debates in education can be utilised to construct a scholarly argument
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Independent Study | 600 |
| Total study time | 600 |
Resources & Reading list
Textbooks
Rubin, I., & Rubin, H. (2005). Qualitative Interviewing: The Art of Hearing Data. London: Sage.
Punch, K. (2009). Introduction to Research methods in Education. London: Sage.
Oppenheim, A. (2000). Questionnaire Design. London, UK: Continuum.
Bell, J. (2005). Doing your research project: a guide for first-time researchers in education, health and social science. Maidenhead: Open University Press.
Fink, A. (1998). Conducting Research Literature Reviews. Thousand Oaks: Sage.
Patton, M. (2002). Qualitative Research and Evaluation Methods. California: Sage.
McNiff, J., & Whitehead, J. (2002). Action Research: Principles and Practice. London: Routledge.
Fink, A. (2009). How to conduct Surveys: A Step by Step Guide. London: Sage.
Hopkins, D. (2002). A Teacher's Guide to Classroom Research.. Buckingham: Open University.
Kvale, S. (2008). Interviews: Learning the Craft of Qualitative Research Interviewing. London: Sage.
Creswell, J. (2002). Research Design: Qualitative and Quantitative Approaches .. Thousand Oaks: Sage.
Guba, E., & Lincoln, Y. (1998). Competing paradigms in Qualitative research . In Denzin, N. & Lincoln, Y. (eds). The Landscape of Qualitative Research: Theories and Issues. Thousand Oaks: Sage.
Lichtman, M. (2010). Qualitative Research in Education- A User's Guide. London: Sage.
Krippendorff, K. (2004). Content Analysis: An Introduction to its Methodology .. London: Sage.
Muijs, D. (2004/8). Doing Quantitative Research in Education with SPSS. London: Sage.
Neuendorf, K. (2002). The Content Analysis Guidebook. Thousand Oaks: Sage.
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Coursework assignment(s) | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|
Repeat Information
Repeat type: Internal & External