Undergraduate Course: An Introduction to Research in Community Settings (EDUA08065)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 8 (Year 2 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course will introduce students to the principles, traditions and approaches of social research. |
| Course description |
The content of this course will provide grounding in research methodology through an examination of investigative techniques applicable to the collection of data in diverse community education settings. It will enable students to explore the theoretical influences and identify practical strengths and weaknesses of established research approaches. The course will aim to develop understanding of the scope and purpose of professional practice in particular community settings.
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
|
| Academic year 2015/16, Not available to visiting students (SS1)
|
Quota: 20 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 22,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
174 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
0 %,
Practical Exam
100 %
|
| Additional Information (Assessment) |
The assessment is a presentation of a research proposal to a Panel. |
| Feedback |
Feedback is an integral part of this course and takes many forms. We encourage you to see learning and teaching as a partnership: we will do our best to give you helpful feedback on your work, and it is up to you to make the best use of the feedback you receive. If you find yourself unsure of how to make good use of feedback, please speak to the Course Organiser, You will also find a wealth of information on feedback, including information about what to expect and how to make use of it, on the University's Enhancing Feedback website, available at http://www.enhancingfeedback.ed.ac.uk/
Informal Feedback:
Informal, formative feedback takes place during lecture and tutorial discussions throughout the semester. Your tutor will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress. Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression.
Formal Feedback:
We will aim to release your provisional marks and feedback within four weeks from submission. If there is a delay for reasons that cannot be anticipated we will let you know as soon as possible, and will give you a revised date. All marks released prior to the meeting of the Board of Examiners in June are provisional and subject to ratification by the Board.
|
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Articulate basic principles and methods of, and approaches to, social research.
- Identify the relevance of social research in the professional field of community education.
- Demonstrate the ability to develop a community-based investigation.
- Critically analyse the context and purpose of community education practice through empirical data.
|
Reading List
On-line texts:
Visit the following site for a discussion on Action Research:- http://www.web.net/~robrien/papers/arfinal.html
Participatory Action Research Handbook
https://www.dur.ac.uk/resources/beacon/PARtooklit.pdf
Family Health International: Qualitative Research Methods: A Data Collector's Field Guide Participant Observation:
http://www.fhi360.org/NR/rdonlyres/ed2ruznpftevg34lxuftzjiho65asz7betpqigbbyorggs6tetjic367v44baysyomnbdjkdtbsium/participantobservation1.pdf
NW WEA Community Action Research: on IRCS Learn Page
UK Data Services (2014) Introduction to Qualitative Interviews
http://ukdataservice.ac.uk/teaching-resources/interview/qualitative.aspx.
Pant, M Participatory Research
http://www.unesco.org/education/aladin/paldin/pdf/course01/unit_08pdf.
Mind, M (2011) Participatory Data Analysis: a step too far? Qualitative Research. August 2011, Vol 11 No 4 349-363.
Policy Texts:
Community Learning and Development Standards Council - CLD competences:-
http://www.cldstandardscountil.org.uk/cld/202.html
Working and Learning Together to Build Stronger Communities - Scottish Executive Guidance for Community Learning and Development http://scotland.gov.uk/Publications/2004/02/18793/32157.
SCDCweb-site LEAPprocess http://leap.scdc.org.uk/
2February: Secondary
SCROL web-site http://www.scrol.gov.uk/scrol/common/home.jsp
Scottish Neighbourhood Statistics site at http://www.sns.gov.uk/default.aspx.
Printed texts:
Cohen, L., Manion, L and Morrison, K (2013) 'Observation' in Research Methods and Education. 5th Edition. London: Routledge-Falmer.
Henderson, P and Thomas, D N (2000) 'Entering the Neighbourhood' in Skills in Neighbourhood Work. 3rd Edition, Oxon: Routledge.
Hawtin, M., Hughes, G and Percy-Smith, J (1994) Community Profiling: auditing social needs. Buckingham: OU Press.
Bell, J (1993) Doing Your Research Project. Buckingham: OU Press. p91-121.
Hope, A and Timmel, S (1999) 'Chapter 3 Problem-Posing Materials' in Training for Transformation. 8th Edition. London: IT Publications.
Bell, J (1993) 'Chapter 12 - Writing the Report' in Doing Your Research Project, Buckingham: OU Press.
Further reading as outline in the Course Booklet
|
Additional Information
| Graduate Attributes and Skills |
Not entered |
| Additional Class Delivery Information |
Timetable is arranged annually. |
| Keywords | Not entered |
Contacts
| Course organiser | Mr Vernon Galloway
Tel: (0131 6)51 6640
Email: Vernon.Galloway@ed.ac.uk |
Course secretary | Mrs Lesley Spencer
Tel: (0131 6)51 6373
Email: Lesley.Spencer@ed.ac.uk |
|
© Copyright 2015 The University of Edinburgh - 18 January 2016 3:50 am
|
University Homepage