Undergraduate Course: Educational Studies 4: Independent Research Project in Education (EDUA10172)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | This 40-credit course further develops students' research skills by involving them in designing, implementing and writing up a small-scale piece of research. Lecture and workshop activities during semester one build upon the research input of the first three years. Whilst a primary focus in the taught part of the course is the development of skills, knowledge and habits that will enable students to complete a successful research project, this is situated within the wider aims of the ITE programmes of developing the capacity for critical engagement with research and developing an enquiring disposition. |
| Course description |
The bulk of the taught element of Educational Studies 4 takes place in semester one of 4th year. In the introductory phase, students engage with general principles of research design, building on what they have learnt in Educational Studies courses in years 1-3 (including ethical considerations in relation to research in educational settings, the identification of a worthwhile topic for study and the generation of appropriate research questions or hypotheses).
The middle phase consists of specialist input in a range of research methods. There is an element of student choice to reflect the different kinds of research that students may want to undertake: a route provided by colleagues in Sports Science supports those students who wish to study aspects of biomechanics, sports physiology and skill acquisition in relation to primary or secondary physical education; a route that includes techniques such as critical discourse analysis which supports those students who do not wish to undertake data collection in schools or other educational settings; and a general route consisting of a range of qualitative and quantitative methods supports students undertaking a variety of qualitative, quantitative and mixed-methods projects in primary and secondary schools. The teaching of research methods builds upon what students have already learned in years 1-3, enabling them to extend and deepen their knowledge, and apply it to their own research design.
The final (2-week) phase considers the 'bigger picture', inviting students to reflect upon the role of research in their own practice as early career teachers, and introducing them to the complexities of the relationship between research, educational practice, and education policy.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
| Not being delivered |
Learning Outcomes
By the end of the course, and at a level appropriate to a 4th year undergraduate, students will be able to:
* Generate worthwhile questions for systematic study arising from their own educational practice and their wider reading
* Demonstrate awareness of a range of approaches to research and of the need to select an appropriate approach for answering their research questions
* Access, select and critically review appropriate literature
* Analyse and discuss the theoretical basis and implications for policy and practice of a number of recent and relevant research studies in education
* Plan, implement and present the outcomes of a small-scale research project that meets accepted standards of ethical practice
* Identify professional level insights to problems and issues identified by their own research, demonstrating some originality and creativity
* Demonstrate understanding of the importance of educational research in the development of reflective practice in teaching and education policy-making
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Reading List
Baumfield, V., Hall, E. & Wall, K. (2012) Action Research in Education: learning through practitioner enquiry. London, Sage.
Cohen, L., Manion, L., and Morrison, K. (Eds.) (2011) Research Methods in Education (7th ed). London, Routledge.
Denzin, N. & Lincoln, Y. (2012) The Landscape of Qualitative Research (4th ed). London, Sage.
Grieg, A., Taylor, J. & MacKay, T. (2012) Doing Research with Children: a practical guide (3rd ed). London, Sage.
Hoy, W. K. (2009) Quantitative Research in Education: a primer. London, Sage.
Punch, K. (2009) Introduction to Research Methods in Education. London, Sage.
Thomas, G. (2009) How to do your Research Project: A Guide for Students in Education and Applied Social Sciences. London, Sage.
Thomas, J., Nelson, J. & Silverman, S. (2011) Research Methods in Physical Activity (6th ed). Illinois, Human Kinetics.
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | |
Course secretary | |
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