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DRPS : Course Catalogue : Moray House School of Education : Education

Undergraduate Course: Education 4: Professional Research in Education (EDUA10103)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 10 (Year 4 Undergraduate) AvailabilityNot available to visiting students
SCQF Credits40 ECTS Credits20
SummaryEducation 4 offers students the opportunity to engage in an intensive study of the relationship between research and professional practice. The course builds on the work undertaken in Education 1A, 1B, 2 and 3 and encourages students to reflect on the knowledge and insights gained during their studies. From Year One of the programme, students will have been encouraged to develop a research disposition and they will have engaged in various small-scale research activities. Education 4 gives students the opportunity to extend their research capabilities. Under the supervision of School staff students plan, implement and present the outcomes of an empirical research study carried out in the professional context of the placement school. There is systematic study of the principal social science research methods, and School staff draw on their own research expertise to support students in developing a critical awareness of a range of approaches to research. This consolidation and development of students' research experiences aims to support them in the development of a researcherly orientation towards their professional practice as teachers: through undertaking their own piece of small-scale research they become more informed and analytical readers of research, and develop the skills, knowledge and confidence to undertake further research during their teaching careers.
Course description Education 4 provides a 'taught component' in semester one and one-to-one supervision throughout both semesters. During semester one, there is a structured programme of lectures and workshops on various aspects of conducting a small-scale research project including:

Selecting and refining a research topic
Reviewing the literature
Generating significant and researchable questions
Research design
Social science research methods (observations, interviews, questionnaires, documentary analysis, descriptive statistics)
The relationship between research, policy and practice

During one-to-one supervision students have the opportunity to discuss both substantive and methodological issues relating to their own research with their supervisors.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Students MUST have passed: Education 1A: Lifespan Development, Socialisation and Learning (EDUA08052) AND Education 1B: Teaching, Learning and the Social Context of Education (EDUA08053) AND Education 2: Philosophical and Sociological Perspectives on Curriculum, Assessment, Pedagogy and Social Justice (EDUA08051) AND Education 3: Equity, Inclusion and Diversity - what does this mean for teaching and learning? (EDUA10101)
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2017/18, Not available to visiting students (SS1) Quota:  None
Course Start Full Year
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 400 ( Lecture Hours 10, Dissertation/Project Supervision Hours 2, Supervised Practical/Workshop/Studio Hours 20, Programme Level Learning and Teaching Hours 8, Directed Learning and Independent Learning Hours 360 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) 1. Formative assessment: Research proposal (500-1000 words), submitted at the end of Semester 1.

2. Summative assessment: Dissertation (7000 words)
Feedback 1) During the core workshops in weeks 1-4, students have the opportunity to discuss their developing research intentions in workshops where they receive feedback from the tutor and from peers, and give feedback to others. Students are given guidance on how to prepare appropriately to make the most of these opportunities.

2) During the final workshop in week 10 students communicate their research intentions via a poster presentation. In workshop groups they give written feedback to each other, and each individual student receives peer and tutor feedback and the opportunity to ask questions for clarification and further support.

3) Research supervsion is a key formative assessment opportunity. There is normally a face-to-face meeting at the beginning of the process, with further email contact and face-to-face meetings by negotiation up to a week before the dissertation submission date.

4) Students have access via the course Learn site to a small number of annotated examples of previous years' research proposals and dissertations. Students are given guidance on how to use these examples analytically, using the commentary provided to help understand what markers are looking for in a successful piece of research and dissertation.

5) Students submit a formal research proposal at the end of semester one. Prior to its submission, supervisors provide guidance and feedback on drafts of this proposal which is submitted via Learn. Exceptionally, students may be given further feedback after the research proposal has been submitted, and/or asked to resubmit the proposal prior to the start of placement.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. identify significant and researchable questions arising from professional concerns
  2. design, justify and implement a small-scale piece of research involving empirical work in a school setting
  3. analyse data and draw out findings of significance to their professional practice and to the teaching profession
  4. communicate their research intentions, design and findings in clear, accurate and scholarly English
Reading List
Babione, C. (2015) Practitioner Teacher Inquiry and Research. London, Wiley and Sons.

Cohen, L., Manion, L. & Morrison, K. (2011) Research Methods in Education. 7th edition. London, Routledge.

Punch, K. (2014) Introduction to Education Research methods. 2nd edition. London, Sage.

Thomas, G. (2013) How To Do Your Research Project: a guide for students in education and applied social sciences. 2nd edition. London, Sage.
Additional Information
Graduate Attributes and Skills A critical understanding of social science research methods used in applied education research
Application of selected advanced social science research skills in the context of a small-scale research project
Critical synthesis of ideas and concepts in a selected topic area
Presentation of research findings clearly and succinctly, using numerical and lexical data as apropriate
Planning and implementation of an independent research project with the guidance of a supervisor
Additional Class Delivery Information 9 x 1-hour lectures
10 x 2-hour workshops
4 hours of individual supervision
Keywordseducation research
Course organiserDr Shereen Benjamin
Tel: (0131 6)51 6147
Course secretaryMiss Deirdre Houston
Tel: (0131 6)51 6381
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