Postgraduate Course: The Nature of Enquiry (EdD) (REDU12002)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 12 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The aim of this course is to introduce philosophical and epistemological perspectives that inform the aims and practices of social and educational research. Discussion of the main debates between the various schools or paradigms will lead to a consideration of the arguments and assumptions which each makes about the social world. The course will focus on issues of methodology (i.e., the principles of research) rather than on providing training in the use of specific research methods, but these will then be linked with the discussions in other courses on the actual practice of research. It is also important that a course of this nature should address the values and ethical problems inherent in social and educational research and this course introduces them. |
| Course description |
Not entered
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| 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) |
Please contact the School directly for a breakdown of Learning and Teaching Activities |
| Assessment (Further Info) |
Please contact the School directly for a breakdown of Assessment Methods
|
| Additional Information (Assessment) |
Students should submit and assignment of 4,000 to 5,000 words that explores the nature, the context and the goals of social enquiry. The assignment should be illustrated with references to their own area of research interest and/or professional expertise.
The assignment might be tackled in a variety of ways. For example, it might involve a detailed discussion of the influence of a particular paradigm on research in their area, or it might take the form of an argument for more diversity, e.g. an argument (eg. an argument concerning the need to move away from a positivist perception of enquiry to a more interpretivist model). It should not be merely a descriptive account of the main features of positivist, structuralist and/or intrepretivist approaches to social enquiry. |
| Feedback |
Not entered |
| No Exam Information |
|
| Academic year 2017/18, Not available to visiting students (SS2)
|
Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Please contact the School directly for a breakdown of Learning and Teaching Activities |
| Assessment (Further Info) |
Please contact the School directly for a breakdown of Assessment Methods
|
| Additional Information (Assessment) |
Students should submit and assignment of 4,000 to 5,000 words that explores the nature, the context and the goals of social enquiry. The assignment should be illustrated with references to their own area of research interest and/or professional expertise.
The assignment might be tackled in a variety of ways. For example, it might involve a detailed discussion of the influence of a particular paradigm on research in their area, or it might take the form of an argument for more diversity, e.g. an argument (eg. an argument concerning the need to move away from a positivist perception of enquiry to a more interpretivist model). It should not be merely a descriptive account of the main features of positivist, structuralist and/or intrepretivist approaches to social enquiry. |
| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
By the end of the course students should be able to:
identify the main traditions/paradigms of social and education research
analyse the ways in which the different methodological positions affect research questions, research design and the choice of data collection instruments and analysis techniques
discuss the contribution of systematic enquiry to understanding social and educational issues and developing public policies to address these issues
demonstrate an awareness of the values and ethical debates inherent in social and educational research
|
Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Prof Morwenna Griffiths
Tel: (0131 6)51 6104
Email: morwenna.griffiths@ed.ac.uk |
Course secretary | Ms Lorraine Denholm
Tel: (0131 6)51 6433
Email: lorraine.denholm@ed.ac.uk |
|
|
University Homepage