Session one Research Skills and Research in a Professional Context
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This document provides an overview and guidance for two modules on educational research. It outlines the aims of the modules to extend students' knowledge of research strategies and techniques, develop critical analysis skills, and understand ethical issues. Students will gain practical research skills and learn to critically review other researchers' work. The document provides guidance on assignments, including section lengths and requirements. It defines educational research as the systematic and ethical process of answering education-related questions through collecting and analyzing relevant data to develop new understandings. Educational research is described as both scientific in seeking new knowledge and political in aiming to create change.
![References
• Coe, R., 2017. The nature of educational research. In: R. Coe, M.
Waring, L.V. Hedges, and J. Arthur, ed. Research methods and
methodologies in education. London: Sage, 2017, pp. 5-14
• Sharp, J., 2012. Success with Your Education Research Project
[eBook]. 2nd ed. London: Sage. Available via:
http://site.ebrary.com/lib/nottinghamtrent/detail.action?docID=110
50433 [Accessed 5 October 2017].](https://image.slidesharecdn.com/sessiononersandripc-171005153053/85/Session-one-Research-Skills-and-Research-in-a-Professional-Context-16-320.jpg)
Session one Research Skills and Research in a Professional Context
- 1. Nottingham Trent University Institute of Education Session One: Module Introduction
- 2. Aims of Session Module Overview: • Introduction to NOW • Assignment Requirements • Research Area • What is Educational Research
- 3. Aims of Research in a Professional Context RiPC (20 credits) This module will: • extend your knowledge and critical understanding of research and of research strategies, methods and techniques; • enable you to extend your competence in reading critically and appraising published research; • prepare you to complete a dissertation; • help you to develop a critical appreciation of the ethical and professional issues which attend investigation in professional contexts
- 4. Aims of the Research Skills (30 credits) This module will equip you with two sets of skills. One consists of the practical skills needed to carry out research, and includes an understanding of the specialised vocabulary of research, as well as applied knowledge and understanding of the following. By studying this module you will: • extend your knowledge and critical understanding of research and of research strategies, methods and techniques; • enable you to extend your competence in reading critically and appraising published research; • enable you to gain a confident grasp of methodological and epistemological issues; • enable you to undertake relevant and focused research at postgraduate level • enable you to develop a critical appreciation of the ethical and professional issues which attend investigation in professional contexts • The second set of skills are about critical analysis and synthesis of research carried out by others.
- 5. Assignment guidance • Assessment: Research in a Professional Context RiPC (20 credits) • A written assignment of 4,000 words which takes the form of a proposal and plan for your Dissertation, including references to relevant literature. • Assessment: Research Skills (30 credits) • Written assignment 5,000 words or equivalent which takes the form of a focused piece of research into a professionally relevant issue and includes a rationale and evaluation of methods used to collect, select and present data.
- 6. Assignment guidance • This guidance is provided to support you in producing your assignment. The word counts given are not prescriptive, but give you an idea of the relative significance of each of the sections. You are expected to use reference material and to make sure your work is referenced accurately. Further guidance on referencing can be found on NOW and from the library staff.
- 7. Assignment guidance Section 20 Credit Module 4000 words 30 Credit Module 5000 words Introduction 600 500 Literature Review 1600 1500 Methodology 1400 1250 Findings and Analysis of Findings 0 1000 Conclusion 400 750
- 8. Assignment guidance • Introduction – All work should begin with some sort of introduction. It maps out the scope of your work. Say what your research question is, why you are interested, what you hope your research will add to your and others’ understanding. You need to say enough so your reader knows what they are going to read about. • Literature Review – This is the largest section of your work. This is important as it demonstrates you know what already exists in the field. Your literature review must be linked to your research area.
- 9. Assignment guidance • Methodology – This is the next largest section of your work. You need to explain where your methodology is located – is it in the positivist paradigm or the interpretivist paradigm? Or a mixture? Why does your research question fit this paradigm? What will you actually do to explore your question? What research tools will you use? • Findings and Analysis of Findings – (not required for 20 credits) In this section you state what you found and your interpretation of these findings. It may include tables and charts, or direct quotes, but should only include data where this aids understanding. A pie- chart showing 100% is meaningless. Aim to link this section back to the literature. • Conclusions - Summarise the main features of your work and state what will be different as a result of your work. Develop a critical approach to your research design.
- 10. Assignment handing in date • Assessment submission date: Friday 5th January 2018 by 2 p.m. • All assignments must be submitted through the Dropbox in the learning room
- 11. Grading Distinction • This represents excellent work Commendation • This represents good work Clear Pass • This represents sufficient work Fail • This represents insufficient work (If you fail you will be offered a referral, this is generally capped at a low pass) (Assignments are generally returned within three weeks)
- 12. Discussion Points •What is Educational Research? •How relevant is educational research to teachers/lecturers? •What makes it unique or distinguishable from other forms of research? •Why should we engage in educational research? •What is the function of educational research?
- 13. An Education Research Definition…. Educational research involves the rigorous and ethically appropriate process of arriving at dependable answers to questions and solutions to problems of an education nature through the systematic collection and critical analysis, interpretation and presentation of relevant data and other forms of information. (Sharp 2012, p.3)
- 14. Nature of Education Research • Scientific: – Aims to understand the world, ‘a search for new knowledge’. • Political: – Aims to change the world. • Therapeutic: – Aims to help individuals (usually participants) • Aesthetic: – Attempts to ‘communicate something unsayable’ (Saunders in Coe 2017, p.9) (Based on Coe (2017), p.9)
- 15. Considered •Introduction to Module •Module Assignment •What is Educational Research
- 16. References • Coe, R., 2017. The nature of educational research. In: R. Coe, M. Waring, L.V. Hedges, and J. Arthur, ed. Research methods and methodologies in education. London: Sage, 2017, pp. 5-14 • Sharp, J., 2012. Success with Your Education Research Project [eBook]. 2nd ed. London: Sage. Available via: http://site.ebrary.com/lib/nottinghamtrent/detail.action?docID=110 50433 [Accessed 5 October 2017].