Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

It is important that educators be cognisant of current issues in design, methodology, method and analysis in research. Advances in educational research require increased understandings by practitioners and researchers of specific research methodologies and analytic techniques. In this unit, the dynamic interplay between educational theory and research will be emphasised with the intent of developing your skills and knowledge required by consumers and practitioners of educational research.

Aims

The aim of this unit is to develop your knowledge and skills necessary to utilise a range of methodologies, methods and techniques currently used in educational research.

Objectives

On completion of this unit you should be able to:

1. identify research evidence regarding problems and issues in professional practice; GC: B

2. articulate the assumptions underlying a selected research methodology, methods and techniques; GC: A, B

3. match the research question to appropriate data collection techniques; GC A, B

4. analyse and draw conclusions from data using appropriate methods and techniques; GC: A, B

5. engage practically with one or more research methods for data collection and analysis; A, B

6. apply features of academic writing in a research context to your own work. GC: C

Content

This unit will cover the following topics:

1. Issues associated with specific research methodology (e.g., comparative, correlational, grounded theory, ethnography, phenomenography, narration, action research, mixed methods);

2. Design issues associated with data collection (e.g. interview, focus groups, video, surveys, instruments);

3. Analysis and interpretation of data;

4. The use of information, communication and other appropriate technologies to support the research effort; and

5. An examination of the ethical considerations involved in undertaking and interpreting research.

Approaches to Teaching and Learning

This unit is offered in a flexible mode through utilisation of synchronous and asynchronous communication technologies. Content is packaged as learning objects capable of being accessed both on campus and off campus at times that suit the student. Combined on/off campus tutorials will be conducted using web-based communication technologies that support interactive transmission of audio and video. This will support the learning objects and provide one strategy to bring together off campus and on campus students to form learning communities. Other strategies will include block delivery sessions, the formation and support of study groups, consisting of a combination of on campus and off campus students, through the provision of on line discussion and chat areas. At all times a proactive effort will be made to diminish the distinction between on campus and off campus students

Assessment

Formative assessment

Formative assessment will be provided through feedback on initial assignment work and in electronic communication or in class as appropriate.

Summative assessment

Assessment takes the form of a written discourse. You will complete two assessment items addressing both theoretical and applied components of the objectives. Completion will be required at different points during the semester. Assessment items could include the following:

Assessment name: Planning a Project (research)
Description: Conceputalisation and design of a small empirical study.
You will design a small research study pertinent to your area of interest. The design will include a focussed research question, justification of the methodology, and description of the methods to implement the study including an analysis of ethical considerations.
Length: 3000 words (including references)
Relates to objectives: 1, 2, 3 & 4.
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Research Report
Description: You will undertake a small data collection and analysis exercise using an appropriate method based on the conceptualised study designed above. You will present a report of your findings as well as evaluate practical issues in the application of the method and in the analytic approach used.
Length: 2000 word equivalent
Relates to objectives: 3, 4, 5 & 6.
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Text

Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

References

Burns, R. B., (2000). Introduction to research methods. Melbourne: Longman Cheshire.

Gall, J. P., Gall, M. D., & Borg, W. R. (2005). Applying educational research: A practical guide (5th ed.). Boston: Pearson.

Glesne, C. (1999). Becoming qualitative researchers. New York: Longman.

Silverman, D. (2007). A Very Short, Fairly Interesting and Reasonably Cheap Book about Qualitative Research. London: Sage.

Further relevant readings will be supplied through the Course Materials Database

Risk assessment statement

There are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 03-Jul-2012