EDUC 7001NA - Educational Inquiry
Ngee Ann-Adelaide Education Centre - Quadmester 2 - 2015
General Course Information
Course Code EDUC 7001NA Course Educational Inquiry Coordinating Unit School of Education Term Quadmester 2 Level Postgraduate Coursework Location/s Ngee Ann-Adelaide Education Centre Units 3 Available for Study Abroad and Exchange N Restrictions M Ed students only - Singapore Course Description This course provides an introduction to educational inquiry and research, and to issues involved in interpreting the findings of inquiry to enable students to become critical consumers of educational research for enhancing professional practice. The role of literature in educational inquiry is examined, and techniques and strategies for critiquing literature are developed. The modules in the course provide a grounding in key concepts, and qualitative and quantitative research designs to develop understanding and skills in particular methods of data collection and analysis. The modules of study include epistemology in the social sciences, the philosophical foundations of modern research strategies, the general classes of research investigations in education, and will help students to develop their skills to better support them in reading and understanding research projects. This course is an initial preparation for writing project work, thesis and dissertation in education.
Course Coordinator: Dr Michelle Picard
Course Coordinator: Dr Michelle Picard
Phone: (+61) (0)8 8313 3957
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1. Develop students’ understanding of the nature and process of social research
2. Develop students’ ability to select a research project topic, plan a research project, develop researchable questions and communicate these issues clearly in oral and written form
3. Develop students’ understanding of the relationship of theory, knowledge and practice as it applied to contemporary research in education and their ability to explain these relationships in oral and written form
4. Develop students’ ability to critically review and evaluate educational literature and identify areas for future research
5. Develop students’ ability to evaluate and select a research design and data collection and evaluation instruments (both qualitative and quantitative) in harmony with a chosen paradigm
6. Develop students’ ability to evaluate research according to standards of validity, reliability and ethics
7. Develop students’ ability to write, present and defend a research proposal for a well-designed research project
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,3,4,5,6,7 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 6,7 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,6 Skills of a high order in interpersonal understanding, teamwork and communication. 4,7 A proficiency in the appropriate use of contemporary technologies. 1,4,5,6,7 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 4,5,6,7 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 6 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 6
1. Cohen, Manion and Morrison (2011) Research Methods in Education 7th Edition, Routledge: UK.
2. Bryman, A. (2008) Social Research Methods 4th Edition, Oxford University Press, UK.
3. Terreblanche, Durrheim and Painter (2007) Research in Practice: Applied Methods for the Social Sciences 2nd Edition, University of Cape Town Press, South Africa.
4. Additional course-related material and examples of research articles are available on MyUni.
Additional course-related material is available through MyUni.
Learning & Teaching Activities
Learning & Teaching ModesThe course is built around a series of workshops covering the fundamental research design and communication of design issues.
Related assignments are designed to consolidate the learning of key principles and development of research design and communication skills.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
5 Days intensive face-to-face course (7.5 hours per day approx) = 37.5 hours
Online reflections and interactions with lecturers and classmates = 24 hours
Intensive reading and preparation for 1st session and research seminar presentation = 48 hours
Research Proposal = 46.5 hours
Total = 156hrs
Learning Activities SummaryDay 1:
- The nature and processes of research
- Topic selection and developing research questions
- The relationship of theory, knowledge and practice
- Research paradigms
- Reviewing literature
- Introducing research (issue, research, gap focus)
- Presentation of introduction slides
- Causality in Educational Research
- Validity and Reliaiblity (Quantitative and Qualitative Research)
- Inductive and deductive reasoning
- Grounded theory (an extreme inductive methodology)
- Surveys and questionnaires (as extreme deductive methodologies)
- Selecting paradigms appropriate to the research problem
- Methodologies and their definition
- Communicating research
- Researching research methodologies
- Action research and participative action research
- Observation (checklists and semi-structured)
- Historical and documentary research
- Critical Discourse Analysis
- Interviews and focus groups
- The purpose of ethics and codes
- Ethics in Educational research scenarios
- The Australian Code for the Responsible Conduct of Research
- Research articles evaluation
- Criteria for evaluating a seminar presentation
- Sample seminars and evaluation
- 20 questions on research design
- Seminar presentations
- Providing peer feedback
- Criteria for evaluating research proposals
- Evaluation of sample proposals
Specific Course RequirementsFull attendance is a requirement of the course unless valid medical certification can be provided.
Small Group Discovery ExperienceSmall Group Discovery Experience is not explicitly part of this course, however, all activities
involve research and work in small groups guided by a senior academic.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryThe assessment focuses around the development of a research proposal and the justification of all the design elements in the proposal.
Assessment Related RequirementsAll assessment items are required for formative development. However the Research Proposal is a hurdle requirement and must be completed and passed for the student to pass the course.
Assessment DetailThe following assessment items must be completed:
1. Formative oral presentation (5 Powerpoint slides)
Oral presentation of an introduction to a research issue, related literature, gaps and resulting research question(s) Completed on Day 2 of intensive course. 5% of final grade. This is both formative & summative assessment (Objectives 1,5 & 7 (partly))
2. Reflective blog entries. Posts should total 3000 words.
Students should complete 5 blog posts and/or responses on issues related to research paradigms, design, data collection and analysis, reliability and validity and ethical issues. One blog entry should be completed before after each of the intensive days of the Program. 4% is awarded per blog entry = 20% This assessment is both formative and summative (Objectives 1-6)
3. Summative seminar presentation (15 Powerpoint slides)
Oral presentation of your full research proposal. This is a summative assessment (Objectives 1,5 & 7). This assessment item constitutes 20% of the grade. This will be completed on Day 5 of the intensive.
4. The Research Proposal is 4000 words approximately. The research proposal includes:
1. Introduction to issue and context
2. Critical review of the literature
3. Gaps in the literature and potential for future research
4. Research Question(s)
5. Theoretical framework & methods
It must be completed on or before the 8th of July 2015. The research proposal comprises 60% of the grade. This assessment item is predominantly summative (Objective 7).
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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