EDUC 7020NA - Qualitative Approaches to Educational Research

Ngee Ann Academy - Quadmester 4 - 2015

This course provides students with an introduction to a range of qualitative research methods. In addition to considering the design of research tools, issues of data analysis and presentation are also touched upon. Additionally it provides a philosophical background whilst addressing issues such as validity, quality, sampling and ethics.

  • General Course Information
    Course Details
    Course Code EDUC 7020NA
    Course Qualitative Approaches to Educational Research
    Coordinating Unit School of Education
    Term Quadmester 4
    Level Postgraduate Coursework
    Location/s Ngee Ann Academy
    Units 3
    Available for Study Abroad and Exchange N
    Restrictions M Ed students only - Singapore
    Course Description This course provides students with an introduction to a range of qualitative research methods. In addition to considering the design of research tools, issues of data analysis and presentation are also touched upon. Additionally it provides a philosophical background whilst addressing issues such as validity, quality, sampling and ethics.
    Course Staff

    Course Coordinator: Dr Julie Matthews

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    Upon successful completion of this course students will have:
    1) Knowledge and understanding of qualitative approaches to research.

    2) An understanding of the relationship between qualitative research, methodology. methods and theory.

    3) Understanding of qualitative research processes including issues of of validity and reliablity.

    4) A critical understanding of the benefits and challenges of qualitative research.
    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. 1,2,3,4
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,4
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,4
  • Learning Resources
    Recommended Resources
    Bogdan, R. & Bilken, S. (2003) Qualitative Research For Education, An Introduction to Theories and Methods. Boston/Sydney: Allyn & Bacon.

    Burns, R. (2000) Introduction to Research Methods. Melbourne: Longman.

    Bryman, A. (2012) Social Research Methods. Oxford: Oxford University Press.

    Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. London: Routledge.

    Clifford, J. and Marcus, G. (1987) Writing Culture. Berkeley, University of California Press.

    Burke Johnson, R. and Christensen, L. (2011) Educational Research. Quantitative, Qualitative and Mixed Approaches. Boston: Pearson.

    Burton, D. (Ed.) Research training For Social Scientists. London: Sage.

    Cohen, L., Manion, L. and Morrison, K., (2011) Research Methods in Education. London: Routledge.

    Creswell, J. W., (2008) Research design: Qualitative, quantitative, and mixed method approaches. Thousand Oaks, CA: Sage Publications.

    Crotty, M., (1998) The Foundations of Social Research: Meaning and Perspective in the Research Process. London: SAGE Publications.

    Denzin N. & Lincoln Y. (Eds.) (2012) Handbook of Qualitative Research. London: Sage Publication Inc.

    Glesne, C., (2010) Becoming Qualitative Researchers: An Introduction. Boston: Pearson.

    Grbich, C. (2007) Qualitative Data Analysis. London: sage.

    Hammersley, M (1997) Reading Ethnographic Research. London: Longman.

    Hammersley, M and Atkinson, P. (2009) Ethnography: Principles and Practice. London: Routledge.

    Kvale, S. And Brinkmann, S. (2009) Interviews: Learning the craft of qualitative research interviewing. London: Sage.

    May, T. (2011) Social Research: Issues, Methods and Processes. Milton Keynes: Open University Press.

    Patton, M, (2002) Qualitative Research & Evaluation Methods. Thousand Oaks, CA: Sage.

    Payne, G and Payne, J. (2004) Key Concepts in Social Research. London: Sage.

    Rose, G. (2012) Visual Methodologies. London: Sage.

    Shank, G., (2005) Qualitative Research: A Personal Skills Approach. Pearson Merrill Prentice Hall: Upper Saddle River, NJ.

    Strauss, A. and Corbin, J. (1998) Basics of Qualitative Research. London: Sage.

    Weinberg, D. (ed) (2002) Qualitative Research Methods. Oxford: Blackwell.
    In addition there are various journals dedicated to qualitative research, which can be accessed via the university website. Most notably these include:


    Qualitative Research

    Qualitative Inquiry
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is offered in two intensive blocks. A typical intensive teaching block is as follows:

    Friday: 7.00 p.m. - 10.00 p.m.
    Saturday: 1.00 p.m. - 8.00 p.m.
    Sunday: 9.00 a.m. - 4.00 p.m.


    No information currently available.

    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Identify one educational problem and discuss whether the problem would be better investigated using an interpretative approach or a critical approach. Include the following in your discussion:
    a) a clear description or account of the educational problem;
    b) an account of the differences between interpretative and critical approaches;
    c)  an evaluation of the benefits and limitations of each approach in relation to the educational problem you have identified..
    Length: approximately 3,000 words
    Weighting: 60%

    Seminar paper:
    Lead a seminar discussion about one method, methodlogy or theoretical perspective. The discussion will include a 15 minute presentation detailing the advantages and disadvantages of the method, methodological or theoretical perspective and a 15 minuite workshop or discussion activity.
    A written seminar paper based on the presentation will be handed in for assessment.
    Length: aproximately 2,000 words
    Weighting: 40%
    Assessment Detail

    No information currently available.


    No information currently available.

    Course Grading

    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.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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