EDUC 2002 - Research as Teaching Practice

North Terrace Campus - Semester 1 - 2021

This course enables students to evaluate educational research methods. Students will examine a range of methodologies and analyse research studies that inform understandings about issues in curriculum and pedagogy and design an action research project to inform their own practice. The course also provides background skills, techniques and methods which support teacher's use of research by junior and senior secondary students in South Australian secondary schools. All Bachelor of Teaching (Middle) and Bachelor of Teaching (Secondary) students commencing from 2019 will participate in the School of Education's eLearning Program, that requires students to own an iPad with pencil and keyboard. The University of Adelaide will assist students with procurement upon enrolment.

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Course Details

Course Code	EDUC 2002
Course	Research as Teaching Practice
Coordinating Unit	School of Education
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Prerequisites	EDUC 1100, EDUC 2001
Assumed Knowledge	EDUC 1001
Restrictions	Available to Bachelor of Teaching, Bachelor of Teaching (Middle) and Bachelor of Teaching (Secondary) students only
Assessment	Professional Experience (School Placement) Hurdle Requirement, Online double entry journal 20%, Participation 10%, Evaluation of research study 30% and Take home examination: Action research design 40%

Course Staff

Course Coordinator: Dr John Willison

Location: Room 8.08
Level 8
School of Education,
Faculty of the Professions
10 Pulteney Street, Adelaide, 5005
Email: john.willison@adelaide.edu.au
Phone: 83133219

Course Timetable

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

Course Learning Outcomes

On successful completion of this course students will be able to:		APST (Graduate)
1	Identify the major research methodologies used in educational investigations	1.1, 2.1, 2.2, 3.6, 5.4, 5.5
2	Describe the main differences between quantitative and qualitative research	1.1, 3.6, 5.4, 5.5
3	List the specific types of research that fall into the broad categories of quantitative and qualitative research	1.1, 3.6, 5.4, 5.5
4	Give examples of research problems that might be investigated by either approaches	1.1, 3.6, 5.4, 5.5
5	List the steps involved in the research process	1.1, 3.6, 5.4, 5.5
6	Engage in reflective and self-directed practice as stated in APST Standard 6: Engage in Professional Learning	1.1, 3.6, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4
7	Evaluate educational research on various dimensions	1.1, 3.6, 5.4, 5.5
8	Plan and conduct small scale educational research	1.1, 5.4, 5.5
9	Plan how to facilitate the Personal Research Project in South Australian High Schools	1.1, 2.1, 2.2
10	Explore the importance of undertaking research, as teachers, to inform practice, for continual professional learning and development and for improvement of student learning	6.1, 6.2, 6.3, 6.4

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)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 4
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	2, 5
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	3, 8, 9
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	3, 6
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1, 5
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1, 3, 5

Learning Resources

Required Resources

Kervin, L., Vialle, W., Herrington, J., & Okely, T. (2016). Research for educators (2nd Edition). Cengage Learning Australia,Melbourne.

Available online through the University library.

Recommended Resources

Available online
Feldman, A., Altrichter, H., Posch, P., Somekh, B., (2018). Teachers investigate their work: An introduction to Action Research. Routledge. (through library)

Grellier, J. & Goerke, V (2018). Communicatons toolkit (4th Edition). Cengage Learning Australia, South Melbourne, Victoria. Text Book. Communicatons toolkit (4th Edition). (through library)

Kervin, L. et al (2016). Research for Educators. Cengage Learning Australia, South Melbourne, Victoria. (through library)

Willison, J. (2020). The Models of Engaged Learning and Teaching: Connecting Sophisticated Thinking from Early Childhood to PhD. Springer. https://link.springer.com/book/10.1007%2F978-981-15-2683-1

Hard Copy
Ary, D., Jacobs, L., Sorensen, C. (2010). Introduction to Research in Education. Wadsworth Cengage. (3 hour loan, Barr Smith Library).

Online Learning

Students will be expected to participate in online activities on a weekly basis in preparation for weekly tutorials.
Learning & Teaching Activities

Learning & Teaching Modes

No information currently available.

Workload

No information currently available.

Learning Activities Summary

No information currently available.

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 Summary

No information currently available.

Assessment Detail

No information currently available.

Submission

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 (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.

As a result of SELTs feedback and other feedback provided by students the following changes have been made:

1. More convenient class times for students and different location of tutorials

2. Shorter lectures

3. Continuing emphasis on the relation between research and teacher's work
4. Modification to assessments
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator