EDUC 7054 - Research Design

North Terrace Campus - Summer - 2019

This course provides an introduction to all elements of designing a research project from developing a researchable question to ethical issues. It supports students in becoming critical consumers of research and provides strategies for searching for and critiquing literature. It also provides guidance on writing a research proposal.

  • General Course Information
    Course Details
    Course Code EDUC 7054
    Course Research Design
    Coordinating Unit School of Education
    Term Summer
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange Y
    Incompatible EDUC 7001
    Course Description This course provides an introduction to all elements of designing a research project from developing a researchable question to ethical issues. It supports students in becoming critical consumers of research and provides strategies for searching for and critiquing literature. It also provides guidance on writing a research proposal.
    Course Staff

    Course Coordinator: Associate Professor Edward Palmer

    Lecturer

    Associate Professor Julie Matthews
    Email: julie.matthews@adelaide.edu.au
    Telephone: (08) 8313 1561
    LocationFloor/Room
    Level 8 Office 15
    Nexus 10 Tower
    North Terrace




    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to: APST (Graduate)*
    1 Evaluate and synthesize research materials to identify relevant areas for research 6.4, 7.4
    2 Convey research goals clearly in a variety of formats 6.4
    3 Interact and network effectively with peers in a team environment 6.3
    4 Demonstrate an understanding of ethical research considerations 7.1
    5 Demonstrate an understanding of quantitative and qualitative research methodologies 6.4
    *Australian Professional Standards for Teachers (Graduate Level). Relevant only to Initial Teacher Education program students
    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)
    4,5
    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
    1
    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
    2,3
    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
    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
    4
    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
    3
  • Learning Resources
    Required Resources
    The required reading for this course is:

    Research Design: Qualitative, Quantitative and Mixed Methods Approaches, 5th Edition (2018) by Joan W. Creswell and J David Creswell.

    Hard copies are available in the library and there is a copy in Reserve.

    The companion website to the text is available at https://edge.sagepub.com/creswellrd5e and provides free access a range of valuable resources.
    Recommended Resources
    This text is highly recommended 

    • Cohen, Manion & Morrison (2011), Research Methods in Education, 7th Edition, Routledge.
    Additional resources are also available at the website for this book: http://cw.routledge.com/textbooks/cohen7e/
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This is an intensive Summer Semester course taught over two weeks. The full timetable of all activities for this course can be accessed from Course Planner.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    This is an intensive Summer Semester course taught over two weeks. The full timetable of all activities for this course can be accessed from Course Planner.

    Contact hours for the course is:
    Week 1 Lectures: 2 x 2 hours 4 hours
    Seminars: 2 x 6 hours 12 hours
    Week 2 Lectures: 2 x 2 hours 4 hours
    Seminars: 2 x 6 hours 12 hours
    TOTAL 36 HOURS
    Please note: There is corresponding additional workload outside of class time
    Learning Activities Summary
    Day Topic Learning Outcomes APST (Graduate)*
    1 The Nature of Research 1 6.4, 7.4
    1 Research in Groups 1,2,3 6.3, 6.4, 7.4
    1 Research Questions and Hypotheses 1,2 6.3, 6.4, 7.4
    2 Literature Reviews 1 6.4
    2 Research Methods and Ethics 1,4 7.1
    2/3 Quantitative Approaches to Research 1,4,5 6.4, 7.1
    2/3 Qualitative Approaches to Research 1,4,5 6.4, 7.1
    3/4 Presentations 2,3 6.4
    3/4 Research Methods 3,4,5 6.4, 7.1
    4 Research Analysis 1 2,5 6.4
    4 Research Analysis 2 2,5 6.4
    4 Research Proposal Reviews 3 6.3
    *Australian Professional Standards for Teachers (Graduate Level). Relevant only to Initial Teacher Education program students
    Small Group Discovery Experience
    This class focusses entirely on research skills development. Students meet twice at least in small groups to receive individual and peer feedback on their research proposals. Numerous small group activities with the Senior research active academic are included throughout the course.
  • 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
    Assessment Task Task Type Weighting Learning Outcome APST (Graudate)*
    Research proposal Summative 50% 1, 2, 4 6.4, 7.1
    Group (oral) presentation Summative 30% 1, 2, 3, 4, 5 6.3, 6.4, 7.1
    Discussion forum and online quizzes Summative 20% 3, 4, 5 7.1, 7.4
    *Australian Professional Standards for Teachers (Graduate Level). Relevant only to Initial Teacher Education program students
    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.

  • Student Support
  • Policies & Guidelines
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