| CODE | EDU5901 | ||||||||||||
| TITLE | Perspectives on Educational Research | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | Not Applicable | ||||||||||||
| ECTS CREDITS | 10 | ||||||||||||
| DEPARTMENT | Faculty of Education | ||||||||||||
| DESCRIPTION | PART A: Quantitative Research Methods in Education This component will provide students with a conceptual and methodological understanding of quantitative research methods as applied in educational settings. The major research designs and data gathering tools will be considered in context-based situations. This will be accompanied by a deeper and wider exposure to statistical concepts and techniques. Emphasis will be placed on those skills that students need to be able identify the proper statistical techniques to analyse data (given their nature and qualities) using the SPSS, understand the SPSS output, and interpret the findings. PART B: Advanced Qualitative Research This section will engage in a study of the main traditions of qualitative research, their histories and philosophies, as well as their main strategies and techniques. The particular characteristics of each of these in relation to specific education research questions and theoretical frameworks will be addressed. Attention will be given to research design, to the identification of appropriate strategies for specific types of questions and fields, to the establishment of field roles and relationships, to ethical considerations and to analysis and representation of qualitative research data. PART C: The Politics and Ethics of Educational Research: Philosophical Perspectives This part of the study-unit is intended to bring philosophical perspectives to bear on key topics of educational research. It will focus on four such topics, namely research and knowledge production, the politics and the ethics of educational research, and the relationship between educational theory (the product of research) and practice. The first topic, on research and knowledge production, raises key epistemological issues about research such as those of the nature of knowledge itself, truth, objectivity, causality, evidence, and so on. Inquiry into the politics of research will follow as the second topic, raising issues of the relationship between knowledge and power in the human and social sciences. The third topic will go into questions about becoming a researcher and the ethical dimensions of educational research. The final topic will consider the relationship between theory and practice, particularly the concept of the teacher as researcher. Study-unit Aims: PART A: Quantitative Research Methods in Education • This component of the study-unit aims at enabling master students to understand those research concepts, designs, techniques and procedures necessary to plan, conduct and report rigorous quantitative research. • It also aims to help students become familiar with the SPSS statistical software package to an extent which allows them to independently use the SPSS in their quantitative data analysis. • In so doing the course is meant to help students develop a good working knowledge and understanding of important statistical concepts and the use of the following statistical techniques: summary statistics, correlation, linear regression, t-tests, 1-, 2- and 3-way ANOVA, MANOVA, Chi-square, Mann-Whitney U, Kruskal-Wallis, Wilcoxon. PART B: Advanced Qualitative Research This part of the study-unit aims at enabling students: • To become competent and ethical qualitative researchers in education, able to select from amongst a number of traditions and related strategies and techniques. • To learn new strategies and techniques, how and when to use these, their strengths and weaknesses. • To be able to assess which education research questions require what types of methodology. • To be consistent with the philosophies, histories and ethics of qualitative research in the education field. • To be able to move from good data collection to good analysis and to the development of educational theories. PART C: The Politics and Ethics of Educational Research: Philosophical Perspectives To familiarise students with: • The idea that research is not a linear process, but is one that is complex. • The ideas that underline the knowledge production of research, such as truth, objectivity, causality, evidence, etc. • The role of the researcher and issues of power. • The idea that the research is in a process of becoming-researcher. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: • Demonstrate an understanding of the basic tenets of quantitative research. • Explain the major quantitative research designs, their purpose and use identify the various types of variables and measurement scales and their use in quantitative research. • Appreciate the strengths and weaknesses of various response styles in quantitative data collection tools. • Explain reliability and validity and distinguish among the major types of each. • Distinguish between populations and samples, and the major sampling procedures in quantitative research. • Explain the nature and meaning of various levels of statistical significance (p-values). • Explain the inferential leap and understand the nature and use of statistical inference. • Distinguish between statistical significance and practical/educational significance. • Consolidate understanding of the particular traditions of qualitative research, such as case study, ethnography, narrative analysis and life history research. • Select suitable strategies and techniques for particular education research questions such as when to use ethnographic interviewing or narrative inquiry, or systematic observation, focus group or multi-modal research. • Be familiar with and competently able to use these strategies and techniques, such that data collection is both reliable and ethical. • Discern appropriate data analytic methods for each tradition and strategy, and use these systematically and correctly. • Locate suitable computer assisted qualitative software to aid analysis of qualitative data. • Identify different writing and other (multi-modal) representational styles and use these in appropriate ways. • Theorise from the data collected. • Demonstrate an understanding of the epistemological, political and ethical complexities in the production of knowledge through research. • Acquaint themselves with important philosophical debates related to research processes and products. • Demonstrate an understanding of the importance of developing a theoretical frame for research project. 2. Skills: By the end of the study-unit the student will be able to: • Decide on the best form of, and write appropriate, questionnaire items vis-a-vis objectives. • Determine an appropriate sample size and use an appropriate procedure to select it. • Establish coding frames, organise data and prepare them for use with the SPSS. • Declare variables in the VARIABLE VIEW and enter data in the DATA VIEW. • Decide which statistical technique is most appropriate for a given analysis, use SPSS to employ the technique, execute the analysis, read and understand the STATISTICS VIEWER, and explain the meaning of the results. • Use the following procedures: DESCRIPTIVE STATS, COMPARE MEANS, GLM, CORRELATE, REGRESSION, NONPARAMETRIC TESTS, SPLIT FILE, SELECT CASES, COMPUTE, RECODE. • Design a qualitative or mixed methods research study in education. • Be a participant observer, systematic classroom observer, use narrative inquiry methods, carry out ethnographic and other in-depth interviewing such as life history and focus group interview. • Be familiar with the philosophies of action research and participant action research. Have some understanding of what multi-modal research offers to education research. • Be an ethical researcher in the field with good research relationships with informants or participants. • Analyse data according to established methods that are congruent with the particular tradition being used. • Evaluate the advantages or disadvantages of using computer assisted qualitative analysis software. • Write or represent (through photographs etc) the data in ways which show a competency in analysis and in representation, which will lead to theoretical work. • Critically inquire into the usual processes of knowledge production through research. • Problematise research processes through a close reading of the philosophical texts assigned. • Reflect on the personal, ethical and political aspects in becoming researchers. Main Text/s and any supplementary readings: PART A: Quantitative Research Methods in Education Main Texts: - Robson, C. (2002). Real World Research (2nd ed). UK: Blackwell. - Kirkpatrick, L.A., & Feeney, B.C. (2011). A Simple Guide to SPSS for Version 18.0 (11th ed). Belmont (CA): Wadsworth. Supplementary Reading: - Agresti, A., & Finlay, B. (2009). Statistical Methods for the Social Sciences (4th ed). New Jersey: Pearson Prentice Hall. - Bryman, A. (2004). Social Research Methods (2nd ed). Oxford: University Press. PART B: Advanced Qualitative Research *Set texts need to be bought. Others have been marked as available on VLE or online directly through a web-site or eJournals. - Creswell (2007, 2nd Edition) Qualitative Inquiry and Research Design: choosing among five traditions, Thousand Oaks, Sage, chapters 1-4. - Coffey, A. and P. Atkinson (1996) Making Sense of Qualitative Data, Thousand Oaks, Sage. - *Darmanin, M. (2003) When students are failed: ‘love as an alternative education discourse? International Studies in Sociology of Education, vol. 13, no. 2, pp 141-170. - *Corsaro, W. A. (1982) Something old and something new: the importance of prior ethnography in the collection and analysis of organisational data, Sociological Methods Research, 11, pp 145-166. - *Haenfler, R. (2004/2007) Rethinking subcultural resistance: core values of the straight edge movement, in Cresswell, J. (Ed.) Qualitative Inquiry and Research Design: choosing among five traditions, Thousand Oaks, Sage, pp 309-333 and pp 91-92. - Delamont, S., A. Coffey, and P. Atkinson (2000) The twilight years? Educational ethnography and the five moments model, Qualitative Studies in Education, vol. 13, pp 223-238. - Beaty, J.J. (1998). Observing development of the young child (4th ed.). New Jersey: Simon & Schuster. - *Billman, J. & Sherman, J. A. (2003). Observation and participation in early childhood settings. A practicum guide (2nd edition). Boston: Allyn & Bacon. - Carr, M. (2001). Assessment in early childhood settings. Learning stories. London: Chapman. - Harding, J. & Meldon-Smith, L (2000). How to make observations and assessments (2nd edition). London: Hodder & Stoughton. - Hobart, C. & Frankel, J. (1999). A practical guide to child observation and assessment. (2nd edition). Cheltenham: Nelson Thornes. - Sharman, C., Cross, W. & Vennis, D. (2000). Observing children. A practical guide. New York: Continuum International. - Wortham, S.C. (2001). Assessment in early childhood education. New Jersey: Prentice-Hall. - *Gaskell, G. (2000/2009) Individual and group interviewing, in Bauer, M. W. and G. Gaskell (Eds) Qualitative Researching with Text, Image and Sound: A Practical Handbook. Los Angeles, Sage. - *Whiting, J. B. and R. E. Lee (2003) Voices from the system: a qualitative study of foster children’s stories, Family Relations, no 52, pp 288-295. - *Mishna, F. (2004) A qualitative study of bullying from multiple perspectives, Children and Schools, vol. 26, no 4, pp 234-247. - Becker, H. S. and B. Geer (1967) Participant observation and interviewing: a comparison, in Issues in Participant Observation: a Text and a Reader, eds. McCall-Simmons, Mass, Addison Wesley. - Ball, S. J ( 1994) Researching inside the State: Issues in the Interpretation of Elite Interviews, in Halpin, D. and B. Troyna (Eds.) Researching Education Policy: Ethical and Methodological Issues, London, Falmer Press. - *Coffey, A. and P. Atkinson (1996) Making Sense of Qualitative Data, chapter 2, Concepts and coding, Thousand Oaks, Sage. - *Hatch, J. A. and R. Wisniewski (1995) Life history and narrative: questions, issues and exemplary works, in Hatch, J. A. and R. Wisniewski (Eds.) Life History and Narrative, London, Falmer. - *Polkinghorne, D. (1995) Narrative configuration in qualitative analysis in Hatch, J. A. and R. Wisniewski (Eds.) Life History and Narrative, London, Falmer. - *Galea, S. (2006) “Face to Face with Emmanuela: Reflections on the Uses of the Memoir in Exploring the Life History of a Nineteenth Century Woman Teacher” in Mediterranean Journal of Educational Studies, 2006, Vol. 11(2) pp.35- - *Jovchelovitch, S. and M. W. Bauer (2000/2009) Narrative interviewing, in Bauer, M. W. and G. Gaskell (Eds) Qualitative Researching with Text, Image and Sound: A Practical Handbook Los Angeles, Sage. - *Goodson, I. F. (1983) The use of life history in the study of teaching, in Hammersley, M (ed) The Ethnography of Schooling, Driffield, Nafferton Books. - *Sikes, P. and J. Everington (2004) ‘RE teachers do get drunk you know’: becoming a religious education teacher in the twenty-first century’, Teachers and Teaching: theory and practice , vol. 10, no. 1, pp 21-33. - Coffey, A. and P. Atkinson (1996) Making Sense of Qualitative Data, chapter 4, Narratives and stories, Thousand Oaks, Sage. - Terry, M. (2006) Making a difference in learners’ lives: results of a study based on adult literacy programmes, Adult Basic Education, vol. 16, no 1, pp 3-19. - *Wilkinson, S. (2004) Focus group research, in Silverman, D. (Ed.) Qualitative Research: Theory, Method and Practice , London, Sage. - *Woodring, J. C. (2006) Focus groups and methodological reflections, Journal of Disability Policy Studies, vol. 16, no. 4, pp 248-258. - Williams A. & L. Katz (2001) “The use of focus group methodology in education: some theoretical and practical considerations.” International Electronic Journal for Leadership in Learning, Vol. 5(3). http://www.ucalgary.ca/iejll/williams_katz - *Myers, G. (2000/2009) Analysis of conversations and talk, in Bauer, M. W. and G. Gaskell (Eds) Qualitative Researching with Text, Image and Sound: A Practical Handbook Los Angeles, Sage. - *Cooper, E. (2005) What do we know about out-of-school youths? How participatory action research can work for young refugees in camps, Compare, vol. 35, no. 4, pp 463-477. - *Danieli, A. and C. Woodhams (2005) Emancipatory research methodology and disability: a critique, International Journal of Social Research Methodology, vol. 8., no. 4, pp 281-296. - Fine, M. and Maria Elena Torre (2006) Intimate details: participatory action research in prison, Action Research, vol.4, no. 3, pp253-269. - Northway, R. (2000) Ending participatory research?, Journal of Intellectual Disabilites, vol. 4., no 27, pp. 27- 36. - Ball, J. (2005) Restorative research partnerships in Indigenous communities, in Farell, A. (Ed.) Ethical Research with Children, McGraw-Hill, OUP. - *Stringer, E. (2004) Action Research in Education, Prentice Hall, Chapters 3-5. pp.36-124. - *Elliott, J. (2007) Assessing the quality of action research, Research Papers in Education, vol. 22, no. 2, pp. 229-246. - Souto-Manning, M. and C. Hanson Mitchell (2010) The role of action research in fostering culturally responsive practices in a preschool classroom, Early Childhood Education, vol. 37, pp269-277. - Agnello, M. F. (2007) Public understanding to political voice: action research and generative curricular practices in issues and reform, The Social Studies Sept/Oct 2007, pp 217- - *Rose, G. (2007) 2nd Edition, Visual methodologies: An introduction to the interpretation of visual materials, chap 1, Researching visual materials: towards a critical visual methodology, Los Angeles, Sage. - *Dicks, B., B. Soyinka and A. Coffey (2006) Multimodal ethnography, Qualitative Research, 6, pp 77-96. - *Flewitt, R. (2005) Is every child’s voice heard? Researching the different ways 3 year old children communicate and make meaning at home and in a pre-school playgroup, Early Years, vol. 25, no 3, pp 207-222. - *Dockrell, J. and B. Shield (2006) Acoustical barriers in classrooms: the impact of noise on performance in the classroom, British Educational Research Journal, vol. 32, no. 3, pp 509-525. - Spencer, S. (2007) A uniform identity: schoolgirl snapshots and the spoken visual, History of Education, vol. 36, no. 2, pp 227-246. - *Pink Sarah (2001) Doing Visual Ethnography: Images, Media and Representation in Research. Chapter 2, Planning and practising ‘visual methods’ appropriate uses and ethical issues, Los Angeles, Sage. - di Gregorio, S., & Davidson, J. (2008). Qualitative research design for software users. London: Open University Press. - Lewins, A., & Silver, C. (2007). Using Software in Qualitative Research: A Step-by-Step Guide. London: Sage. - Richards, L. (2005). Handling qualitative data: A practical guide. London: Sage. - Gibbs, Graham R., Friese, Susanne & Mangabeira, Wilma C. (2002, May). The Use of New Technology in Qualitative Research. Introduction to Issue 3(2) of FQS [35 paragraphs]. Forum Qualitative Sozialforschung / Forum: - Qualitative Social Research [On-line Journal], 3(2). Available at: http://www.qualitative-research.net/fqs/fqs-eng.htm Atlasti website: The best way to get an idea of what ATLASti software can offer is to visit the Atlasti site itself which also allows for the download of a demo version of the software: http://www.atlasti.com/ PART C: The Politics and Ethics of Educational Research: Philosophical Perspectives - Biesta G. and Burbules N. (2003) Pragmatism and Educational Research. Rowman & Littlefield. - Bridges D. (2003) Fiction Written under Oath? Essays in Philosophy and Educational Research. Kluwer Academic Publishers. - Pring R. (2004 ) Philosophy of Educational Research. Continuum International Publishing Group Ltd. - Williams M. and May T. (1996) Introduction to the Philosophy of Social Research. Routledge. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||||||
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| LECTURER/S | Paul A. Bartolo Mark Borg Deborah A. Chetcuti Mary Darmanin (Co-ord.) Simone Galea Joseph Giordmaina Kenneth Wain |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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