EDUC 7001NA - Educational Inquiry
Ngee Ann Academy - Quadmester 1 - 2014
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General Course Information
Course Details
Course Code EDUC 7001NA Course Educational Inquiry Coordinating Unit School of Education Term Quadmester 1 Level Postgraduate Coursework Location/s Ngee Ann Academy Units 3 Restrictions M Ed students only - Singapore Assessment readings/discussion portfolio, research review presentation, research Course Staff
Course Coordinator: Dr Michelle Picard
Course Coordinator: Dr Michelle Picard
Phone: (+61) (0)8 8313 0855
Email: michelle.picard@adelaide.edu.au
Skype: michelle.picard8
Rooms: TBACourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
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最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
最新糖心Vlog 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 -
Learning Resources
Required Resources
1. Cohen, Manion and Morrison (2011) Research Methods in Education 7th Edition, Routledge: UK.Recommended Resources
1. http://cw.routledge.com/textbooks/cohen7e/powerpoints.asp
2. Bryman, A. (2008) Social Research Methods 4th Edition, Oxford 最新糖心Vlog Press, UK.
3. Terreblanche, Durrheim and Painter (2007) Research in Practice: Applied Methods for the Social Sciences 2nd Edition, 最新糖心Vlog of Cape Town Press, South Africa.
4. Additional course-related material and examples of research articles are available on MyUni.Online Learning
Additional course-related material is available through MyUni. -
Learning & Teaching Activities
Learning & Teaching Modes
The course is built around a series of workshops covering the fundamental research communication and design issues. These include activities providing practice in written and spoken communication contexts. Related assignments are designed to consolidate the learning of key principles and development of research design and communication skills.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
2 x 3 Day intensive face-to-face course = 32 hours
Online reflections and interactions with lecturers and classmates = 2 hours
Intensive reading = 48 hours
Critical literature review outline & draft = 12 hours
Reflective practice essay = 20 hours
Research Proposal = 40 hours
Total = 156hrsLearning Activities Summary
Friday, 15 Feb
7pm-10pm
1. Nature & Process of Research
2. Topic selection & Questions
3. Relationship of theory, knowledge and practice
Saturday, 16 Feb
1pm – 8pm
1. Reviewing literature (categorisation and identifying gaps)
1. Topic selection & Questions (Continued)
Sunday, 17 Feb
9am-4pm
1. Research design
2. Data collection and analysis methods (Quantitative & Qualitative
3. Understanding and evaluating research articles
4. Introduction to validity & Reliability in Quantitative & Qualitative Research
Friday, 15 March
7pm – 10pm
1. Oral presentation of an introduction to a research issue, related literature, gaps and resulting research question(s)
Saturday, 16 March
1pm-8pm
1. Planning of research paradigm, research design, data collection and analysis appropriate to research questions
2. Reliability and Validity (continued)
3. Conducting responsible and ethical research
Sunday 17 March
9am – 4pm
1. Reflecting on research (reflective discussion posts) and reflective essays – discussion of assessment task
2. Writing a research proposal – discussion of examples and discussion of assessment taskSpecific Course Requirements
Note that attendance at workshops is compulsory.Small Group Discovery Experience
Not explicitly part of this course, however, all activities involve research and work in small groups guided by a senior academic. -
Assessment
The 最新糖心Vlog'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
This course follows criterion-based assessment. This means that student grades are determined by the standard of work in terms of meeting a number of criteria that represent the requirements for a particular course. In other words, work is judged according to a pre-determined standard of task completion rather than by comparing it to the work of other students undertaking the same course.Assessment Related Requirements
Students who are unable to provide justification for non-attendance will fail the course.Assessment Detail
1. 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 3 of 1st intensive course. 10% of final grade. This is both formative & summative assessment (Objectives 1,5 & 7 (partly))
2. Reflective blog entries & Reflective essay. Posts should total 3000 words. The essay is 1000 words. Students should complete 10 short OR 5 longer blog posts and/or responses on issues related to research paradigms, design, data collection and analysis, reliability and validity and ethical issues. 3 short or 6 long blogs discussions must be completed before the 2nd intensive course, the remaining 2-4 & essay must be completed by 2 weeks after 2nd intensive session. 2-4% is awarded per blog entry = 20% and 20% for essay = 40%. This assessment is both formative and summative (Objectives 1-6)
3. Critical Review: 1000 – 2000 words must be written. This could be completed as part of the Research Proposal. The critical review is a review of 4-6 articles on a chosen topic, highlighting relationships, critiquing the articles and discussing areas of future research. The critical review should be completed within 2 weeks of the second intensive course. The critical review is 10% of the final grade if selected. This is a predominantly formative assessment item. (Objectives 4,5,6)
4. The Research Proposal including the revised and extended critical review is 4000 to 5000 words.
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 April. The research proposal comprises 40-50% of the grade depending on whether the Critical Review is completed seperately. This assessment item is predominantly summative (Objective 7).
Submission
All submission of assignments is electronic (email or on MyUni) on or before 12pm of the due date.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 .
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Student Feedback
The 最新糖心Vlog 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 最新糖心Vlog 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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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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鈥檚 disciplinary procedures.
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