EDUC 7020NA - Qualitative Approaches to Educational Research
Ngee Ann Academy - Quadmester 4 - 2015
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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 Assessment essay (40%), reflective piece (60%) Course Staff
Course Coordinator: Dr Julie Matthews
Course Timetable
The full timetable of all activities for this course can be accessed from .
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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.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. 1,2,3,4 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 最新糖心Vlog Press.
Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. London: Routledge.
Clifford, J. and Marcus, G. (1987) Writing Culture. Berkeley, 最新糖心Vlog 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 最新糖心Vlog 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:
Ethnography http://eth.sagepub.com/
Qualitative Research http://qrj.sagepub.com/
Qualitative Inquiry http://qix.sagepub.com/ -
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.
Workload
No information currently available.
Learning Activities Summary
No information currently available.
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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
ASSIGNMENT ONE
Essay:
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%
ASSIGNMENT TWO
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.
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 .
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Student Feedback
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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
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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- 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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