012223 Research in Learning
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2017 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade, no marksDescription
The aims of this subject are to explore educational issues through research with a view to improving professional practice, to develop student knowledge and understanding of the research process with a specific focus on research in education (teaching and learning) and to foster a critical reflective capacity to enhance and improve praxis. The subject examines the role that educational research can play in informing classroom practice. Students read and interpret a range of research studies from differing paradigms and perspectives. The questions, assumptions, methodologies, findings and implications of these studies are identified and assessed. Discussions centre on ways that such research can be used in developing approaches that help K–6 students learn. Consideration is also given to the role of the teacher as researcher in a school context.
Subject learning objectives (SLOs)
| a. | Understand the elements of a research study |
|---|---|
| b. | Interpret and critically evaluate the research literature |
| c. | Be able to apply methodological approaches and instruments to research problems |
| d. | Understand the importance of ???good fit??? and consistency between the research problem, the methodology chosen, and the nature of the interpretation when constructing a research study |
| e. | Understand the role of research in learning and an appreciation of the importance of developing a research culture |
| f. | Use written and spoken communication effectively |
Contribution to the development of graduate attributes
The aims of Research in Learning are to explore educational issues through research with a view to improving professional practice, to develop student knowledge and understandings of the research process with a specific focus on research in education (teaching and learning) and to foster a critical reflective capacity to enhance and improve praxis.
This subject addresses the following Course Intended Learning Outcomes:
1. Professional readiness
Graduates:
1.3) Plan for and implement effective teaching and learning with a broad knowledge of educational practice, pedagogy, policy, curriculum and systems
1.5) Engage in professional learning, demonstrating problem solving and intellectual independence
1.6) Exhibit technological pedagogical and content knowledge
2. Critical and creative inquiry
Graduates:
2.1) Enquire into and research practice to improve educational experiences and outcomes
5. Active citizenship
Graduates:
5.2) Are professionals with a profound ethical foundation and sense of social responsibility and a commitment to social justice
6. Effective communication
Graduates:
6.2) Possess literacy and numeracy skills across a broad range of communication modes and technologies
6.4) Are able to make well-informed contributions to contemporary debates pertinent to education.
Teaching and learning strategies
The subject consists of a series of workshops involving small and large group discussions, student research-based activities and project reports. Students will conduct a small-scale class-based research project that culminates in a poster session. In addition, students will gain experience in critiquing research studies. Peer feedback and informal feedback from teachers will be provided on an ongoing basis each week.
Each week students will be expected to prepare for class by completing the assigned readings and responding to any further preparation questions or activities listed in the course program under the heading “Preparation from required text”. These activities will also be posted on UTS Online. It is essential that all preparation activities are completed prior to class so that the benefit from workshop activities can be maximised.
Mode of Delivery
Weekly 2 hour face-to-face sessions over nine teaching weeks.
Content (topics)
Students will investigate quantitative and qualitative methodological paradigms of research in education to develop understandings of the nature of research. Students will explore and critically evaluate examples of educational research dealing with contemporary issues. The processes of educational research will be investigated, such as the:
- Development of a research problem or question(s);
- Critical identification and interpretation of current literature related to a proposed area of inquiry;
- Critical identification and discussion of ethical issues relevant to specific contexts;
- Choice of a methodological approach aligned with research problem;
- Collection and analysis of data;
- Critical interpretation of findings with reference to current literature;
- Presentation and reporting of findings;
- Ability and limitations in drawing conclusions from the findings and the literature; and
- Investigation of the notion of teacher-as-researcher and practitioner researcher.
Assessment
Assessment task 1: Research study critique
| Objective(s): | a, b, d and f | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||||||
| Length: | 1, 250 words | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Group poster and presentation
| Objective(s): | a, c, d, e and f | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: The value of educational research
| Objective(s): | a, b, e and f | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||
| Length: | 1, 000 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Required texts
Lambert, M. (2012). A beginner's guide to doing your education research project. London: Sage.
Recommended texts
Bell, J. (2010). Doing your research project (5th ed.). Maidenhead: McGraw Hill/Open University Press.
Kellett, M. (2005). How to develop children as researchers: A step-by-step guide to teaching the research process. London: Paul Chapman.
Kervin, L., Vialle, W., Herrington, J & Okely, T. (2015). Research for educators, 2nd Edition. South Melbourne: Cengage Learning Australia.
Menter, I., Elliot, D., Hulme, M., Lewin, J., & Lowden, K. (2011). A guide to practitioner research in education. London: Sage.
Wellington, J. (2000). Education research: Contemporary issues and practical approaches. London: Continuum.
References
Best, J. & Kahn, J. (2009). Research in education (11th ed.). New Delhi: PHI.
Bogdan, R. & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed.). Boston: Allyn and Bacon.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. New York: Routledge.
Denscombe, M. (2010). The good research guide for small-scale social research projects (4th ed.). Buckingham: Open University Press.
Denzin, N. K. & Lincoln, Y. (2000). The handbook of qualitative research (2nd ed.). Thousand Oaks, CA: Sage.
Johnson, R. B. & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 24-36.
Kumar, R. (2011). Research methodology: A step-by-step guide for beginners. (3rd ed.). Los Angeles: Sage.
Lewis, A. & Lindsay, G. (Eds.) (2000). Researching children’s perspectives. Buckingham, UK: Open University Press.
Loughran, J. (Ed.). (1999). Researching teaching: Methodologies and practices for understanding pedagogy. London: Falmer Press.
Loughran, J. J. & Northfield, J. R. (1996). Opening the classroom door: Teacher, researcher, learner. London: Falmer Press.
McMillan, J. H. & Wergin J. F. (2009). Understanding and evaluating educational research (4th ed.). Columbus, OH: Pearson.
Rossman, G. & Rallis, S. (2012). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage.
Strauss, A. & Corbin, J. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
Taylor, S. & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resource (3rd ed.). New York: John Wiley & Sons.
van Manen, M. (1997). Researching lived experience: Human science for an action sensitive pedagogy (2nd ed.). Ontario: Althouse Press.
Other resources
Very useful online sources for the publication of educational research reports and papers:
Journals:
Australasian Journal of Gifted Education
Australian Educational Researcher
Action Learning: Research and Practice
Educational Action Research
Elementary School Journal
Other online resources:
DET https://www.det.nsw.edu.au/proflearn/research/actres.htm
Google Scholar
