013952 Research Perspectives

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Subject handbook information prior to 2018 is available in the Archives.

UTS: Education: Adult Learning and Applied Linguistics/TESOL
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.
Anti-requisite(s): 015126 Research Approaches

Description

The purpose of this subject is to develop research-literate students who understand research practices and processes, are critical readers of research, and who are able to develop ideas about potential research problems and applications of research in their field of practice. The subject explores how research texts are constructed by assumptions about knowledge, values and the nature of reality, and through research activities and practices which produce accounts of and evidence for innovation. The subject engages with a series of research perspectives, exploring key concepts, case studies and developing research literacy skills. The subject thereby encourages students to explore and critically reflect on their own perspectives on knowledge.

This subject introduces research in education through the critique of carefully selected research texts drawn from different research traditions and perspectives. Participants draw on their own experience of professional practice to inform their critical reading of research texts and to extend their understanding of the diversity of contemporary approaches to research.

The subject aims to equip students with skills and knowledge that are relevant both to students who intend to go on to develop and implement research projects themselves (particularly those intending to undertake 013112 Research Design), and those who engage with research at the cutting edge of their field in order to inform the development of policy and practice.

Subject learning objectives (SLOs)

a.	Appreciate the diversity of contemporary research perspectives and approaches in education
b.	Become familiar with key trends and intellectual positions in educational research
c.	Critically examine different perspectives on research to develop a rich understanding of research practices in education and the social sciences
d.	Understand and use key terms and concepts appropriately
e.	Understand how research texts are constructed by assumptions about knowledge, values and the nature of reality, and by research practices and activities
f.	Apply research understanding to relevant contexts of professional practice
g.	Develop the ability to identify researchable problems, locate and critique existing research on the topic, and articulate possible approaches, demonstrating an understanding of the advantages and limitations of different approaches
h.	Develop key research literacy competences, including: critical reading and writing, expressing ideas in the form of academic argument, exploring academic and non-academic literatures and selecting relevant sources for particular purposes, understanding conventions and genres used in research texts, including referencing practices

Contribution to the development of graduate attributes

As a core subject within the Masters courses in the Education program area, this subject makes a major contribution to each of the areas of graduate attribute. Students successfully completing the subject will be

equipped to maintain currency at the leading edge of research in their field, towards the pursuit of personal development and excellence in professional practice
able to operate effectively within and apply the evolving body of knowledge that underpins professional practice in their chosen career domain
enabled to understand on the basis of research the actions and responsibilities required of a professional and a citizen.

Teaching and learning strategies

Teaching and learning strategies

face-to-face workshops with lectures and structured discussions and/or online activities and interaction
individual and group activities
your own research through readings and assignments
your own critical engagement and examination of the set reading
individual personal and professional reflections
sharing of ideas and resources with other students
undertaking assessments which critically examine and apply research-based understanding
your application of knowledge gained through these processes

Mode of Delivery

Weekly: 2 hrs face-to-face teaching x 11 weeks

Distance: self-paced activities divided into 11 weekly modules

Content (topics)

This subject develops students’ research literacies through the exploration of a selection of research texts drawn from different traditions of enquiry. Students’ critical skills are developed through reading and discussing original research texts, as well as industry and media reports. Proficiency in critical reading and writing is developed through a critique of a research article as Assessment Task 1.

Debates within educational research are examined and differences highlighted between research perspectives (such as positivism, interpretivism, critical theory, feminism, and postmodern/poststructuralism). Participants learn to read research texts in terms of the ways in which they are constructed by assumptions about knowledge, values and the nature of reality, and by the practices and activities of the research process itself. Political and ethical issues raised by research involving human participants are explored. Class activities expose students to diverse methods of gathering and interpreting data, and allow key terms to be elaborated (including epistemology, ontology, methodology, research paradigm, and knowledge claims).

Through developing their appreciation of possible approaches to producing new knowledge in the educational field, students begin to identify and articulate researchable problems which arise in their own professional context, and to evaluate alternative approaches to them (Assignment 2). As research-literate educational professionals, they learn how to locate and synthesise relevant research around topics of interest, and to use research to provide support for initiatives in teaching and educational practices, organisational development and policy.

Assessment

Assessment task 1: Critique of research article

Objective(s):

b, c, d, e and h

Weight:

40%

Length:

1500-1800 words

Criteria:

1. The research problem, approach and conclusions are clearly and succinctly identified

2. Analysis of the evidence presented to support the article’s conclusions demonstrates a capacity to identify and critically articulate the strengths and limitations of the study.

3. Identification of assumptions made in the article demonstrates thoughtful insight and critical reflection.

4. Writing is concise and well-structured, using appropriate language, literacy and referencing

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
		b
		c
		d
		e
		h

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Research problem and literature review