Module code: MPD005	Module title: Research Methodology
Lecturers: Jim Christophers and other College Approved tutors
Credit value: 10	Level: M Level
Prerequisites: Completion of 4 modules on the Professional Development programme	Learning hours: 100
Rationale: to explore the philosophical perspectives underpinning various schools of research to examine the nature, value and purposes of educational enquiry to examine the notions of teaching as a research-based profession and evidence-based practice to develop a critical and reflective stance on theory and practice of educational research
Learning Outcomes: By the end of this module, participants will have had the opportunity to: know, understand and critically evaluate the different traditions and paradigms within which research can take place and how these debates relate to the individuals proposed research understand and evaluate the range of methods used in educational research and their link with the paradigms within which they are used clarify their own position, purposes and values vis-à-vis their proposed research topic and be able to justify their choice of methodology and methods from this perspective begin a critical review of the literature around their chosen field and identified the key issues needing investigation and development show awareness of the ethical issues underpinning social research and demonstrate choices in their own research design and methodology to address these issues
Context of module in overall programme: The final taught module for all students in a programme, immediately prior to the dissertation module
Teaching and learning methods: A variety of methods including lecture, student presentations, workshops, seminars and groupwork. Participants will rehearse skills required in their research and make use of the collective knowledge and support that the group offers in this pursuit. They will become accustomed to subjecting their work to constructive scrutiny in a spirit of collaborative enquiry and problem-solving.
Treatment of key skills: Formulating questions for focussed enquiry; critical thinking, evaluation and reflection; listening, reasoning and argument; problem-solving; consideration of values and attitudes; ethical awareness and practice; communication skills; use of ICT.
Assessment methods: The assignment for this module is a detailed proposal for the dissertation. The proposal includes a rationale that establishes the theoretical framework for the enquiry with reference to key texts/sources. It also includes a justification of the chosen research methodology, discussion of methods, ethical considerations and a plan/timetable for carrying out any fieldwork. Implications, impact and likely interested audiences should be identified.
Contact hours per week and independent study: Students will receive 20 hours contact time together with inter-session tasks and reading amounting to a further 10 hours of independent study.
Syllabus plan and content: · research paradigms - philosophical perspectives · the nature of educational research · notions of evidence-based practice and teaching as a research-based profession · ethics of educational enquiry · common approaches: e.g. case study, action research, experimental work · research tools: e.g. observation, interview, questionnaire, survey · considerations regarding dissemination/ research as enquiry made public · gathering information, organising material and writing a dissertation.
Indicative reading: Bassey, M. (1995). Creating Education Through Research. Kirtlington Press Bassey, M. (1999). Case Study Research in Educational Settings. OUP Blaxter, L., Hughes, C.and Tight, M. (1996). How to Research. OUP Exeter University Research Monographs Series - various Hargreaves, D. (1999). Creating Professionalism London. Demos Lewis-Beck, M. (Ed.), (1994). Research Practice. London. Sage McGill, I. And Beaty, L. (1995). Action-Learning: A Guide for Professional Management and Development. Kogan-Page, London: McNiff, J. (1988). Action Research: Principles and Practice. MacMillan Reason, P. and Rowan, J. (1981). Human Inquiry. Wiley Shratz, M. and Walker, R. (1995). Research as Social Change. London: Routledge
Resources, facilities and equipment: OH Projector, Video, Tape recorder, Flipchart, etc.. ICT access