EDUCA557-19A (HAM)

Research Methods

30 Points

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Te Kura Toi Tangata Faculty of Education
Faculty of Education Dean's Office

Staff

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Convenor(s)

Carol Hamilton

Carol Hamilton
8578
TT.5.06
To be advised
carol.hamilton@waikato.ac.nz

Lecturer(s)

Carol Hamilton

Carol Hamilton
8578
TT.5.06
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carol.hamilton@waikato.ac.nz

Kerry Earl Rinehart

Kerry Earl Rinehart
4506
TL.3.12
To be advised
kerry.earlrinehart@waikato.ac.nz

Nigel Calder

Nigel Calder
3564
TCBD.4.03J
To be advised
nigel.calder@waikato.ac.nz

Administrator(s)

: helen.findlay@waikato.ac.nz
: sussi.bell@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: hinerangi.kara@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: mahue.dewes@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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The paper sessions will give you a background in key areas such as:
1. The purpose of research as creating and validating new knowledge through peer review
2. The broad theoretical paradigms and frameworks through which educational research is viewed
3. Understanding educational research ethics
4. Ensuring quality in educational research
5. Understanding methods for collecting data (e.g., interviews, observations, questionnaires), forms of data analysis and the nature of evidence
6. The use of multiple approaches (e.g., case studies, narratives, action-research) and forms of data analysis.
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Paper Structure

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This paper is taught in Semester A from Monday, 26 February to Friday, 1 June 2018.

It is expected that students will undertake independent reading, study and other assigned course-related work each afternoon, and at other times outside of timetabled class hours.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Become familiar with the literature on educational and social research
    Linked to the following assessments:
  • Describe, explain and critique within the field of educational and social research, that is, to develop research literacy
    Linked to the following assessments:
  • Use your own experiences to illustrate and critique understandings and explanations, and to theorise practice
    Linked to the following assessments:
  • Locate and use ideas, research findings and explanations of others in the field in peer-reviewed published articles
    Linked to the following assessments:
  • Further develop skills for formal writing (e.g., spelling, punctuation, sentence structure, clarity of expression), constructing arguments in the field of educational and social research, and the use of the APA referencing style
    Linked to the following assessments:
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Assessment

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N.B Assessment Dates may be subject to change
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Critiquing research with respect to ethics
22 Mar 2019
11:00 PM
33
  • Online: Submit through Moodle
✔
2. Exploring a research method
3 May 2019
11:00 PM
33
  • Online: Submit through Moodle
✔
3. The Nature of Research
7 Jun 2019
11:00 PM
34
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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It is recommended course participants purchase one of the following texts to supplement their work in this paper, and to support future thesis or dissertation planning and writing.

Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education (7th ed.). New York, NY: Routledge.

Menter, I., Elliot, D., Hulme, M., Lewin, J., & Lowden, K. (2011). A guide to practitioner research in education. London, England: Sage.

Mutch, C. (2005). Doing educational research: A practitioner's guide to getting started. (2nd ed.). Wellington, New Zealand: NZCER Press.

Contact: Bennetts University Book Centre, PO Box 13 066, Hamilton. Email: wku@bennetts.co.nz; Ph: (07) 856 6813; Fax: (07) 856 2255.

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Recommended Readings

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The Talis Aspire readings list for this paper is located on the Moodle course support site. Unfortunately, due to copyright regulations, we are unable to supply pdf files of these readings.
NB: It is also expected that participants will make substantial use of online databases and other digital and non-digital sources in researching widely for assignments and tasks. The book of readings for the paper represents a baseline level of literature only. Students will be introduced to the ways to better access library support sites while on-campus. Please refer to the Moodle site regularly for course support and information.
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Other Resources

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There are many texts in the Faculty of Education library for use for assignments. Here are some examples:
Bell, J. (2005). Doing your research project (5th ed.). Buckingham, England: Open University Press.
Burns, R. (2000). Introduction to research methods (2nd ed.). Melbourne, Vic., Australia: Longman.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). New York, NY: Routledge.
Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches. London, UK: Sage Publications Inc.
Green, J.L., Camilli, G., & Elmore, P.B. (2006). (Eds). Handbook of complementary methods in education research. London, England: Lawrence Erlbaum.
Maykut, P., & Morehouse, R. (2001). Beginning qualitative research: A philosophic and practical guide (2nd ed.). London, England: Routledge.
Mutch, C. (2005). Doing educational research: A practitioner's guide to getting started. (2nd ed.). Wellington, New Zealand: NZCER Press.
Tolich, M., & Davidson, C. (2011). (Eds.). Getting started: An introduction to research methods. Auckland, New Zealand: Pearson.
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Online Support

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This course uses the Talis Aspire list of readings. The course also uses the Moodle online learning platform, which will provide supporting information about weekly classes, e.g., lecture summaries. It is also the place for discussion forums, information about assignments, private conversations with the course coordinator and additional news announcements. Students should access the Moodle site regularly as part of involvement in this course.

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Workload

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The expected workload for this course is 20 hours a week for readings, class time and assignment preparation over the 14 weeks of the course (i.e., about 300 hours overall for this 30-point paper).

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