EDUCA557-22A (NET)

Becoming a researcher: theory, ethics and methods

30 Points

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Division of Education
PVC's Office

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

Placement/WIL 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
: yilan.chen@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 education and social science research is viewed
3. Education and social science research ethics
4. Ensuring quality in education and social science research
5. Methods for generating data (e.g., interviews, observations, questionnaires), forms of data analysis and what counts as evidence
6. Multiple approaches to research (e.g., case studies, narratives, phenomenology, ethnography) and associated forms of data analysis.

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Paper Structure

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This paper is fully online. Most activity is asynchronous (not occurring at the same time) in the Moodle forum for this paper. Please plan for a minimum of 10 hours per week for your time engaging with online activities and resources in this paper.

Each Monday an Announcement will be posted about the expectations and learning activities for the week. This notice is in Announcements in Moodle and a copy arrives in the inbox of the email address that we have for you on record.

On scheduled Monday afternoons (4 pm) we will be hosting a Drop-In Zoom session (see the weekly overview for the dates). A Zoom link will be available for you to join these sessions live if the timing suits.

Each week there will be a "Reflection on learning" activity (150-300 words) for you to complete (independently) and post into the Moodle forum area provided. You will also post a reply to another students reflection (150-300 words).

It is expected that students will undertake required reading, independent reading, note taking study and other assigned course or assignment related work each week.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Understand processes, procedures and ethical requirements for undertaking education and social science research;
    Linked to the following assessments:
  • Become familiar with a base of literature on education and social science research;
    Linked to the following assessments:
  • Describe, explain and critique within the field of education and social science research, that is, to develop ‘research literacy’
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  • Locate research findings and explanations of others in peer-reviewed articles, and to use these effectively for personal research;
    Linked to the following assessments:
  • Further develop skills for formal academic writing (e.g., critical review, using citations, quotes, references etc.) and constructing arguments in the field of education research;
    Linked to the following assessments:
  • Use APA referencing (V7) style correctly
    Linked to the following assessments:
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Assessment

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In order to be eligible for a pass in this course students are required to complete all three pieces of assessment. These should be submitted via Moodle by the deadline stated.

General instructions and assessment criteria are included below. However, detailed instructions and assessment specific to each assessment task will be made available via Moodle.

Results and feedback will be returned via Moodle within three weeks of submission.
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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. Assignment 1: Essay
4 Apr 2022
11:00 PM
30
  • Online: Submit through Moodle
2. Assignment 2: Report
9 May 2022
11:00 PM
35
  • Online: Submit through Moodle
3. Assignment 3: Literature Review or Proposal
3 Jun 2022
11:00 PM
35
  • 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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Readings for this course are managed by the university’s online Reading List Talis Aspire system. This means you do not need to purchase a readings book for this course. Specific recommendations will be made for each topic from the Reading List to get you started.

NB: It is expected that participants will make substantial use of online databases and other digital and non­digital sources in researching widely for assignments and tasks.

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Recommended Readings

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It is recommended course participants gain access to 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. (2018). Research methods in education (8th ed.). New York, NY: Routledge. (earlier editions of this text are appropriate).

Menter, I., Elliot, D., Hulme, M., Lewin, J., & Lowden, K. (2011). A guide to practitioner research in education. London, England: Sage. (this text is available via our library as an ebook).

Mutch, C. (2013). Doing educational research: A practitioner's guide to getting started. (2nd ed.). Wellington, New Zealand: NZCER Press.

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Other Resources

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Further optional texts will be recommended for particular topics.

There are many texts in the 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.
Creswell, J.W., & Poth, C.N. (2018). 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.
Tolich, M., & Davidson, C. (2011). (Eds.). Getting started: An introduction to research methods. Auckland, New Zealand: Pearson.

Contact the Education Librarians, Alistair and Mel, as they would be happy to help.

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Online Support

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Please ensure your correct email address (one you check regularly) is attached to your profile in Moodle so that you are emailed notifications of all announcements. Students are required to monitor the Moodle site regularly (preferably daily) and to engage actively online, by posting 2-3 times per topic.

The teaching team in the paper will reciprocate by responding to messages and queries within 12-24 hours during week days, and will moderate online discussion. All communications should be via the moodle site in the first instance, so as to keep all staff members informed. A Private dialogue space is available for students in Moodle, and communal help areas are also provided. Students may arrange appointments and virtual meetings with staff for individualised assistance if necessary.

There are a variety of resources online in Moodle, including video interviews with researchers. Lecturers will share recorded zoom sessions and produce panopto videos (for content and to explain assignments) as the trimester progresses.

Other support

This is an online class, however, Students who are located near each other are encouraged to form study groups for informal and peer learning. As mentioned above, virtual meetings (via Zoom) are also possible.

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Workload

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This is a 30 point paper. Since points bear a direct relationship to workload, one point equates to approximately 10 hours' total work, so a student might expect to spend about 300 hours in total during a semester. For this paper, this means 20-25 hours per week for reading, research, contributing to online discussions, and working on assignments.
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