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EDUCA557-22A (NET)
Becoming a researcher: theory, ethics and methods
30 Points
Staff
Convenor(s)
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Kerry Earl Rinehart
4506
TL.3.12
kerry.earlrinehart@waikato.ac.nz
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Lecturer(s)
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Kerry Earl Rinehart
4506
TL.3.12
kerry.earlrinehart@waikato.ac.nz
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Patsie Frawley
8578
TT.5.03D
patsie.frawley@waikato.ac.nz
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Librarian(s)
You can contact staff by:
- Calling +64 7 838 4466 select option 1, then enter the extension.
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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.
Paper Description
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.
Paper Structure
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.
Learning Outcomes
Students who successfully complete the paper should be able to:
Assessment
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.Assessment Components
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.
Required and Recommended Readings
Required Readings
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.
Recommended Readings
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.
Other Resources
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.
Online Support
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.