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EDUCA557-22B (NET)
Becoming a researcher: theory, ethics and methods
30 Points
Staff
Convenor(s)
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Nigel Calder
3564
TCBD.4.03J
nigel.calder@waikato.ac.nz
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Lecturer(s)
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Katrina McChesney
3545
TCBD.4.03
Katrina.McChesney@waikato.ac.nz
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Nigel Calder
3564
TCBD.4.03J
nigel.calder@waikato.ac.nz
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Administrator(s)
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 (validity, reliability, trustworthiness, etc.) 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, action-research) and associated forms of data analysis.
Paper Structure
This paper is fully online. Students are expected to contribute to the online discussion forum at least twice a week, in line with guidelines provided in Moodle. Please plan for a minimum of 10 hours each week. If you are unable to contribute in any one week, please give your apologies to the lecturers online via your individual tutorial dialogue.
Each Monday the presentation and activity for the week will be posted.
On most Tuesday afternoons (3.30 pm) there will be an OPTIONAL Zoom meeting, for questions, clarification and administration aspects. A Zoom link will be available for you to join these sessions live if the timing suits. We will be recording this Zoom session for later access if you're unable to join on live on the day. Both the time, anticipated duration and the link will be provided/confirmed in announcements.
Each week there will be a 'homework' learning activity for you to complete (independently) and post into the Moodle forum area provided. You can also comment on other students' posts, and have online conversations within your group.
There will be periodic Announcements in Moodle and a copy arrives in the inbox of your official email address that we have on record.
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 rubrics 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
All 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.
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. The readings for the course accessed via Talis Aspire represent a baseline level of literature only.
Recommended Readings
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. (2018). Research methods in education (8th ed.). New York, NY: Routledge. (Earlier editions of this text are appropriate; this text is available via our library as an ebook).
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
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.
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.
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 in online discussion, by posting 2-3 times per topic. The teaching team in the paper will reciprocate by responding to messages and queries within 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. Individual tutorial dialogue is available for students in Moodle, and communal help areas are also provided. Students may arrange appointments, telephone and virtual meetings with staff for individualised assistance.
There are a variety of resources online in Moodle, including video interviews with researchers. Lecturers will produce panopto videos to explain assignments and give feedback as the trimester progresses.
Face-to-face support
This is an online class, however we offer the opportunity for students to meet in person (individually and as a group) at times during the trimester. These will be on the Tauranga, where we are both based, but also at times on the Hamilton campus. Students who are based on/near campus are also encouraged to arrange appointments to talk with the lecturer about the paper. As mentioned above, virtual meetings (via Zoom) are also available. Students who are located near each other are encouraged to form study groups for informal and peer learning. Typically, there are opportunities to meet prior to each assignment.