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EDUCA557-22H (BLK)
Becoming a researcher: theory, ethics and methods
30 Points
Staff
Convenor(s)
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Michele Morrison
7875
TL.3.02
michele.morrison@waikato.ac.nz
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Lecturer(s)
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Bronwen Cowie
bronwen.cowie@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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- For extensions starting with 4: dial +64 7 838 extension.
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Paper Description
Welcome to Research Methods in 2022! We are looking forward to working with you in this paper.
The workshop sessions will give you background in key areas such as:
- The purpose of research as creating and validating new knowledge through peer review;
- The broad theoretical paradigms and frameworks through which education and social science research is viewed;
- Education and social science research ethics;
- Ensuring quality (validity, reliability, trustworthiness etc.) in education and social science research;
- Methods for generating data (e.g., interviews, observations, surveys), forms of data analysis and what counts as evidence;
- Multiple approaches to research (e.g., case studies, narratives, action-research) and associated forms of data analysis.
Paper Structure
Two weeks of face to face classes are held from Monday, 10 January to Friday, 14 January 2022 and Monday, 17 January to Friday, 21 January 2022. The classes are scheduled to begin at 9.00am and conclude at approximately 12.30pm, with a tea break around 10.45am. Classes will be held in room TT1.05. After 21 January, independent study supported by our online platform, Moodle, will continue.
It is expected that students will undertake independent reading, study and other assigned course-related work each afternoon during the on-campus weeks, and at other times outside of timetabled class hours.
The full duration of the course is Monday, 10 January – 18 February 2022.
The following provides an overview of topics to be covered during the on-campus component of this course. They will be completed using a blend of workshops, professional discussion of literature, student, lecturer and guest presentations, and personal and whole group reading, review and critique. Please note the designated days are indicative and will depend upon progress.
Week 1: Concepts in Education and Social Science Research
1. The nature and characteristics of education research: Being a researcher (Monday, 10 January)
- Introduction to the paper (outline, readings, assignments, Moodle support site)
- What is education and social science research?
- The purpose of education and social science research
- What does it mean to be an education / social science researcher?
- Using library resources and databases (Alistair/Mel)
2. The research process (Tuesday, 11 January)
- Understanding the world through research: Ontology, epistemology, methodology and axiology
- Ways of seeing the world through research: some common research paradigms and how they inform different research designs
- An introduction to research ethics (issues and requirements)
3. The ethics debate and developing research questions (Wednesday, 12 January)
- Research ethics debate group preparation
- The ethics debate
- Developing a research question
4. Undertaking research from Māori and Pacific perspectives (Thursday, 13 January, with guests Dr David Fa'ave, Dr Katarina Edmonds)
- Introduction to Kaupapa Māori research values and approaches
- Introduction to Pacific research values and approaches
- An afternoon session 1.30-3pm will be offered for literature searching skills (highly recommended)
5. Reviewing literature (Friday, 14 January)
- What is a literature review?
- What are the purposes of a literature review?
- Synthesis and critique in generating a quality review
- Structuring and writing a quality review
Week 2: Gathering and analysing data
6. Research approaches (Monday, 17 January)
- Exploring a range of research approaches and their strengths and limitations
7. Data gathering methods (Tuesday, 18 January)
- Types of data - quantitative and qualitative
- Exploring a range of data gathering methods
- An afternoon session 1.30-3pm will be offered for EndNote skills (highly recommended)
8. Qualitative data analysis techniques (Wednesday, 19 January)
- Analysing qualitative data through coding (manual and NVivo), discussing and presenting evidence
- Measures of research quality (trustworthiness)
9. Quantitative data analysis techniques (Thursday, 20 January, with guest Professor Don Klinger)
- Interpreting quantitative data
- Introduction to basic statistical concepts (eg., std. deviation, confidence intervals, effect size, statistical significance)
- Using common software packages for statistical analysis (eg., Excel)
- Measures of research quality (validity, reliability)
10. Planning your research (Friday, 21 January)
- The process of peer review
- Crafting research questions
- Planning your research and preparing your proposal
- Discussing research ideas
- Shared lunch
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.
General assessment criteria are included below. However, assessment rubrics specific to each assessment task will be made available on the Moodle support site.
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 non-digital sources in researching widely for assignments and tasks. The readings for the course accessed via Talis Aspire represent a baseline level of literature only.
Students will be introduced to the Moodle support site and the Talis Aspire system while on-campus. Please refer to this site regularly for course support and information.
Recommended Readings
It is recommended that course participants consider purchasing one of the following texts to supplement their work in this course, and to support future thesis or dissertation planning and writing.
Cohen, L. & Manion, L. (2018). Research methods in education (8th ed. update). New York, NY: Routledge[1]. This book can be purchased as an eBook.
Menter, I., Elliot, D., Hulme, M., Lewin, J., & Lowden, K. (2012). A guide to practitioner research in education. London, England: Sage.
Mutch, C. (2013). 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.
[1] Earlier editions of this text are readily available second hand and are appropriate for this course. This text is recommended for those considering 3 or 4 paper Masters thesis pathways.
Other Resources
There are many texts in the central library for use for assignments. Here are some examples:
Bell, J. (2005). Doing your research project (5th ed.). Buckingham, England: Open University Press.
Creswell, J. W. & Poth, C.N. (2018). Qualitative inquiry and research design. Choosing among five approaches. London, UK: Sage Publications Inc.
Tolich, M., & Davidson, C. (2011). (Eds.). Getting started: An introduction to research methods. Auckland, New Zealand: Pearson Publications.
The University also now subscribes to SAGE Research Methods which has many resources here - https://methods-sagepub-com.ezproxy.waikato.ac.nz/