The Nature of Educational Enquiry
| Module title | The Nature of Educational Enquiry |
|---|---|
| Module code | ERPM000 |
| Academic year | 2024/5 |
| Credits | 30 |
| Module staff | Dr Antonio (Ono) Olmedo () |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
Beginning educational researchers need to have a good grasp of the central and current ideas, concepts, debates, theories, philosophies and approaches employed in educational research. This provides a foundation for their understanding and application of different research approaches and methods. The purpose of the module is to introduce you to the range of philosophical and theoretical ideas and debates underpinning educational and social science research, including exploring in some depth the key technical, philosophical and theoretical concepts and terms used in current research reports and debates, and the ethical and political dimensions of research.
Module aims - intentions of the module
The aims of the module are to develop a critical understanding of:
- The nature and purpose of educational research, its history, and its relationships with ethical, social, political, economic and power factors and influences;
- The range of philosophical and theoretical ideas, perspectives and debates underpinning current educational and social science research, including the diversity of educational methodologies and paradigms, and their characteristics, strengths and weaknesses;
- The central and constitutive roles of meta-theory and language in educational research; and
- The use of theory and methodology in current research projects, debates and publications.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate detailed knowledge of philosophical and theoretical foundations of educational research and research methodologies, as well as styles and paradigms utilized in the field and current debates and controversies;
- 2. demonstrate understanding of the significance of alternative epistemological positions for theory construction, research design, and the selection of appropriate analytical techniques;
- 3. demonstrate understanding of educational research in its social, political and ethical context from a variety of viewpoints;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. demonstrate the ability to apply the knowledge and skills developed in the module in a critical analysis of research papers and presentations;
- 5. demonstrate the ability to make an informed judgment about the strengths and weaknesses of available research approaches based, among other things, on ethical considerations;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. demonstrate skills in self-management - in particular the management of time, tasks and evaluation of own learning;
- 7. demonstrate skills in personal judgment - particularly in respect of ethically sensitive issues;
- 8. demonstrate the ability to work independently and cooperatively;
- 9. communicate and present your ideas when writing and speaking and to listen effectively and persuade rationally;
- 10. demonstrate the ability to problem solve - to think logically, laterally, strategically, analyzing and evaluating;
- 11. demonstrate data handling skills; and
- 12. demonstrate effective use of ICT - the use of electronic data bases in the library, email, word processing, the internet.
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- The nature of educational enquiry and the context of education research;
- Ways of knowing and the use of theory in research and practice;
- Ethics and educational research;
- Scientific, interpretive, critical and mixed methods approaches to educational research; and
- Contemporary debates in educational research.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 270 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 30 | 10x3 hour teaching sessions (lectures, workshops and seminars), including on campus teaching and recorded sessions |
| Guided Independent Study | 70 | Collaborative group work |
| Guided Independent Study | 100 | Reading and assignment preparation |
| Guided Independent Study | 100 | Writing summative assignment |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Analysis of article | Equivalent to 1,000 words | 1-3, 5-6, 8-9, 12 | Written and peer feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 70 | 0 | 30 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written Assignment: Comparative analysis of two published pieces of research | 70 | 4,000 words | 1-12 | Written |
| Individual presentation: Comparative analysis of two published pieces of research | 30 | Equivalent to 1,000 words | 1-9, 12 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written Assignment: Comparative analysis of two published pieces of research | Written Assignment: Comparative pieces of two published pieces of research (4,500 words) | 1-12 | 6 weeks from notification of failure or re-entry onto programme |
| Individual presentation: Comparative analysis of two published pieces of research | Individual presentation | 1-9, 12 | 6 weeks from notification of failure or re-entry onto programme |
Indicative learning resources - Basic reading
General
Pring, R. (2015). Philosophy of educational research. 3rd edition online access. London/New York: Bloomsbury
Norwich, B. (2019) Thinking about the nature of educational research: going beyond superficial theoretical scripts. Review of Education, DOI: 10.1002/rev3.3182
Overview topics:
Issues in educational research :
Hammersley, M. (2003) Social research today: some dilemmas and distinctions. Qualititative Social Work, 2(1), 25-44.
Osberg, D.C. & Biesta, G.J.J. (2007). Beyond Presence: Epistemological and pedagogical implications of 'strong' emergence. Interchange 38 (1) 31-55.
Schwandt, T.A. (2011) The SAGE Dictionary of Qualitative Inquiry. Thousand Oaks. SAGE Publications.
Stenhouse, L. (1981) What Counts as Research? British Journal of Educational Studies, 29 (2) 103-114.
Symonds, J.E. and Gorard, S. (2010) death of mixed methods? Or the rebirth of research as a craft? Evaluation and research in Education, 23,2, 121-136.
Pragmatism
Alexander, H.A. (2006) A view from somewhere: explaining the paradigms of educational research. Journal of Philosophy of Education, 40, 2, 205-221
Morgan, D.L. (2014) Pragmatism as a Paradigm for Social Research. Qualitative Inquiry, Vol. 20(8) 1045–1053
Talisse R About pragmatism - listen to podcast from Philosophy Bites website
Critical realism
Scott, D. (2007) Resolving the qualitative-quantitative dilemma: a critical realist approach. International Journal of Research & Method in Education, 30 (1), pp. 3–17
Evidence-based practice
Biesta, G.J.J. (2007). Why ‘what works’ won’t work. Evidence-based practice and the democratic deficit of educational research. Educational Theory 57(1), 1-22.
Clegg, S. (2005) Evidence-based practice in educational research: a critical realist critique of systematic review British Journal of Sociology of Education, 26, 3,. 415–428.
Hammersley, M (2005) Is the evidence-based practice movement doing more good than harm?, Evidence and Policy, vol. 1, no. 1, 2005, pp1-16
MacLure,M. (2005) ‘Clarity bordering on stupidity’: where’s the quality in systematic review?, Journal of Education Policy, 20(4), 393-416.
Critical-emancipatory perspectives
Biesta, G (2010) A New Logic of Emancipation: The Methodology of Jacques Ranciere. Educational Theory 60, no.1: 39-59.
Carr, W (2007) Educational research as a practical science, International Journal of Research & Method in Education,30:3,271-286.
Reygan, Finn, & Dennis Francis (2015) Emotions and pedagogies of discomfort: Teachers’ responses to sexual and gender diversity in the Free State, South Africa, Education as Change, 19:1, 101-119.
Schostak J. & Schostak J. (2012) Writing Research critically. Developing the power to make a difference London and New York. Routledge.
Post-modern/post-structural approaches
Adams St. Pierre, Elizabeth (2013). The posts continue: becoming, International Journal of Qualitative Studies in Education, 26:6, 646-657.
Ball, S. (2013) Foucault, Power and Education. Abingdon: Routledge.
Indicative learning resources - Web based and electronic resources
- British Educational Research Association (BERA) http://www.bera.ac.uk
- European Educational Research Association (EERA) http://www.eera.ac.uk
- American Educational Research Association (AERA) http://www.aera.net
Indicative learning resources - Other resources
http://vle.exeter.ac.uk/course/view.php?id=3161
http://vle.exeter.ac.uk/course/view.php?id=3162
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 01/10/2003 |
| Last revision date | 21/03/2024 |
