Module ERPM000 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
ERPM000: The Nature of Educational Enquiry
This module descriptor refers to the 2021/2 academic year.
Module Aims
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.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 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; |
| Discipline-Specific Skills | 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; |
| Personal and Key Skills | 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. |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Analysis of article | Equivalent to 1,200 words | 1-3, 5-6, 8-9, 12 | Written and peer feedback |
| Group assignment | Equivalent to 1,300 words | 1-9, 12 | Oral and written feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| 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 | 100 | 5,000 words | 1-12 | Written |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| 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 (5,000 words) | 1-12 | 6 weeks from notification of failure or re-entry onto programme |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
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.
