College of Social Sciences and International Studies
Designing and Communicating Research
Module ERPM005 for 2021/2
Module ERPM005 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
ERPM005: Designing and Communicating Research
This module descriptor refers to the 2021/2 academic year.
Module Aims
This module aims to develop your knowledge and skills in designing and communicating educational research. Designing research will involve formulating different kinds of research questions and cover various design and methodologies. Communicating research includes skills and knowledge about literature searching, and communicating research to different audiences through different mediums.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. Use and critically appraise a variety of educational research designs, dealing with complex issues, both creatively and systematically 2. Communicate research clearly in different formats and media for specialist and non-specialist audiences |
Discipline-Specific Skills | 3. Demonstrate a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline 4. Identify the needs of different kinds of audience, the needs of different kinds of publication/media and adopt appropriate styles for these to communicate research; |
Personal and Key Skills | 5. Demonstrate sound personal judgment, even in the absence of complete data, but particularly in respect of ethically sensitive issues; 6. Clearly communicate and present ideas when writing and speaking and to listen effectively and persuade rationally; 7. Use a wide-range of IT effectively including specialist software for retrieval and storage of literature, critical appraisal of internet sources, and appropriate use of IT for communication and dissemination of research |
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.
Basic reading:
BERA (2000) Good practice in educational research writing. Nottingham, BERA.
- Thomas, G. (2007), Education and theory: strangers in paradigms, University Press, ISBN 0335211801, 0335211798, 9780335211807, 9780335211791, Format electronic resource
- Robson, C. (2017) Small-Scale Evaluation: Principles and Practice Second Edition. Sage Pub https://dx.doi.org/10.4135/9781526417930
- Banerjee PA (2016). A longitudinal evaluation of the impact of STEM enrichment and enhancement activities in improving educational outcomes: Research protocol. International Journal of Educational Research, 76, 1-11.
- Banerjee, P. A. (2017) Does continued participation in STEM enrichment and enhancement activities affect school maths attainment?, Oxford Review of Education, 43:1, 1-18, DOI: 10.1080/03054985.2016.1235031
- Cohen, L., Manion, L. & Morrison, K. (2011) Research Methods in Education (7th edition). London: Routledge. [Available in digital format]
- Freeman, D. (1995). Asking "Good" Questions: Perspectives from Qualitative Research on Practice, Knowledge, and Understanding in Teacher Education. TESOL Quarterly, 29, (3), 581-585. [online resources]
- Tricia Serviss, Sandra Jamieson (2017). Points of departure: Rethinking student source use and writing studies research. Utah State University Press. [Available in digital format]
- Troudi, S. (2014). Paradigmatic nature and theoretical framework in educational research. Inspiring Academic Practice, 1, (2), 1-11. [Available online: [https://education.exeter.ac.uk/ojs/index.php/inspire/article/view/25/16]
- Myhill DA, Jones SM, Lines H, Watson A (2012). Re-thinking grammar: the impact of embedded grammar teaching on students' writing and students' metalinguistic understanding. Research Papers in Education, 27(2), 139-166
- Myhill, D.A. Lines, H.E and Watson, A. (2012) Making Meaning with Grammar: a Repertoire of Possibilities mETAphor 2:1-10
- · Lines, H.E and Myhill, D.A. (2012) Grammar for Writing: Using Knowledge of Grammar to improve Writing. Classroom 18: 45-48