MA (Education)

Exploring Research: Informing and Changing Practice

Bognor Regis Campus: Tuesday 5:30 pm – 8:00 pm

Module Overview

This module is a compulsory first module for any student wishing to enrol on the MA(Ed) programme and aims to support participants in developing their thinking, reading and writing at Masters level.

This module is designed to:

  • enable participants to become reflective practitioners and agents of change within their educational workplaces
  • facilitate identification of the key variables that determine successful learning and teaching
  • identify theoretical frameworks advanced by major commentators in the field
  • consider and participate in practitioner research as a tool for improving practice.

The intention of this module is to introduce you systematically to the range of research methods used in education, many of which you will be familiar with to some extent from general professional reading and from other modules. Ideas about reliability, objectivity and the scientific status of different models of research will be explored. Particular but not exclusive emphasis will be given to the range of techniques used in the smaller scale research most feasible and appropriate for educational practitioners. Its main elements will be:

  • consideration of areas suitable for small-scale research;
  • examination of how to move from an initial identification of an area of interest to identifying specific research questions;
  • examination of research techniques appropriate to the student‘s enquiries;
  • planning, preparing and implementing a small-scale research task;
  • consideration of ethical issues of practitioner research;
  • identification of ways to disseminate findings to colleagues.

The assignment will consist of a brief proposal of 1,000 words (17% of the final mark), both setting out their project and providing a rationale for their project, supported by relevant literature. This proposal will firstly be submitted in draft form, which will be reviewed by the tutor, before a final version is submitted, to be graded. On completion of module, by an assignment of 5,000 words (83% of the final mark) or their equivalence which will include a small piece of practitioner research relevant to their practice.

MA(Ed) –

Pre-Sessional Task :

Various research texts are listed in the bibliography. Having regular easy access to at least one will be useful over the course of the MA(Education), so it is worth buying one. The main introductory texts are starred.

Module Leader:Sue Bentham 01243 868816

Subject librarian:01243 812094

MA(Education)

Exploring Research

5:30- 8:00 pm Tuesdays Bognor Regis Campus

Tuesday 21st February / Introduction
Taking Curiosity Seriously – Developing Criticality / Sue Bentham
Tuesday 6th March / So you have an idea – What next?
Advanced Literature searches / Sue Bentham
Tuesday 20th March / Academic Writing
Practitioner Research / Sue Bentham
Easter break
Tuesday 17th April / Techniques: interviews & focus groups / Sue Bentham
Tuesday 1st May / Techniques: questionnaires
Draft proposal due / Sue Bentham
Tuesday 15th May / Tutorials
Formative Feedback on draft proposal / Sue Bentham

Tuesday 29th May

/ Hand in proposal / Sue Bentham
Saturday June 23rd /

Conference

/ Sue Bentham
Tuesday June 26th /

Student Presentations

/ Sue Bentham

Assignment Deadline: Friday 27th July

Assignment details

Mode of assessment

Formative Assessment: A brief proposal of 1,000 words (17% of the final mark), both setting out their project and providing a rationale for their project, supported by relevant literature. This proposal will firstly be submitted in draft form, which will be reviewed by the tutor, before a final version is submitted, to be graded.

Summative Assessment: Formal, on completion of module, by an assignment of 5,000 words (83% of the final mark) or their equivalence which will include a small piece of practitioner research relevant to their practice.

Assessment Criteria include both the General Assessment Criteria of the MA(Ed) and demonstration of the following specific criteria:

  • clear identification of the problem or desirable practice;
  • clear articulation of the research question and construction of an appropriate research plan;
  • judgement in choice and use of data-gathering techniques;
  • use of appropriate literature to inform the project and vice versa;
  • professional insights and sensitivities as an agent of change in the practitioner research context; development of practical, workable recommendations and implementation strategies.

Length: Proposal (1,000 words) Assignment (5,000 words)

Deadline: July 27th 2012

Intended Learning Outcomes

By the end of this module participants should attain general learning outcomes of the MA(Education) and be able to:

To enable students to:

  1. undertake a critical analysis of relevant literature that informs their understanding of their own practice
  2. become critically conversant with the practicalities of the practitioner research;
  3. focus on enquiry strategies appropriate to their research interest;
  4. discuss different research perspectives from a critically informed position;
  5. undertake a small-scale, analytical study, probably in tandem with a critical friend, in an educational area or issue in the student‘s own workplace;
  6. interpret and analyse the results in a manner, which not only makes sense to the student, but also informs change;
  7. develop critical thinking and appropriate skills in writing in order to communicate effectively and persuasively with an audience of peers

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By the way…

There is a new support offered to students on the UoC network called Personal Development Planning. You may find much of it more suited to undergraduates, but there are elements that might be useful, not least if you are starting this module after any break from studying. You’ll find it on

IMPORTANT INFORMATION - NEW ASSIGNMENT HAND IN AND FEEDBACK PROCEDURES

Attendance only

Although the normal expectation is that students complete an assignment, you may if you wish ‘attend only’ with no penalty. This is received by the Board of Examiners as audit only. Of course if you decide to ‘audit only’ you will not receive any credits towards your MA(Ed).

Extension requests

For students intending to submit assignments, we understand that occasionally things go wrong and you may request anextension of up to two weeks. If you request an extension to your assignment, you are indicating your intention to submit this work and we would remind you that failure due to non-submission of the assignment, without mitigating circumstances, will result in a fail.(You will also incur an admin charge of £95 per module).

Requests for extensions must be emailed before the due date to , copied to and the relevant tutor. Please state the module you are studying.

Mitigating Circumstances

If you have a major problem which prevents you from submitting your assignment, you must claim mitigating circumstances. You are, strongly advised to submit your claim form with evidence to AQSU as soon as you know there is a problem and before the Board of Examiners. For information and a claim form go to: Portia; select tab for UniServices; select Academic Quality and Standards Unit.

Submitting your assignment

Every assignment should be:

  • securely fixed in a floppy backed folder;
  • accompanied by:
  • a completed assignment/module submission sheet [available from your module tutor(s), the MA(Ed) Office or from the Student Downloads page of the website: ] ;and
  • an electronic version of your assignment on a disc or memory stick (returnable), securely fastened into the folder.
  • put into MA(Ed)pigeon hole in the Staff Club in St Michael’s House at BRC; or
  • brought in to the MA(Ed) office in room 7, Arran House at BRC; or
  • posted to MA(Ed) Office (Assignments),Room 7 Arran House, University of Chichester, Bognor Regis Campus, UpperBognor Road, BognorRegis, West Sussex, PO21 1HR, provided it:
  • is postmarked on or before the deadline date Posting an assignment after the last collection time on the day of submission will make it late;
  • is securely packaged; and
  • has the correct amount of postage.

If the assignment is late without an extension then it will sustain a FAIL grade

Assignments cannot be accepted by email. Please do note-mail,give or post your assignment directly to your module tutor; they are not in a position to record formally that it has been received.

Always put the word count (excluding the bibliography) at the end of the assignment.

Always keep a copy of your assignments.

Assignment Submission sheet

Available on the MA(Ed) website, student downloads (see above)

This has been introduced across the University and should be used by all students. Please complete all sections of the form. When the assignments have been received by the MA(Ed) office, the forms will be folded to facilitate anonymous marking.

Signing in – the instruction to sign the hand-in sheet held in the office can obviously only apply to those of you bringing in your assignment. As stated above, it is still perfectly acceptable for you to post your assignment but it must include the new submission sheet.

New feedback method

Feedback will be done with a system known as MAF on line - Module Assessment Feedback on line. The University sees key benefits for students including:

  • remote access to grades and comments
  • online storage of feedback
  • fewer stages in the process allow for improved turnaround time of feedback

Key benefits to the University are

  • collecting the assessment feedback and marks in this way will enable centralised electronic secure storage of module assessment feedback and marks
  • supporting the Green Campus initiative

Marks and feedback can be released on line before the Board of Examiners, although they will still be subject to Board of Examiners’ approval. Once the tutor has released the feedback, you will receive an email in your Chi email account informing you of this. You must have an active Chi email account – if you do not wish to use this email address then you can arrange to have it forwarded to an email address of your choice. Please contact for advice on this.

You will be able to see your feedback on line through your Portia SONAR account.

It is absolutely essential therefore that you keep your Portia account active

Assignment hand back

As previously, assignments will be handed back by the module tutor if you are undertaking a module; if not, they will be posted recorded delivery to your home address. The assignment will not, however, be accompanied by a comment sheet – this will only be available on line.

Resubmission information

Please note that if you are unsuccessful in a module:

1.Tutors are unable to contact you about a fail until after the INTERNAL Board of Examiners when normally you will be emailed and requested to contact the tutor.

2.A formal resubmission date for your assignment will be set by the EXTERNAL Board of Examiners for the Postgraduate Awards Scheme. You will be notified of this resubmission date by letter shortly after the Board of Examiners has taken place. Please note you may submit your assignment earlier if you wish.

3.You may continue with your current module and submit an assignment for it if you wish.

4.Please note that a failure in a module re-assessment is deemed to be an irrevocable fail, and you will be required to leave the programme.

5.Please note also that if you decide not to resubmit without appropriate mitigating circumstances, this will count as an irrevocable fail and you will be required to leave the programme.

BIBLIOGRAPHYIndicative Reading:

Bartlett, S. & Burton, D. (2004) Practitioner Research for Teachers, New York:Harper Collins

Bryman, A. (2004) Social Research Methods, 2nd Ed., Oxford University Press

Butterfield, D., W. Borgen, N. Amundson and A. Maglio (2005) Fifty years of the critical incident technique: 1954-2004 and beyond, Qualitative Research 5: 475-497.

Cohen, L., Manion, L. & Morrison, K. (2011) Research Methods in Education, London: Routlege/Falmer

Denscombe, M. (2010) The Good Research Guide: for small scale social research projects, Buckingham: OU

Denzin, N. & Lincoln, Y. (eds.) (2000) Handbook of Qualitative Research, London: Sage

Drever, E. (2003) Using Semi-Structured Interviews in Small-Scale Research, SCRE

Gilbert, N. (ed.) (2001) Researching Social Life, London:Sage

Gilham, B. (2000) Developing a Questionnaire, London: Continuum

McNiff, J. & Whitehead, J. (2002) Action research: Principles & Practice, Routledge/Farmer

Newby, P. (2009) Research Methods for Education, London: Continuum

Robson C. (2011) ‘Real World Research, Research Methods in Social Sciences, Chichester: John Wiley & Sons

Journals

British Educational Research Journal

Educational Research

Research in Education

Research Papers in Education

Review of Educational Research

Websites

Some websites
British Educational Research Association / UK national network. Has ethical guidelines and annual conference details /
Research and Informed Practice site (TRIPS) / Aimed at teachers, governors and parents. Digests of latest research articles and links to related sites (funded by DfES) /
National Teacher Research Panel / Summaries of research papers presented at its conferences (funded by DfES) /
Centre for the Use of Research and Evidence in Education / Links with specialised and general sites. Good on jargon busting /
National Foundation for Educational Research (NFER) / Summaries and full reports of its extensive research programme /
Scottish Council for Research in Education / Not just for Scotland! Some good stuff supporting teacher researchers /
Other Scottish Educational Research /
National College for School Leadership / Some short descriptions of how teachers use research /
randd-activities-engaged-literature
Education-Line / Database of conference papers and others material supporting research /
Centre for Applied Research in Education, University of East Anglia / Links to action research projects and publications /
Collaborative Action Research Network / Aims to do what it says on the tin /
Some free e-journals
Australian Educational Researcher / 3 times a year /
Contemporary Issues in Early Childhood / 3 times a year / www triangle.co.uk/CIEC
Early Childhood Research & Practice (USA) / 2 times a year /
EdResearch Online (Australian) / sample/edresearch.htm
European Educational Research Association / 4 times a year / www triangle.co.uk/EERJ