Reading Educational Research

This subject is not offered in 2013.

125 hours. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit: http://www.services.unimelb.edu.au/disability/

This subject will introduce students to various traditions in educational research. It will be structured around an investigation of several major research projects in education, analysing the research questions, the conceptual framework, the methodological decisions made, reliability, validity and ethical considerations, the analytical techniques, and the conclusions reached. The projects for investigation will be chosen to highlight contrasting ways of undertaking educational research.

On completion of the subject, students will be able to:

• Understand the purposes to which different educational research methodologies can be put;
• Realise the importance of a coherent research design with purpose, methodology and analytical framework in alignment;
• Read reports of educational research in various traditions with understanding;
• Read educational research with critical awareness of its strengths and limitations.

There are three assessment tasks:

• Learning log and/or contribution to online discussions, up to 1000 words. Due mid semester (10%)
• Reader response: Critical review of research article, up to 1500 words. Due mid semester (30%)
• Comparative evaluation of research approaches to an educational issue, up to 2500 words. Due Examination period (60%)

Dowling, P., & Brown, A. (2010). Doing research/reading research: Re-interrogating education (2nd ed.). London, England: Routledge.

Kervin, L., Vialle, W. J., Herrington, J. A., & Okely, A. D. (2006). Research for educators. Melbourne, Australia: Thomson Learning.

This subject is not available as a breadth subject.

On completion of the subject, students will be able to;

• Understand a range of research practices more fully;
• Understand the dependence of research results on the methodology and analytical framework employed.
• Read academic work with an increased critical capacity.