Reading Educational Research

This subject has the following teaching availabilities in 2016:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, 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 Student Equity and Disability Support: http://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 two assessment tasks:

• Reader response: Critical review of research article, up to 2000 words. Due mid semester (40%)
• Comparative evaluation of research approaches to an educational issue, up to 3000 words. Due Examination period (60%)

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Prescribed text:
O'Toole, J., & Beckett, D. (2010). Educational Research - Creative Thinking & Doing (2nd ed.). Melbourne, Australia: Oxford University Press.

Recommended text:
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.