Faculty of Social Sciences EDGZ921 Introduction to Research and Inquiry Subject Outline School of Education Autumn 20172 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 SUBJECT OUTLINE Subject Code: EDGZ921 Subject Name: Introduction to Research and Inquiry Credit Points: 6 Pre-requisites: None Co-requisites: None Mode of Delivery: Flexible Delivery Locations: Wollongong Version history and subject improvements 12th edition Dr. Elisabeth Duursma, School of Education. UOW. Revision of subject outline. Modification of assessment tasks 2017 11th edition Dr. Elisabeth Duursma, School of Education, UOW. Revision of subject sequence. Modification of assessment task 2016 10th edition Dr. Elisabeth Duursma, School of Education, UOW 2016 9th edition Dr. Steven Howard, School of Education, UOW. Modification of assessment task in line with student and tutor feedback 2015 8th edition Dr. Steven Howard, School of Education, UOW. Modification of assessment task, submission procedures and student support in line with student feedback 2014 7th edition Dr. Steven Howard, School of Education, UOW. Revision of subject sequence. Modification of student support and assessment tasks in line with subject evaluation 2013 6th edition Dr. Lisa Kervin, School of Education, UOW. Expanded teaching team, revision of subject sequence 2012 5th edition Dr. Lisa Kervin, School of Education, UOW 2011 4th edition Dr. Lisa Kervin, School of Education, UOW. 2010 3rd edition Dr. Lisa Kervin, School of Education, UOW. Update to new subject outline template 2009 2nd edition Dr. Lisa Kervin, School of Education, UOW 2009 1st edition Dr. Lisa Kervin, School of Education, UOW 2008 © University of Wollongong 2017, All rights reserved. Copyright and Disclaimer3 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 No part of this work may be reproduced without the prior written consent of the University of Wollongong. All requests and enquiries should be directed to the University of Wollongong, Northfields Avenue, Wollongong NSW 2522 Australia. Telephone +61 2 4221 3920. http://www.uow.edu.au/about/disclaimer/index.html The University of Wollongong attempts to ensure that the information contained here is correct at the time of production, however, sections may be amended without notice by the University in response to changing circumstances or for any other reason.4 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 SUBJECT CONTACTS Subject Coordinator Elisabeth Duursma School of Education Location: Building 67.325 Telephone: 02 4221 5295 Email: [email protected] Consultation Times: by appointment Lecturer Elisabeth Duursma School of Education Location: 67. 325 Telephone: 02 4221 5295 Email: [email protected] Consultation Times: by appointment Tutor Rachel Jones Location: Telephone: Email: [email protected] Consultation Times: tba5 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 SUBJECT DETAILS Subject Description This subject examines the nature of inquiry in Education and related areas. The subject will assist students in critically appraising reported research in academic contexts, in public contexts such as government reports and popular contexts such as the media. It will also provide the tools to conduct small project and site-based research and evaluation studies. Specifically the subject will address questions such as: Why conduct research? What constitutes ‘good’ research? How are methodologies and theoretical frameworks for research determined? What are the ethical implications of conducting and reporting on research? These questions will be explored through tasks and inquiries suited to the backgrounds and interests of students undertaking the subject. Subject Learning Outcomes Subject Learning Outcome (SLO) Australian Professional Standards for Teachers 1. Demonstrate knowledge and understanding of the nature of inquiry and research in educational contexts 1.2, 6.2 2. Identify, synthesise, critique and articulate published research from the education field 1.2, 2.1, 3.3, 3.6, 6.2 3. Demonstrate knowledge and skills in the design and conduct of educational research and inquiry 1.2, 3.6 Lecture/Tutorial/Workshop Times Current timetable information is located at http://www.uow.edu.au/student/timetables/index.html Major Text Kervin, L., Vialle, W., Howard, S., Herrington, J., Okely, T. (2015). Research for educators (2nd ed). Melbourne, VIC: Cengage Learning Australia Required readings (available on moodle website) Abed, M.G. (2015). A consideration to two main ethical issues in educational research, and how may these be addressed. i-managers’s Journal on Educational Psychology, 8(3), 1-13. Barney, D., Pleban, F.T., Fullmer, M., Griffiths, R., Higginson, K., Whaley, D. (2016). Appropriate or inappropriate practice: exercise as punishment in physical education class. The Physical Educator, 73, 59-73. Daniel, E. (2016). The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum. Journal of Education and Practice, 7(15), 91-100. Davies, P. (1999). What is evidence-based education. British Journal of Educational Studies, 47(2), 108-121. Driscoll, D.L., Appiah-Yeboah, A., Salib, P., Rupert, D.J. (2007). Merging qualitative and quantitative data in mixed methods research: How to and why not. Ecological and environmental anthropology (University of Georgia). Paper 18. http://digitalcommons.unl.edu/icwdmeea/18.6 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 Harwell, M.R. (2011). Research design: Qualitative, quantitative, and mixed methods.. In C. Conrad & R.C. Serlin (Eds.), The Sage handbook for research in education: Pursuing ideas as the keystone of exemplary inquiry (Second Edition). Thousand Oaks, CA: Sage. Kuper, A., Lingard, L., & Levinson, W. (2008). Critically appraising qualitative research. British Medical Journal, 337, q1035. Letts, L., Wilkins, S., Law, M., Stewart, D., Bosch, J., & Westmorland, M. (2007). Guidelines for critical review form: Qualitative studies (version 2.0). Long, A. (no date). Evaluation tool for quantitative research studies. Long, A. (2005). Evaluative tool for mixed method studies. Ponce, O.A., Pagan-Maldonado, N. (2015). Mixed methods research in education: Capturing the complexity of the profession. International journal of educational excellence, 1 (1), 111-135. Scott, C. & Sutton, R.E. (2009). Emotions and change during professional development for teachers. Journal of mixed methods research, 3 (2), 151-171. Smith, T. (2009). Critical appraisal of quantitative and qualitative research literature. The Radiographer, 56(3), 6-10. Underwood, K. & Trent-Kratz, M. (2015). Contributions of school-based parenting and family literacy centres in an Early Childhood Service System. School Community Journal, 25 (1), 95-116. Recommended Readings This is not an exhaustive list. Students are encouraged to use the UOW Library catalogue and databases to locate additional resources. • Cohen, L., & Manion, L. (2001). Research methods in education. New York, NY: Routledge. (UOW Library Call Number: 370.78.42) • Cresswell, J.W. (2005). Educational research. Upper Saddle River, NJ: Pearson. (UOW Library Call Number: 370.72/14) • Lankshear, C., & Knobel, M. (2004). A handbook for teacher research: From design to implementation. New York, NY: McGraw-Hill. (UOW Library Call Number: 370.72/31) • McMillan, J.H. (2004). Educational research: Fundamentals for the consumer. Boston, MA: Allyn and Bacon. (UOW Library Call Number: 379.72/35) • Mertens, D.M. (2005). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods. Thousand Oaks, CA: Sage. (UOW Library Call Number: 370.72/17) • Punch, G. (2005). Introduction to social research: Quantitative and qualitative approaches. Thousand Oakes, CA: Sage. (UOW Library Call Number: 300. 72/168) Subject eLearning This subject is supported by an eLearning site, which includes: weekly modules that students must work through and post their response to in an end-of-module forum; workshop recordings (accessed via Echo360 link at the top right of the Moodle page); workshop slides, assessment submission (accessed via Turnitin assessment links on Moodle); and assessment resources. Changes to the Subject Outline In extraordinary circumstances the provisions stipulated in this Subject Outline may require amendment after the Subject Outline has been distributed. All students enrolled in the subject must be notified and have the7 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 opportunity to provide feedback in relation to the proposed amendment, prior to the amendment being finalised. Learning Analytics Data on student performance and engagement (such as Moodle and University Library usage, task marks, use of SOLS) will be available to the Subject Coordinator to assist in analysing student engagement, and to identify and recommend support to students who may be at risk of failure. If you have questions about the kinds of data the University uses, how we collect it, and how we protect your privacy in the use of this data, please refer to http://www.uow.edu.au/dvca/bala/analytics/index.html. Student Support Services A range of services, programs and resources designed to support students can be found at http://www.uow.edu.au/student/services/ eLearning Guides You can find guidelines to eLearning here http://www.uow.edu.au/student/elearning/guide/index.html and to ‘Netiquette’ here http://www.uow.edu.au/student/elearning/netiquette/index.html. Teacher Education Blog All School of Education students have access to the School of Education Teacher Education blog - http://www.uowblogs.com/ted/. This online site lists relevant teacher education sites and explains how to access ICT tools such as Scootle and Interactive Whiteboard (IWB) sofware (SMART Notebook).8 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 LECTURE SCHEDULE Week Beginning (Monday) Topic Reading/Activity Task Due Week 1 27 February Online and F2F Introduction to Research and Research Process Kervin et al. (2015), Chapter 1 & Chapter 4 Week 2 6 March Online Research Ethics and Integrity Abed (2015) Week 3 13 March Online and F2F Research Process Part II and Critical Appraisal of educational research Kervin et al. (2015), Chapter 2; Smith (2009) Week 4 20 March Online Quantitative Methods Introduction to quantitative research, study design and methods Daniel (2016); Kervin et al. (2015), Chapter 3, Chapter 5 (pp. 51-58) Week 5 27 March Online and F2F Analysis and Interpretation of quantitative data Davies (1999) Task 1 Week 6 3 April Online Critical appraisal of quantitative research Long (no date) Kervin et al. (2015), p. 145- 159. Week 7 10 April* Online Qualitative Methods Introduction to qualitative methods, study design and methods Kervin et al. (2015) Chapter 5 (pp. 58-67) Recess – 17 April to 21 April Week 8 24 April Online and F2F Analysis and interpretation of qualitative data Kervin Chapter 7, Chapter 8 (pp. 121-128); Kuper et al. (2008) Week 9 1 May Online Critical appraisal of qualitative data Letts et al. (2007); Underwood et al. (2015) Task 2 Week 10 8 May Online and F2F Mixed Methods Research Introduction to mixed methods research, study designs and methods Harwell (2011); Driscoll et al. (2007) Week 11 15 May Online Analysis and interpretation of mixed methods data Ponce & Pagan-Maldonado (2015)9 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 Week 12 22 May Online and F2F Critical appraisal of mixed methods research Long (2005); Scott & Sutton (2009) Week 13 29 May Online Summary of course Kervin et al. (2015), Chapter 9 Task 3 * Public holiday 14 April, 25 April10 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 ASSESSMENT Minimum attendance requirements On Campus Students are expected to attend all classes. Attendance records are kept for tutorials and students are required to attend a minimum of 80% of all tutorials. Where attendance is affected due to illness or misadventure an application for academic consideration will need to be lodged. Failure to comply may result in a failure in the subject. Minimum performance requirements All assessment tasks must be submitted. To achieve a passing grade in the subject students must achieve a total mark of 50% or over and obtain a minimum of 45% in each task weighted 40% or higher>. Students who do not meet the minimum performance requirements (i.e. complete all assessment tasks) may be given a TF (Technical Fail) grade on their Academic Transcript. Where Professional Experience is attached to a subject students must pass/satisfactorily complete both the coursework and the professional experience to pass this subject. Students will be required to repeat both the coursework and the professional experience if they fail the subject. See the General Course Rules at http://www.uow.edu.au/handbook/generalcourserules/index.html See also the Code of Practice – Student Professional Experience at http://www.uow.edu.au/about/policy/UOW058662.html Particular requirements related to student contributions Group assignments are typically assessed as a group product, usually with the same mark allocated to each group member. However, the subject co-ordinator reserves the right to allocate individual marks for students for an assessment task when necessary (for example, in cases where contributions of group members have been unequal). Scaling Marks awarded for any assessment task (including examinations) may be subject to scaling at the end of the session by the School Assessment Committee (SAC) and/or the Faculty Assessment Committee (FAC). Marks may be scaled in accordance with University policy. Scaling will not affect any individual student’s rank order within their cohort. For more information refer to Standards for Finalisation of Student Results http://www.uow.edu.au/about/policy/UOW039331.html Supplementary Assessment Supplementary assessment may be offered to students whose performance in this subject is close to that required to pass the subject, and are otherwise identified as meriting an offer of a supplementary assessment. The precise form of supplementary assessment will be determined at the time the offer of a supplementary is made. For more information refer to the Supplementary Assessment Guidelines http://www.uow.edu.au/about/policy/UOW116801.html Referencing The APA referencing system is used in the School of Education and the School of Psychology. These are also known as author-date systems due to the order of the information presented. Failure to document11 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 adequately and fully is to ignore scholarly rules – and run the risk of plagiarism. Please consult the UOW library website for further information: http://www.library.uow.edu.au/resourcesbytopic/UOW026621.html Academic Integrity The University’s policy on acknowledgement practice and plagiarism provides detailed information about how to acknowledge the work of others: http://www.uow.edu.au/about/policy/UOW058648.html The University’s Academic Integrity Policy, Faculty Handbooks and subject guides clearly set out the University’s expectation that students submit only their own original work for assessment and avoid plagiarising the work of others or cheating. Re-using any of your own work (either in part or in full) which you have submitted previously for assessment is not permitted without appropriate acknowledgement or without the explicit permission of the Subject Coordinator. Plagiarism can be detected and has led to students being expelled from the University. The use by students of any website that provides access to essays or other assessment items (sometimes marketed as ‘resources’), is extremely unwise. Students who provide an assessment item (or provide access to an assessment item) to others, either directly or indirectly (for example by uploading an assessment item to a website) are considered by the University to be intentionally or recklessly helping other students to cheat. Uploading an assessment task, subject outline or other course materials without express permission of the university is considered academic misconduct and students place themselves at risk of being expelled from the University. Retention of Submitted Work Copies of student work may be retained by the University in order to facilitate quality assurance of assessment processes. Student Academic Complaints Policy In accordance with the Coursework Student Academic Complaints Policy, a student may request an explanation of a mark for an assessment task or a final grade for a subject consistent with the student’s right to appropriate and useful feedback on their performance in an assessment task. Refer to the Coursework Student Academic Complaints Policy (http://www.uow.edu.au/about/policy/UOW058653.html) for further information.12 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 UOW Grade Descriptors Grade Mark (%) Descriptor High Distinction HD 85-100 A high distinction grade (HD) is awarded for performance that provides evidence of an outstanding level of attainment of the relevant subject learning outcomes, demonstrating the attributes of a distinction grade plus (as applicable): • consistent evidence of deep and critical understanding • substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem-solving approaches • critical evaluation of problems, their solutions and their implications • use of quantitative analysis of data as the basis for deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from this work • creativity in application as appropriate to the discipline • eloquent and sophisticated communication of information and ideas in terms of the conventions of the discipline • consistent application of appropriate skills, techniques and methods with outstanding levels of precision and accuracy • all or almost all answers correct, very few or none incorrect Distinction D 75-84 A distinction grade (D) is awarded for performance that provides evidence of a superior level of attainment of the relevant subject learning outcomes, demonstrating the attributes of a credit grade plus (as applicable): • evidence of integration and evaluation of critical ideas, principles, concepts and/or theories • distinctive insight and ability in applying relevant skills, techniques, methods and/or concepts • demonstration of frequent originality in defining and analysing issues or problems and providing solutions • fluent and thorough communication of information and ideas in terms of the conventions of the discipline • frequent application of appropriate skills, techniques and methods with superior levels of precision and accuracy • most answers correct, few incorrect Credit C 65-74 A credit grade (C) is awarded for performance that provides evidence of a high level of attainment of the relevant subject learning outcomes, demonstrating the attributes of a pass grade plus (as applicable): • evidence of learning that goes beyond replication of content knowledge or skills • demonstration of solid understanding of fundamental concepts in the field of study • demonstration of the ability to apply these concepts in a variety of contexts • use of convincing arguments with appropriate coherent and logical reasoning • clear communication of information and ideas in terms of the conventions of the discipline • regular application of appropriate skills, techniques and methods with high levels of precision and accuracy • many answers correct, some incorrect13 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 Pass P 50-64 A pass grade (P) is awarded for performance that provides evidence of a satisfactory level attainment of the relevant subject learning outcomes, demonstrating (as applicable): • knowledge, understanding and application of fundamental concepts of the field of study • use of routine arguments with acceptable reasoning • adequate communication of information and ideas in terms of the conventions of the discipline • ability to apply appropriate skills, techniques and methods with satisfactory levels of precision and accuracy • a combination of correct and incorrect answers Fail F ~ <50 A fail grade (F) is given for performance that does not provide sufficient evidence of attainment of the relevant subject learning outcomes. Technical Fail TF A technical fail (TF) grade is given when minimum performance level requirements for at least one assessment item in the subject as a whole has not been met despite the student achieving at least a satisfactory level of attainment of the subject learning outcomes. Satisfactory S A satisfactory grade (S) is awarded for performance that demonstrates a satisfactory level of attainment of the relevant subject learning outcomes. Unsatisfactory U An unsatisfactory grade (U) is awarded for performance that demonstrates an unsatisfactory level of attainment of the relevant subject learning outcomes. Excellent E An excellent grade (E) may be awarded, instead of a satisfactory grade (S), within subjects from the School of Medicine that have been completed with a consistent pattern of high standard of performance in all aspects of the subject.14 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 SUBMISSION AND RETURN OF ASSESSMENT ITEMS Procedures for the Submission and Return of Assessed Work • Written assignments should be word processed in 12 point font and double-spaced. • All hardcopy assignments should be submitted with a coversheet. Students are responsible for ensuring that the receipt (at the bottom of the coversheet) is signed and that they retain it until the assignment is returned. Electronic receipts must also be kept until the assignment mark is posted. • Copies of assignments made before submission should be retained by students. • Hard copy assignments should be submitted in tutorials to the tutor unless alternative arrangements are made by the Subject Coordinator. • Online/Electronic Submission – Special requirements for online submission and return of work will be provided by your lecturer or Subject Coordinator where relevant. A coversheet (using the appropriate template) must be submitted for all online work. • Unless directed otherwise, marked assignments will be available within 3 weeks of submission. The Subject Coordinator will advise students of the procedure for returning marked assignments. • Assignments will be retained for 21 days after distribution of mark or release of final grade. For further information refer to Code of Practice – Teaching and Assessment: Late Submission of Assessment Tasks Assessed work must be handed in by the date and time given. If an assessment is submitted late, it will be marked in the normal way, and a penalty will then be applied. Late Submission Penalty Late submissions will receive a penalty of 5% per day (or part thereof) of the total possible marks for the assessment task for up to ten (10) days after the due date and time for submission (including weekends, and public holidays), or, where an extension has been granted, for up to ten (10) days after the nominated extension deadline. For the purposes of this penalty a weekend (Saturday and Sunday) will be regarded as two days. No marks will be awarded for work submitted: a) more than ten (10) days after the due date, or b) after the assessment has been returned to the students; whichever is applicable. In such an instance, a mark of zero and a result of Fail for the task will be applied. Note: Assessments must still be submitted to meet minimum performance requirements even though no mark is to be awarded. Examples of penalties: Assignment Value Student Mark Number of Days Late Penalty (5% of Total Possible Mark) Student Actual Mark 100 80 0 0 80 100 80 1 5 75 100 80 2 10 70 20 16 0 0 16 20 16 1 1 15 20 16 2 2 1415 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 50 40 2 5 35 Extensions Extensions of time to submit material for assessment can only be granted in exceptional circumstances such as illness, injury, other serious cause, or extenuating circumstance - further details are available at http://www.uow.edu.au/about/policy/UOW058721.html Note: This Subject Outline provides details of requirements for the subject and this information includes the dates for the submission of work for assessment. Pressure of work, either from employment or from other subjects, is not an acceptable reason for seeking an extension of time. Student Academic Consideration Applications from students for academic consideration should be made only on the grounds of serious or extenuating circumstances. You can apply for academic consideration in Student Online Services (SOLS). Applications for academic consideration are governed by the University’s Student Academic Consideration Policy at http://www.uow.edu.au/about/policy/UOW058721.html Do not assume that an application for academic consideration will be automatically granted. Turnitin Assignments submitted to this subject may be requested in electronic format. An originality check through Turnitin or other text matching software may be undertaken for any submitted assignment.16 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 ASSESSMENT TASKS ASSESSMENT 1 Questions and Response to Research Article Due Date Week 5, 31 March 2016, 5:00 pm via Turnitin Method of Submission Submission through Turnitin (see moodle website) This assessment task has been set up to be checked by Turnitin, a tool for checking if it has unreferenced content. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You can then make any changes that may be required and re-submit you final version by the due date. Weighting 30% Length 2,000 words Subject Learning Outcomes 1. Demonstrate knowledge and understanding of the nature of inquiry and research in educational contexts For this assignment, please read the following article: Barney, D., Pleban, F.T., Fullmer, M., Griffiths, R., Higginson, K., Whaley, D. (2016). Appropriate or inappropriate practice: exercise as punishment in physical education class. The Physical Educator, 73, 59-73. This article reports on a study conducted by the researchers on Exercise as Punishment (EAP), which is a practice that is sometimes employed in physical education (PE) classes. In this practice physical educators punish students in their classes by doing physical exercises such as running laps or doing pushups. The authors surveyed students to find out what their attitudes are towards EAP, how it affected the classroom and their perceptions towards PE teachers. Answer the following questions: 1) On page 63 (top), the authors stated that the majority of studies in which EAP is referenced take the perspective of either teachers or coaches but not students. The purpose of this study was to understand better individuals’ perspectives regarding their thoughts and experiences of EAP during their time in school PE. 1a) Why do you think it is important to have the perspective of the students on EAP? Give at least three reasons. 2) As the authors could not find an instrument to measure EAP, they decided to develop their own questionnaire. For some people this type of information might be a little sensitive. 2a) Do you people are willing to provide this information to researchers? Why or why not? 2b) Would you be willing to give this information to a researcher?17 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 Why or why not? 2c) Do you think that using a questionnaire is the ‘best’ way to answer the researchers’ questions? Why or why not? 2d) What other ways could you think of to gather this type of information from many people? 3) The authors used a nonprobability sampling which means that they just visited the university and handed out surveys to random students in areas where they knew lots of students would be. 3a) What are some of the advantages of this method? 3b) What are some of the disadvantages of this method? 3c) Do you think this population (students at a university) is the right population for this study and this research question? 4) In the discussion section (p.69), the authors cite another study by Burak et al. (2013) who found that males were more likely to use EAP than females. The authors of the current study also found the same result. They do not explain though why. 4a) Why do you think males are more likely to use EAP than females in PE classes? 4b) What does the fact that more males than females (104 vs. 76) filled out the questionnaire tell you, or why would that be the case? 4c) Do you think this has an impact on the results? 4d) If you were to collect the data what other data might you collect from the students besides their gender to answer the research questions? 5) In the implications section the authors state that ‘EAP is not appropriate for physical educators to use in their daily lessons’. 5a) Do you agree with this conclusion based on the data the researchers collected? 5b) Why or why not? 5c) Were you surprised by these results? 5d) Why or why not? You can use outside references if you like, but this is not required. This task requires you to critically reflect on research and to think about the implications of research studies. Assessment Criteria • Address questions in brief and concise manner • Address ALL questions • Provide good explanations for your answers • Use appropriate academic language • Demonstrate understanding of critical thinking in regards to educational research18 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 ASSESSMENT 2 Research Evaluation Due Date Week 9 -5 May 5pm via Turnitin Method of Submission This assessment task has been set up to be checked by Turnitin, a tool for checking if it has unreferenced content. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You can then make any changes that may be required and re-submit you final version by the due date. Weighting 35% Length 3,000 words Subject Learning Outcomes • Demonstrate knowledge and understanding of the nature of inquiry and research in educational contexts • Identify, synthesise, critique and articulate published research from the education field Task An important skill for any educator is the ability to access, interpret and critically evaluate the research conducted by others. This task focuses on developing this ability. Either read the following two research articles (available on the course website) or choose two research articles in your area of interest (make sure that they are research articles). Oh, E., & Bayer, J. (2015). Parents’ help-seeking processes for early childhood mental health problems. Child and Adolescent Mental Health, 20 (3), 149-154. Dunca, S., White, K., Mavoa, Stewart, T., Hinckson, E., Schofield, G. (2016). Active transport, physical activity, and distance between home and school in children and adolescents. Journal of physical activity and health, 13, 447-453. Write a critical evaluation of each article SEPARATELY (do not compare the articles). In the critical evaluation of the articles, consider the following questions (note: this is not an exhaustive list of considerations): Ø What is the focus of the researcher’s work (i.e. is there a stated purpose? research question? problem?) Does the article provide a sufficient review of previous studies on this topic? Ø Does the researcher adopt a design that is appropriate to their research question? Why is it appropriate or why is it not? What sorts of insights does this design (not) permit? Ø Are the researcher’s methodological decisions appropriate (i.e., appropriate participant recruitment? Appropriate data sources? appropriate data collection methods? are each of these methodological decisions made sufficiently clear? If not, what additional information would you require?) Ø Do you agree with the interpretation of results? Why or why not? How do they fit with the methodology decisions made? On the basis of your critique of these two studies, write an essay that: (1) provides context for this area of study, briefly synthesizing key findings and debates (introduction); (2) evaluates each article separately, briefly describing19 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 the study (e.g., aim, methods, results, conclusions) and then provides in-depth evaluation of the methods adopted (e.g., strengths, limitations), culminating in an appraisal of the author’s conclusions, as well as the presentation/justification of the educational implications and applications that you see as a result of this study (body text); and (3) a synthesis of these findings to briefly discuss the state of research in this area of investigation, including apparent methodology-based limitations and debates and future research that could address them (conclusion). PLEASE NOTE: The focus of this task is on the evaluation of methodology, in order to evaluate the utility of published research for informing educational theory, research, practice and/or policy. This requires you to extend beyond simply describing the methods used (although some description of the methods will be required in order to provide explanation for your evaluation), with a particular focus on the methodology (rather than the specific content area). A minimum of 8 scholarly (e.g., credible, reliable) references are expected. Assessment Criteria See the moodle site for assessment criteria ASSESSMENT 3 Research Proposal or Action Research Proposal Due Date Week 13- 2 June 5 pm via Turnitin Method of Submission This assessment task has been set up to be checked by Turnitin, a tool for checking if it has unreferenced content. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You can then make any changes that may be required and re-submit you final version by the due date. Weighting 35% Length 3,000 words Subject Learning Outcomes Demonstrate knowledge and understanding of the nature of inquiry and research in educational contexts Demonstrate knowledge and skills in the design and conduct of educational research and inquiry Task For this assignment you have a choice to either write: 1) a research proposal or write 2) an action research proposal. 1) Research proposal For this assignment, you will write a brief research proposal for a project you would like to carry out (you will not have to actually conduct the study but just write the research proposal). Choose a topic of your interest (topics can include cyberbullying, physical education, reading achievement, adult education etc.). At the beginning of your proposal provide a brief literature review identifying key findings in the area, leading into a gap in our current understanding that your research studies seek to address (~300 words in length). This should then lead into a research proposal. For this proposal you will need to: • Articulate and justify a research question (and hypothesis, if appropriate)20 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 that addresses the identified gap(s) in knowledge; • Clearly describe and justify the research design that is best suited to the question; • Identify the specific methods that will be used to gather data (e.g., participants, methods, data collection instruments/measures, types of data generated) and justify how this complements your research question; and • Briefly discuss the ethical considerations that are specific to your research study (≤ 200 words). For this proposal you are required to use at least 8 scholarly (e.g., credible and reliable) references are expected. Scholarly references DO NOT include websites but refer to research articles published in peer-reviewed journals. 2) The other option is to write an action research proposal you would like to carry out at a school, early childhood centre or other educational setting (you do not have to carry out the action research). The action research proposal should include the following sections: 1) Problem: the problem statement provides a background to and rationale for the issue you will be researching. Be sure to provide sufficient detail for a reader not familiar with your context ( >300 words). 2) Background literature: this is a review of the literature. It should highlight key empirical findings related to your area. 3) Options for action: based on the literature and conversations with stakeholders, community and peers, identify an options for action. These options should be supported by the literature (e.g., interviewing students and administering a test). 4) Research Question: articulated and justify a research question (and hypothesis, if appropriate) that addresses 5) Method: Explain which research design your research is at least loosely based on (e.g. multiple case study, quasi-experiment). In what ways is it similar and how is it well suited to helping you answer your RQ? You should also provide details regarding the participants and specific data collection procedures that you have planned 6) Ethical considerations: briefly discuss the ethical considerations that are specific to your research study. Reference list for all books, papers and other materials used as part of your proposal. Minimum of 8 scholarly references. Assessment Criteria • Concise overview of the literature with key findings • Identification of a gap in the literature • Articulation and justification of a research question • Description and justification of research design • Description and explanation of methods used • Discussion of ethical considerations • Use of a minimum of 8 scholarly references • Use of academic language • Use of APA referencing21 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 STUDENT SUPPORT Faculty of Social Sciences Student Services Centre Location 23.G21 Student Hub 41 Telephone +61 2 4221 3981 +61 2 4221 5962 Facsimile +61 2 4221 3892 Email [email protected] Student Support Adviser (SSA) Campus Contact Southern Highlands Wollongong Contact details can be found here: http://www.uow.edu.au/student/services/SSA/contact/index.html Batemans Bay Bega Shoalhaven Sue Leppan [email protected] Shoalhaven Campus, Ray Cleary Building, Room UG12 Library Services Save yourself time and enhance your studies: connect with information specialists and resources anytime, anywhere. Ask Us: http://www.library.uow.edu.au/ask/UOW026599.html or Google - UOW library ask us Online – Ask a Librarian Ask questions and receive a response within 1 business day In person – Book a Librarian 30-minute appointment with an Librarian Research Consultation Service 1 hour appointment with an information specialist. Available to UOW academics, HDRs, postgraduates, Honours and Masters students. By phone +61 2 4221 3548 The Main Library (Building 16) and Education Curriculum Resources Centre (Building 22) are located at the Wollongong Campus. UOW Libraries at other locations are listed on the Library website.22 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 GENERAL INFORMATION Teaching and Assessment: Code of Practice - Teaching This Code is a key document in implementing the University’s Teaching and Assessment Policy and sets out the specific responsibilities of parties affected in relation to learning, teaching and assessment, as well as procedures for teaching staff. The Code can be found at http://www.uow.edu.au/about/policy/UOW058666.html Teaching and Assessment: Assessment and Feedback Policy The purpose of this Policy is to set out the University of Wollongong’s approach to effective learning, teaching and assessment, including the principles and minimum standards underlying teaching and assessment practice. The Policy can be found at http://www.uow.edu.au/about/policy/alphalisting/UOW222905.html Teaching and Assessment: Subject Delivery Policy This Policy sets out specific requirements in relation to the delivery of Subjects. The policy can be found at http://www.uow.edu.au/about/policy/alphalisting/UOW222906.html The Student Charter – Your Rights and Responsibilities The Student Charter is shaped by the University’s mission to excel through providing world-class teaching, learning and research opportunities that challenge, inform and inspire its students in a diverse and inclusive environment. The Student Charter is based on principles that guide all members of the University and that promote responsible partnerships within and beyond the University community. It acknowledges the importance of the connection that is forged between students and staff of the University as well as the broader community. It encompasses a commitment to academic integrity and the five fundamental values on which this rests: honesty, trust, fairness, respect and responsibility. http://www.uow.edu.au/student/charter/index.html Academic Integrity and Plagiarism Policy The University’s policy on acknowledgement practice and plagiarism provides detailed information about how to acknowledge the work of others: http://www.uow.edu.au/about/policy/UOW058648.html Student Academic Consideration Policy The purpose of the Student Academic Consideration Policy is to enable student requests for academic consideration for specific assessment tasks, examinations, academic progress or attendance requirements in a subject relevant to their course to be evaluated in a fair, reasonable, timely and consistent manner throughout the University. This Policy sets out clear and defined requirements allowing for transparency, ease of interpretation and implementation. Consistency in criteria, procedures, and outcomes in the processing of applications for academic consideration for all forms of assessment are requirements of this Policy. The Policy can be found at http://www.uow.edu.au/about/policy/UOW058721.html23 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 Course Progress Policy The Course Progress Policy establishes the requirements, definitions and procedures to be used in determining the standards of acceptable course progress; the definitions of the roles and responsibilities of UOW staff and students with regard to course progress; and the descriptions of the resources and choices available to assist students at risk of not achieving course progress standards. The Policy can be found at http://www.uow.edu.au/about/policy/UOW058679.html24 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 Coursework Student Academic Complaints Policy UOW aims to provide a transparent and consistent process for resolving student academic grievances. Further information is available at http://www.uow.edu.au/about/policy/UOW058653.html Inclusive Language Guidelines UOW endorses a policy of non-discriminatory language practice in all academic and administrative activities of the University. Further information is available from http://www.uow.edu.au/about/policy/alphalisting/UOW140611.html Copyright Policy The purpose of this Policy is to outline responsibilities and procedures regarding the use of third party copyright material, with the objectives of reducing staff and UOW exposure to the risks associated with the use of third party copyright material, assisting staff to make full legal use of the materials at their disposal by clearly identifying responsibilities and promoting copyright compliance. The Policy can be found at http://www.uow.edu.au/about/policy/alphalisting/UOW026670.html Intellectual Property UOW’s Intellectual Property Policy provides guidance on the approach taken to Intellectual Property (IP), including its ownership, protection and exploitation. Further information about the management of IP is available at http://www.uow.edu.au/about/policy/UOW058689.html Student Conduct Rules In line with UOW’s commitment to academic integrity, new rules related to student conduct have been in effect since 1 January 2008. Relevant information may be found at http://www.uow.edu.au/about/policy/UOW058723.html Code of Practice – Research This Code mandates the current policy and best practice relating to procedures for responsible research. The Code can be found at http://www.uow.edu.au/about/policy/UOW058663.html Code of Practice – Honours This Code sets out the responsibilities of all parties involved in managing students undertaking Honours Programs. The Code can be found at http://www.uow.edu.au/about/policy/UOW058661.html The Code of Practice – Student Professional Experience The Code of Practice – Student Professional Experience sets out what is expected from students, the University and Host Organisations in providing student professional experience programs. It applies to student professional experience programs that form the whole or part of a subject or course offered at the University. The code assists in promoting a productive learning experience for students. Current policies and25 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 practices relating to the workplace experience and other practical training requirements can be found at http://www.uow.edu.au/about/policy/UOW058662.html IP Student Assignment of Intellectual Property Policy This policy applies to all Students (under-graduate and post-graduate) of the University of Wollongong (UOW). It may also apply to other persons by agreement. This policy sets out the approach taken by UOW in relation to Student assignment of intellectual property. Further information about this policy can be found here http://www.uow.edu.au/about/policy/UOW058690.html26 | EDGZ921 SUBJECT OUTLINE AUTUMN 2017 Ethical Objection by Students to the Use of Animal and Animal Products in Coursework Subjects The University of Wollongong is committed to recognition of the diversity of values held by students at the University and seeks to provide avenues for students to complete their chosen field of study without compromising their ethical commitments. The University, through its Animal Ethics Committee, has a responsibility to review any proposed research and teaching involving living animals in accordance with the NHMRC Australian Code of Practice for the Care and Use of Animals for Scientific Purposes (2004) and the Animal Research Act, 1985 (NSW). This policy provides a framework for recognition of and responses to students' ethical or religious objection to animal use in coursework subjects at the University of Wollongong. For the purpose of this policy, animal use includes killing of animals in experimental work, dissection of animals that are already dead, use of animal tissues, use of animal-derived products (such as sera). These uses are relevant to teaching and assessment. Further information about this policy can be found here http://www.uow.edu.au/about/policy/UOW058708.html Human Research Ethics Guidelines The Human Research Ethics Committee protects the welfare and rights of the participants in research activities. Further information can be found at http://www.uow.edu.au/research/ethics/human/index.html Workplace Health & Safety Policy The Workplace Health and Safety (WHS) unit at UOW aims to provide structures, system and support to ensure the health, safety and welfare of all at the campus. Further information is available from http://staff.uow.edu.au/ohs/