This document provides an overview and guidance for two modules on educational research. It outlines the aims of the modules to extend students' knowledge of research strategies and techniques, develop critical analysis skills, and understand ethical issues. Students will gain practical research skills and learn to critically review other researchers' work. The document provides guidance on assignments, including section lengths and requirements. It defines educational research as the systematic and ethical process of answering education-related questions through collecting and analyzing relevant data to develop new understandings. Educational research is described as both scientific in seeking new knowledge and political in aiming to create change.
A presentation from the joint CILIP Information Literacy Group and Library and Information Research Group's Writing Research Proposals and Publication event.
A presentation from the joint CILIP Information Literacy Group and Library and Information Research Group's Writing Research Proposals and Publication event.
What is Research Proposal?
Why do We Need to Write
Research Proposals?
Techniques of Preparing
Research Proposal
How to Write Good
Research Proposals?
Assessment of Research Proposal
How to Defend Research Proposal?
Systematic review international conference slidesvijay kumar
This PowerPoint is about systematic review. The talk was delivered at an International Conference. All videos related to research conferences can be viewed at
https://www.youtube.com/channel/UCNEUKBUIaQG3wr05Sj38oDA/featured
The discussion on how to choose the topics for research work is presented. Various sources of inspiration for research topic, brainstorming sessions on refining the research topic and methodology to define a proper title for research topic is presented in detail. These slides are used to deliver Research Methodology Workshop for research scholars for Visvesvaraya Technological University (VTU) and other universities and institutes.
Why is it important to add Background of the Study in Research?AuthorassistsLLC
The background of the study informs the readers about the main topic of your paper. The research context generates the interest of the target audience by providing a detailed analysis of the problem.
What is Research Proposal?
Why do We Need to Write
Research Proposals?
Techniques of Preparing
Research Proposal
How to Write Good
Research Proposals?
Assessment of Research Proposal
How to Defend Research Proposal?
Systematic review international conference slidesvijay kumar
This PowerPoint is about systematic review. The talk was delivered at an International Conference. All videos related to research conferences can be viewed at
https://www.youtube.com/channel/UCNEUKBUIaQG3wr05Sj38oDA/featured
The discussion on how to choose the topics for research work is presented. Various sources of inspiration for research topic, brainstorming sessions on refining the research topic and methodology to define a proper title for research topic is presented in detail. These slides are used to deliver Research Methodology Workshop for research scholars for Visvesvaraya Technological University (VTU) and other universities and institutes.
Why is it important to add Background of the Study in Research?AuthorassistsLLC
The background of the study informs the readers about the main topic of your paper. The research context generates the interest of the target audience by providing a detailed analysis of the problem.
Research proposal: How to Write a Research ProposalM. A. Shahzad
Most students and beginning researchers do not fully understand what a research proposal means, nor do they understand its importance. To put it bluntly, one's research is only as a good as one's proposal. An ill-conceived proposal dooms the project even if it somehow gets through the Thesis Supervisory Committee. A high quality proposal, on the other hand, not/only promises success for the project, but also impresses your Thesis Committee about your potential as a researcher.
A research proposal is intended to convince others that you have a worthwhile research project and that you have the competence and the work-plan to complete it. Generally, a research proposal should contain all the key elements involved in the research process and include sufficient information for the readers to evaluate the proposed study.
Regardless of your research area and the methodology you choose, all research proposals must address the following questions: What you plan to accomplish, why you want to do it and how you are going to do it.
The proposal should have sufficient information to convince your readers that you have an important research idea, that you have a good grasp of the relevant literature and the major issues, and that your methodology is sound.
The quality of your research proposal depends not only on the quality of your proposed project, but also on the quality of your proposal writing. A good research project may run the risk of rejection simply because the proposal is poorly written. Therefore, it pays if your writing is coherent, clear and compelling.
This training focuses on proposal writing rather than on the development of research ideas.
Assessment Information
Subject Code: BUS606
Subject Name: Business Research Proposal and Literature Review
Assessment Title: Assessment 3 – Final Research Proposal and Literature
Review
Weighting: 40 %
Total Marks:
Length:
40
3000 (not including reference list)
Due Date: Submission due Week 12 – Sunday at 11.59 pm
COURSE: Master of Business (Research)
Unit: Business Research Proposal and Literature Review
Unit Code: BUS606
Type of
Assessment:
Assessment 3 – Final Research Proposal and Literature Review
Unit Learning
Outcomes
addressed:
(a) Demonstrate an advanced ability to initiate and prepare an
original research proposal.
(b) Demonstrate an advanced ability to prepare a literature
review based on the support of an original research
proposal.
(c) Demonstrate a critical appreciation of the ethical issues
associated with an original research proposal and their
implications for the research and for the acceptability of the
research by an ethics review committee.
(d) Critically evaluate the coherence, relevance and
methodological merits of a given body of literature.
(e) Demonstrate a critical understanding of the theoretical,
practical and professional contexts and significance of the
research.
(f) Prepare a literature review that identifies and discriminates
between concepts, issues, key findings and relevant
theories most pertinent to the research proposal which the
review supports.
Criteria for
Assessment:
Knowledge and Understanding
Content and exploration of theories and ideas
Analysis, synthesis and critical engagement
Technical skills and referencing
Assessment Task:
In this task, you will develop a research proposal for a research
project addressing Leadership and Management issues that is
aligned to one of the Research Clusters in the School of Business.
This research proposal will be used to allocate your Research
Supervisors who will be appointed to supervisor your Master of
Business Research thesis and will also be reviewed by the
Research Committee to complete your Confirmation of Candidature
requirements.
Drawing on your synthesis of the existing research literature in
business and allied fields, you will identify a research question
based on the theoretical, professional, or organizational 'gap' for a
business problem that your proposed research will address. You will
analyze the implications of various theoretical approaches in order
to choose and develop an appropriate theoretical framework for
your research. You will analyze the strengths and weaknesses of
various methodological approaches before choosing and justifying a
preferred methodology for your research.
You research proposal and literature review should comprise the
following sections:
Research Project Title: A working title for the Master of Business
Research thesis that is no more than 12 words
Research Cluster: Identify ...
Effective research paper writing for scientific write-up, Btech+Mtech.pptxMethusharma
Crafting an effective research paper requires a combination of meticulous planning, rigorous analysis, and clear communication. This process begins with thorough research and a deep understanding of the subject matter. Before diving into writing, it's essential to formulate a clear research question or hypothesis and outline the structure of the paper.
A well-written research paper typically follows a standard format, including an abstract, introduction, literature review, methodology, results, discussion, and conclusion. Each section serves a specific purpose, guiding the reader through the study's objectives, methodology, findings, and implications.
In the introduction, provide background information on the topic and highlight the significance of the research. Clearly state the research question or hypothesis and outline the paper's structure. The literature review should critically evaluate existing research on the topic, identifying gaps and establishing the context for the study.
The methodology section should detail the research design, data collection methods, and analysis techniques used. It's crucial to provide enough detail for the study to be reproducible by other researchers. Present the results objectively, using tables, figures, and statistics to support your findings.
In the discussion section, interpret the results in the context of the research question and existing literature. Address any limitations of the study and propose areas for future research. Finally, summarize the key findings and their implications in the conclusion.
Throughout the writing process, maintain clarity, coherence, and precision in your language. Use appropriate citation styles to acknowledge sources and avoid plagiarism. Revision is a critical step in the writing process, so be prepared to revise and edit your paper multiple times to ensure clarity, accuracy, and coherence.
By following these guidelines and paying attention to detail, you can produce a research paper that effectively communicates your findings and contributes to the advancement of knowledge in your field.
the presentation on English research paper writing has shed light on the intricacies of this essential academic and professional endeavor. We've explored the fundamental components of research papers, from the definition and purpose of research papers to the critical stages of selecting a research topic, conducting a literature review, choosing research methods, and structuring the paper. The pitfalls and best practices associated with research paper writing have been highlighted, emphasizing the need to steer clear of common mistakes like plagiarism, poor structure, and unclear language.
Furthermore, the presentation delved into the ethical considerations, the importance of responsible data citation, and the value of revision and editing in refining the quality of research papers. Through a real-life case study, we witnessed the tangible impact that well-crafted research papers can have on the advancement of knowledge and practical solutions in various fields. The significance of the abstract as a concise gateway to research papers was also explored, stressing its role in assisting readers and reviewers in quickly grasping the essence of a study. We discussed the key attributes of an effective abstract, from conciseness to clarity and audience-tailoring, recognizing its pivotal role in shaping the perception of one's research.
In the realm of English research paper writing, the mastery of these principles and practices is not only a testament to one's research skills but also an avenue to contribute meaningfully to academic and professional discourse. As researchers, students, and professionals, the knowledge and insights gained from this presentation empower us to navigate the complex terrain of research paper writing with precision, impact, and integrity, thereby making valuable contributions to our respective fields and the broader world of academia and practice. English research paper is not merely a formality but a crucial entry point for readers into the depth and significance of your study. Crafting a clear, concise, and audience-focused abstract can significantly impact the visibility and accessibility of your research, making it a valuable skill for researchers in both academic and professional contexts. A well-written abstract can make a substantial difference in the visibility and accessibility of your research. Whether it's an academic paper, a conference presentation, or a professional report, the abstract is often the first thing readers or reviewers encounter. Its quality can determine whether your work is explored further.
In the world of English research paper writing, mastering the art of creating a compelling abstract is a skill that can enhance your academic and professional impact.
Use this description to introduce the concept and significance of the abstract section of your presentation on English research paper writing. This sets the stage for a more detailed discussion of abstracts in the subsequent slides. Thank you
This presentation is intended to novice researchers who are not sure about what they want to research on but want to write a good paper as soon as possible! I used it to insinuate my collleagues into research by making them believe it is very easy!
Organisational Leadership
UU-PSY703
Page 1 Organisational Leadership (UU-PSY703)
Organisational Leadership (UU-PSY703)
Assignment 2 Guidelines
Assignment Two: 50% of module marks
Research Proposal Assignment 2
Title: Develop a research proposal evaluating the impact of leadership and culture on the
sustainable development of the 21
st
century organizations.
Word Limit: 3000 words (absolute max 3500)
Assessment Point No: 2 (2 out of 2) 50% of final module mark
Online Submission: End of week 7 (Sunday)
Time: By 11:59 p.m. (23:59 hours) UTC time at the latest.
Important Note: If you miss the deadline, UNICAF rules on late submission/non-submission will
come into effect.
Learning outcomes assessed:
1. Illustrate the ability to evaluate the existing literature, identify potential gaps and propose a
research which examines the relationship between leadership and culture on the sustain how
you understand your research area
2. Demonstrate knowledge, critical evaluation and practical understanding of leadership.
3. Present critical and evidence-based arguments in written form.
Guidelines:
1. Add in depth evidence of advanced research and theories beyond the core readings which
have been provided in the module.
2. The essay should be reported by using the APA referencing format. Full and detailed
“References” section should be included at the end of the essay.
3. The essay should be within the indicated and appropriate word limit. Assignments that overly
exceed the absolute maximum will not be marked.
Organisational Leadership
UU-PSY703
Page 2 Organisational Leadership (UU-PSY703)
4. Your assignment should be word processed; Arial font size 11 or 12 and double- spaced and
numbered pages.
5. Headings (e.g., Introduction/Discussion/Conclusion) should not be included in your final
essay.
Note: Essential information must be included in the body of the essay and will be counted in the
word count. Extra illustrative information may be included in the appendices.
Your essay will be assessed using the Writing Rubric located at the top of the course shell.
Students will decide on the appropriate structure and content but we would expect to see the
following elements:
Introduction: Typically, research proposals are developed by scholars who aim to be funded
for a research project (or as the initial step for getting approval to develop a dissertation).
Despite this being a course assignment, in your introduction you should have a clear
statement of your idea and an examination of the significance of a research problem:
o What is the central research problem?
o What is the topic of study related to that problem?
o What methods should be used to analyse the research problem?
o Why this is an important research, what is its significance?
Literature review: introduce the area of research, review key publications, identify any gaps
in the kn.
A slide show about questions and issues that a writer needs to take into account when writing the text that accompanies papers. The show is designed for PhD students that are undertaking a PhD by publication.
Taking a psychometric approach to developing a tool for measuring values attr...Alison Hardy
The Subject Values Instrument for Design and Technology Education (SVA-D&T) is a 28 item (statements) tool for measuring the values people attribute to design and technology education (D&TE). In our presentation we will describe the mixed methods (qualitative and quantitative) validation processes involved in the develop of the SVA-D&T, alongside and some preliminary data. We will also explain why the SVA-D&T is needed by researchers and curriculum planners.
Valuing design and technology education Alison Hardy
Selected slides from a presentation for colleagues at FHNW University of Applied Sciences and Arts Northwestern Switzerland on Monday 10th December.
My talk is in 3 parts:
the influence and origins of our values
the value of D&T education
design fiction as a response to an enduring value of D&T
Presentation given at D&TA East Midlands branch meeting on Monday 27th November.
I introduce design fiction as a pedagogical approach to sue in D&T lessons teaching pupils about new and emerging technologies (such as robotics, AI, synthetic biology and additive manufacturing).
Seminar for Baltimore County technology education teachersAlison Hardy
A lunchtime seminar for Baltimore County technology education teachers (Tuesday 18th July).
I gave an overview of D&T education in the UK, and discussed the value of D&T. We ran out of time for the design fiction section.
The visit was funded by the UCET Travel scholarship (http://www.ucet.ac.uk/scholarships).
Many thanks to the UK based D&T teachers who shared photos of their D&T classrooms.
Rhetoric and interpretation: values attributed to D&TAlison Hardy
This research compares special interest groups’ and students’ rhetoric about the value of Design & Technology (D&T) in England, specifically in relation to learning about technology, employment and creative endeavors.
Drawing upon the Design and Technology Association (D&TA) campaigns and interviews with students, I identify the values these two ascribe to D&T. These values will be compared with the values implied in the English National Curriculum for D&T: the current version (Department of Education, 2013b) and previous iterations since its inception into the National Curriculum in 1990.
Analysis of the two groups’ values demonstrates a disparity between the two groups’ views of the value of D&T. Whilst D&TA and students concur on some values, there are noticeable differences. Generally, students place greater emphasis on D&T’s value to their everyday lives, future employment, and personal fulfillment, whereas the D&TA campaigns focus on how D&T engenders both personal and national economic benefits; creativity is valued by both groups but in different ways. These findings imply a discord between them about the contribution D&T makes to an individual’s education and future life.
By comparing the values of these two stakeholder groups, who have no direct power to influence the enactment of government policy (Williams, 2007), this research provides an insight to some of the potential divergences that may occur as D&T teachers, who do have the power, interpret the National Curriculum using D&TA’s materials to advocate the value of D&T to their students. This research could help other special interest groups explore how D&T is valued and how they lobby government for future curriculum change.
The next stage to this study is to explore how the D&TA’s rhetoric about D&T, and the values discovered in this study, are enacted in classrooms.
Defending the marginalised school subjects - UCET2016 presentationAlison Hardy
Secondary school subjects that have been consigned to 'bucket 3' in the new school performance measures, such as D&T, music, art and design and PE, are noting a decline in GCSE numbers. Reasons for this decline can be attributed, in part, to the Ebacc and their exclusion from it (see http://www.baccforthefuture.com) but other reasons include new curricula and GCSE specifications, budget cuts and changes to teacher training.
In this presentation I will explore the potential impact of teacher training changes on one of these subjects, D&T. As school teachers have an increasing role to play in training the next generation of teachers - does it matter what value they place on their subject? what might be lost if university-based subject specialists have less involvement in teacher training? These questions are relevant to all marginalised subjects that need defending.
This presentation is for undergraduate students on BSc Design and Technology Education at Nottingham Trent University.
The session considers the philosophy of technology, where students learn about Carl Mitcham's different approaches to technology (artifacts, knowledge, processes and volition). Through learning about these four approaches they begin to think about consequences for their D&T teaching - realising that D&T is more than 'design and make'.
Following this session the students research an emerging technology (see www.dandtfordandt.wordpress.com for more details), using Mitchum's four approaches to critique how emerging technologies can be taught in schools.
Hardy Patt2016: An assortment box of D&T valuesAlison Hardy
Abstract
Views about the value of Design and Technology (D&T) to students, the economy and society are diverse, occasionally exaggerated, and usually conflicting. For example: is D&T a subject with specialised knowledge? A subject that applies knowledge from other subjects? A vocational subject? A subject to meet the country’s economic needs? Or a subject to develop good citizens?
These conflicting views were brought to the fore when the review of the English National Curriculum proclaimed that D&T has an insufficient disciplinary coherence (Department for Education, 2011). Strong, disciplinary coherent subjects have a clear form of knowledge and are favoured by the current UK government. Subjects with disciplinary coherence have strongly defined boundary between itself and other subjects (Bernstein, 2000), and strongly defined knowledge that is ‘sacred … not ordinary or mundane’ (Bernstein, 2003, p.73).
In response to this review, and other challenges, the Design and Technology Association (D&TA) has run two campaigns to ‘fight’ for D&T to be recognised as an important and essential part of the school curriculum (Design and Technology Association, 2011; 2015).
But D&TA has not systematically investigated how D&T teachers and their students, the activators and receivers of D&T, perceive the subject’s purpose and coherence. This paper uses Bernstein’s (2000; 2003) concepts of classification and framing to analyse the perceptions of these two groups. Their assorted views are different to D&TA’s campaign messages but as conflicting, and they concur with the curriculum review that D&T does not have a strong disciplinary coherence.
The conclusion suggests how this analysis could inform future D&TA campaigns and suggests that by addressing D&T’s specialised knowledge and the contribution D&T makes to students 21st Century Skills is not lost but strengthened.
D&TA Summer School Teaching for the contextual challengeAlison Hardy
NTU slides from the 'Working with Contextual Challenges at GCSE' Workshop at D&TA Summer School 2016.
Images of NTU students' work and IDEO cards for use in design and technology
What do others think is the point of D&T? PATT29Alison Hardy
What do others think is the point of design and technology education?
As a result of a national curriculum review in England (Department for Education [DfE], 2011), a new curriculum for design and technology (D&T) is being taught in secondary schools from September 2014 (Department of Education [DoE], 2013a). This curriculum is compulsory for a decreasing number of schools; two potential consequences are the nature of D&T in secondary schools changing to reflect local perceptions of the subject and maybe D&T being removed from the curriculum completely. The pressure on D&T’s curriculum content is likely to come from different stakeholders such as senior school leaders, D&T teachers, and pupils. D&T school departments could respond to this pressure by adapting the curriculum to popularise the subject or produce high exam results with a consequence that much of the subject’s value is lost.
This paper reports on a small research project conducted in two secondary schools where stakeholder representatives were interviewed to identify their values of D&T. These different stakeholders were interviewed using the active interview method (Holstein & Gubrium, 1995), coded following Aurebach and Silverstein’s method (2003) and their values compared to Hardy’s values framework (Hardy, 2013b). Analysis shows most stakeholders believe a key value of D&T is to provide ‘practical life skills’ (Hardy, p.226), whilst only one recognizes that learning in D&T involves ‘identifying problems to be solved’.
The outcomes from the research are being used to support critically reflective conversations within both D&T departments (Zwozdiak-Myers, 2012) framing their evaluation of their local curriculum and making changes to their curriculum.
This paper is being presented at PATT29 on Friday 19th April 2015
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Aims of Session
Module Overview:
• Introduction to NOW
• Assignment Requirements
• Research Area
• What is Educational Research
3. Aims of Research in a Professional Context
RiPC (20 credits)
This module will:
• extend your knowledge and critical understanding of research and
of research strategies, methods and techniques;
• enable you to extend your competence in reading critically and
appraising published research;
• prepare you to complete a dissertation;
• help you to develop a critical appreciation of the ethical and
professional issues which attend investigation in professional
contexts
4. Aims of the Research Skills (30 credits)
This module will equip you with two sets of skills. One consists of the practical
skills needed to carry out research, and includes an understanding of the
specialised vocabulary of research, as well as applied knowledge and
understanding of the following. By studying this module you will:
• extend your knowledge and critical understanding of research and of
research strategies, methods and techniques;
• enable you to extend your competence in reading critically and appraising
published research;
• enable you to gain a confident grasp of methodological and epistemological
issues;
• enable you to undertake relevant and focused research at postgraduate
level
• enable you to develop a critical appreciation of the ethical and professional
issues which attend investigation in professional contexts
• The second set of skills are about critical analysis and synthesis of research
carried out by others.
5. Assignment guidance
• Assessment: Research in a Professional Context RiPC (20
credits)
• A written assignment of 4,000 words which takes the form of a
proposal and plan for your Dissertation, including references to
relevant literature.
• Assessment: Research Skills (30 credits)
• Written assignment 5,000 words or equivalent which takes the form
of a focused piece of research into a professionally relevant issue
and includes a rationale and evaluation of methods used to collect,
select and present data.
6. Assignment guidance
• This guidance is provided to support you in producing your
assignment. The word counts given are not prescriptive, but give
you an idea of the relative significance of each of the sections. You
are expected to use reference material and to make sure your work
is referenced accurately. Further guidance on referencing can be
found on NOW and from the library staff.
7. Assignment guidance
Section 20 Credit Module 4000 words 30 Credit Module 5000 words
Introduction 600 500
Literature Review 1600 1500
Methodology 1400 1250
Findings and Analysis of Findings 0 1000
Conclusion 400 750
8. Assignment guidance
• Introduction – All work should begin with some sort of
introduction. It maps out the scope of your work. Say what your
research question is, why you are interested, what you hope your
research will add to your and others’ understanding. You need to
say enough so your reader knows what they are going to read
about.
• Literature Review – This is the largest section of your work. This
is important as it demonstrates you know what already exists in the
field. Your literature review must be linked to your research area.
9. Assignment guidance
• Methodology – This is the next largest section of your work. You
need to explain where your methodology is located – is it in the
positivist paradigm or the interpretivist paradigm? Or a mixture?
Why does your research question fit this paradigm? What will you
actually do to explore your question? What research tools will you
use?
• Findings and Analysis of Findings – (not required for 20 credits)
In this section you state what you found and your interpretation of
these findings. It may include tables and charts, or direct quotes,
but should only include data where this aids understanding. A pie-
chart showing 100% is meaningless. Aim to link this section back
to the literature.
• Conclusions - Summarise the main features of your work and
state what will be different as a result of your work. Develop a
critical approach to your research design.
10. Assignment handing in date
• Assessment submission date: Friday 5th January 2018 by 2 p.m.
• All assignments must be submitted through the Dropbox in the
learning room
11. Grading
Distinction
• This represents excellent work
Commendation
• This represents good work
Clear Pass
• This represents sufficient work
Fail
• This represents insufficient work (If you fail you will be offered a
referral, this is generally capped at a low pass)
(Assignments are generally returned within three weeks)
12. Discussion Points
•What is Educational Research?
•How relevant is educational research to
teachers/lecturers?
•What makes it unique or distinguishable from
other forms of research?
•Why should we engage in educational research?
•What is the function of educational research?
13. An Education Research Definition….
Educational research involves the rigorous and
ethically appropriate process of arriving at
dependable answers to questions and solutions to
problems of an education nature through the
systematic collection and critical analysis,
interpretation and presentation of relevant data
and other forms of information.
(Sharp 2012, p.3)
14. Nature of Education Research
• Scientific:
– Aims to understand the world, ‘a search for new knowledge’.
• Political:
– Aims to change the world.
• Therapeutic:
– Aims to help individuals (usually participants)
• Aesthetic:
– Attempts to ‘communicate something unsayable’ (Saunders in Coe 2017,
p.9)
(Based on Coe (2017), p.9)
16. References
• Coe, R., 2017. The nature of educational research. In: R. Coe, M.
Waring, L.V. Hedges, and J. Arthur, ed. Research methods and
methodologies in education. London: Sage, 2017, pp. 5-14
• Sharp, J., 2012. Success with Your Education Research Project
[eBook]. 2nd ed. London: Sage. Available via:
http://site.ebrary.com/lib/nottinghamtrent/detail.action?docID=110
50433 [Accessed 5 October 2017].