Spring 2018 MAR 4804P80 (Tues.)Financial.docx

Spring 2018 MAR 4804/P80 (Tues.)
Financial/Analytical Question #3: note that there are
conceptual issues in each of the Financial Assignments. You
should specifically identify any assumptions that you make and
justify the decision(s) made.
Answer FAQ#3 below, it is based on Pate Memorial Hospital
WS#9: the submission is due on Thursday, March 1, at 9:00
PM. Note: 0.5 points will be deducted for each hour, or part
thereof, that a submission is late, with a maximum of 5 points
per 24 hours. This is based on 20 points per question!
a) Prospective financial impact of the PMH clinic adding GYN
services.
No. of visits (see case p. 9) : 2000
Visits per patient per year (p. 9) : 1.5
(estimate)
i.e. # of Gyn. patients : 1333
Charge per visit : $104
Additional GYN Insurance Premium (annual): $25,000.00
Projected annual revenue :
Incremental physician cost @ $70/hour :
No. of hours = (16 x 52) :
Total of physician cost : $

i.e. Net contribution* of GYN services per year : $
(8)
b) Given the above, what is the breakeven number of patient
visits per year? Explain your logic. (8)
c) Evaluate the likelihood that the PMC will attract 2000 GYN
patient visits per year. (4)
(* assumes no other incremental costs – unlikely).
Note: points are in parentheses.
The submission (FAQ #3) is due 3/1 (Thursday) at 9:00PM.
(Use Messages function on BB). You are to submit on either an
individual basis or in collaboration with one other student. You
may not collaborate with a specific student more than once. Do
not discuss the assignment with any other students. If you use a
reference you should cite the source.
Either type answers in MSWord or scan to a pdf file. Do not

use JPEG! Make sure that your name is on the FILE itself. (1
point deduction if omitted)
Note: 0.5 points may be deducted for each hour, or part thereof,
that a submission is late, with a maximum of 5 points per 24
hours. This is based on 20 points per question!
Spring 2018
MAR 4804/
P80
(
Tues
.)
Financial/Analytical Question
#
3
: n
ote that there are con
ceptual
issues in each of the
Financial Assignments. You should specifically
identify any assumptions that you make and justify the
decision(s)
made.
Answer
FAQ#3
below
, it is based on
Pate Memorial Hospital

WS#9:
t
he submission is due on
Thurs
day,
March 1
, at
9
:00 PM.
Note: 0.5
points will be deducted for each hour, or part thereof, that a
submission is late, with a maximum of 5 points per 24 hours.
This is
based on 20 points per question!
a)
Prospective financial impact of the PMH clinic adding
GYN
services.
No. of
visits
(see case p. 9)
:
2000

Visits per patient per year (p. 9)
:
1.5 (estimate)
i.e. # of Gyn.
patients
:
1333
Charge per visit
:
$104
Additional
GYN
Insurance Premium

(annual)
:
$25,000.00
Projected
annual revenue
:
Incremental physician cost @ $70/hour
:
No. of hours = (16 x 52)
:
Total of physician cost

:
$
i.e.
Net
contribution*
of GYN services
per y
ear
:
$
(8)
b)
Given the above
,
what is the
breakeven
number of
patient visits

per
year
? Exp
l
ain
your logic.
(8)
Spring 2018 MAR 4804/P80 (Tues.)
Financial/Analytical Question #3: note that there are
conceptual
issues in each of the Financial Assignments. You should
specifically
identify any assumptions that you make and justify the
decision(s)
made.
Answer FAQ#3 below, it is based on Pate Memorial Hospital
WS#9:
the submission is due on Thursday, March 1, at 9:00 PM. Note:
0.5
points will be deducted for each hour, or part thereof, that a
submission is late, with a maximum of 5 points per 24 hours.
This is
based on 20 points per question!
a) Prospective financial impact of the PMH clinic adding GYN
services.
No. of visits (see case p. 9) : 2000
Visits per patient per year (p. 9) : 1.5 (estimate)

i.e. # of Gyn. patients : 1333
Charge per visit : $104
Additional GYN Insurance Premium (annual): $25,000.00
Projected annual revenue :
Incremental physician cost @ $70/hour :
No. of hours = (16 x 52) :
Total of physician cost : $
i.e. Net contribution* of GYN services per year : $
(8)
b) Given the above, what is the breakeven number of patient
visits per
year? Explain your logic. (8)
1 EDU660 Unit Information & Learning Guide TJD 2018

EDU660
Education Project
Unit Information and Learning Guide
TJD - 2018

Unit Coordinator
TJD 2018
Associate Professor Dorit Maor
School of Education
[email protected]
Ph: +61 89360 7257
mailto:[email protected]

© Published by Murdoch University, Perth, Western Australia,
January 2016.
Originally written by Dorit Maor, 2008, updated by Dorit Maor,
& Deborah Pino-Pasternak,
2012, 2013 and 2014, and Judy MacCallum 2015
This publication is copyright. Except as permitted by the
Copyright Act no part of it may in any
form or by any electronic, mechanical, photocopying, recording
or any other means be
reproduced, stored in a retrieval system or be broadcast or
transmitted without the prior written

Contents
Unit information
ONE Introduction 4
Unit Coordinator 6
Aims 7
How to Study this Unit 8
Learning Activities 10
Study Schedule 11
TWO Resources for the Unit 13
THREE Assessment 14
Learning guide
Introduction 23
Topic 1 The Beginning: Conceptual Frameworks and Integrity
in Research 24
Topic 2 How to do a Literature Review: Research Design 26
Topic 3 Research Proposal 28
Topic 4 Critical Literature Review 29
Topic 5 Synthesizing the Results: Data Analysis 31
Topic 6 Reporting your Project 33

Appendices
Appendix 1 Ethics Checklist for Empirical (action research)
Study 36
Appendix 2A,2B Literature Review
Appendix 3A,3B Empirical (action research) Study
Appendix 4A,4B Literature Review
Appendix 5A,5B Empirical (action research) Study
ONE
Introduction
Welcome to EDU660 Education Project. In this unit you will
complete a capstone research
project. Your capstone project will involve developing a topic
of interest, developing clear
research questions and collecting, analyzing and synthesizing
the literature on your topic. The
capstone research project will be the literature review or

research project. As this is the final unit
in the Master of Education by coursework degree, you will
complete an in-depth literature
review. Another option is to design and implement an empirical
(action research) research
project of your own choosing to be completed during one
semester.
Things to consider:
1. One other option is to design and implement a research
project of your own choosing
to be completed during one trimester (however, this can only be
attempted with
permission from the onshore Unit Coordinator for EDU 660 and
the decision will be
based on the strength of your proposal in EDU 610). The
supervisor for the empirical
project will be either the Unit Coordinator or a nominated
onshore academic.
2. Any student who wishes to apply for International
Baccalaureate (IB) Teaching and
Learning Certificate will have to focus on an IB-related topic in
their Research
Proposal and Project.

The weekly topics in this unit will lead you toward a deeper
understanding of educational
research: from developing research questions, to methodological
possibilities, theoretical
perspectives, and ethical considerations. This content will
enable you to read and understanding
educational research. In this way, you will then be in a stronger
position to read and analyze the
research literature and other associated literature that frame
your topic of choice from an
informed position. The content of the unit will support your
work on your own project.
The unit has been designed to enable you to collect, describe
and analyze the research studies,
theoretical literature and any other associated literature that
surrounds the topic of your choice.
Though the topic will be of your choice, your supervisor will
help you frame it as a ‘do-able’
research question (or sets of questions) or a topic for your
literature review. Thus, your review
topic is open; it can be based on any aspect of personal and/or
professional interest to you.
Please feel free to discuss your choice of topic with your
supervisor. You may address an

educational area of interest across a range of issues, such as the
example topics below:
• Issues and challenges in Multicultural Education;
• Emergent perspectives on the use of the Internet to promote
problem solving in high
school science;
• Historical perspectives on early childhood education;
• The implementation of group-work in tertiary education:
Challenges and possibilities;
• Task based language teaching: Issues of assessment;
• The impact of second language learning on first language
literacy development;
• Bringing the intercultural into language learning; What is
intercultural understanding;
• Comparison of the adaptation of ICT in tertiary education in
Australia or abroad.
Of course, this list is by no means prescriptive. I hope that your
own interests will be paramount

in determining your choice of topic. I certainly hope that some
of you will consider reviewing
original and creative topics.
Once you have decided on a topic, the following steps will
guide you to a successful articulation
of a proposal:
• Present your position on this topic: what is your
personal/professional journey to this
point? Why have you chosen this topic and these questions?
What theoretical perspective
are you drawing on? What do you hope to learn from this
literature review?
• Outline your topic and generate between 1-3 research
questions relevant to your topic
(some of these questions may emerge from your preliminary
literature review – i.e., they
will emerge from the literature);
• Proceed to the appropriate literature (brief review for proposal
with
subheadings/themes/areas of interest);
• Present the preliminary literature review.
This represents the first crucial stage of your project (it also

represents your first assessment
component). Once you have established your proposal you are
in a good position to take your
project forward. The second part of your project represents the
actual “doing” of the
proposal, which will become your final report. I will have more
to say about this later in the
study guide (in which I will talk you through the entire process
in more depth).
Unit coordinator
Your coordinator for Education Project is
Associate Professor Dorit Maor
Contact details
Email: [email protected]
Room: E&H 3.009

Phone: +61 8 9360 7257
Administrative contact
Tania Corbett
Room: E&H 2.002
Phone: +61 8 9360 7477
e-mail: [email protected]
Technical help
For technical difficulties contact the IT Service Desk:
[email protected]
or phone +61 8 9360 2000
For difficulties with other online materials contact your Unit
Coordinator.
Prerequisites
Successful completion of EDU603/610 Introduction to Research
for Educators or equivalent is
an essential prerequisite to enroll in this unit. Successful
completion of all other units in the
course is required.

Students are required to have access to a computer and internet
facilities at home or on campus.
Basic command of the library website and online literature
searches is expected.
Aims
Broadly, this unit aims to develop further your understanding of
the frameworks of educational
research and the various methodologies available in
implementing projects (primarily based on
literature reviews).
The goal of this unit is to enable you to be engaged in
educational research as a learning
experience, with the overall outcome of developing a literature
review that provides you with an
insight into your professional work. The unit will require you to

be self-directed and an
independent learner with regards to the implementation of your
research.
It will perhaps be an opportunity to develop skills as a
reflective practitioner that has a focus on
learning through action and allowing for collaboration with
others, such as students or
colleagues. In this type of research, the teacher is aiming to
reflect upon and improve his/her
teaching practice rather than relying on academic theory alone.
More specifically the Objectives of EDU660 are:
• To examine/re-examine research frameworks relevant to the
field of education
• To construct questions and identify gaps in research
• To develop a research proposal and an initial review of the
literature that supports the need
for this study
• To critically review current and critical literature related to
the chosen topic
• To analyze and synthesize the literature data within an
appropriate theoretical framework

• To reflect upon the findings of the literature review
This unit will, moreover, contribute to the development of the
following Graduate Attributes:
• In-depth knowledge of a field of study
• Critical and creative thinking
• Independent and lifelong learning
http://our.murdoch.edu.au/Educational-Development/Preparing-
to-teach/Graduate-attributes/
After completing your MEd course you are expected to have
acquired knowledge and skills
commensurate to Level 9 of the Australian Qualifications
Framework (AQF).
Graduates at this level will have expert, specialised cognitive
and technical skills in a body of
knowledge or practice to independently:
• analyse critically, reflect on and synthesise complex
information, problems, concepts and
theories;

• research and apply established theories to a body of
knowledge or practice;
• interpret and transmit knowledge, skills and ideas to specialist
and non-specialist
audiences.
aqf.edu.au/aqf-levels
https://www.aqf.edu.au/
http://our.murdoch.edu.au/Educational-Development/Preparing-
to-teach/Graduate-attributes/
https://www.aqf.edu.au/
How to study this unit
The unit consists of coursework, readings, six on campus
meetings and an online component.
Topics that will be discussed include:
• Conceptual frameworks in educational research

• Research topic, problem, questions & design
• Literature review methodology (data collection and analysis)
• Report writing
The expected study time for students undertaking EDU660 (6pt)
it is 20 hrs per week. These
calculations include: On-campus meetings/listening to recorded
seminars, independent reading
and literature search, contact with supervisor and assignment
development.
Scope of the Project
This unit involves preparing a literature review on a topic in the
field of education that is
relevant to you (or a research of limited scope). The project
needs to use the literature as a tool
to present your reflections and ideas on the chosen topic
(synthesis) rather than just a description
or a summary of what you have read or experienced.
In this project you are expected to identify a significant
educational problem or issue and then

conduct a literature search to identify references in relation to
this area from educational
perspectives. You will, therefore need to conduct library
searches using online databases and
journals as well as hard copy materials. Examples of databases
available through the Murdoch
Library Catalogue and applicable to education are: A+
Education, ProQuest, ERIC, and
Academic OneFile. The Murdoch University librarians will be
available to assist you in locating
pertinent materials upon request. The problem may be
formulated from reading current
educational journals or reports in the media and may pertain to
any educational population,
school system or workplace.
You need to analyse and examine the problem through critical
reading of research literature to
then form conclusions that have a sound basis. There must be a
significant number of references
(about 30) to provide a comprehensive view of the identified
problem. When you are doing the
literature review, your ideas and reflection must lead the
discussion. It is your views that need

to be heard, and the literature should be used to reinforce your
argument/ideas.
As you progress through the literature you will need to address
the following:
• Introduction - What is the topic that you want to investigate?
• Positionality - Present your position on this topic: What is
your personal/professional
journey to this point? Why have you chosen this topic and these
questions? What
theoretical perspective are you drawing on? What do you hope
to learn from this
literature review?
• Research Problem - What are the gaps in the existing
understanding of the topic? How
are these gaps translated into research questions?
• Methodology - What databases have your explored? What
keywords have you used?
What was the inclusion criteria (year of publication, type of
publication, age group
targeted, etc.)? Why?, What were the results of your search?
• Findings – How are the research questions answered in the
literature?
• Implication – What will your findings mean for your
professional development?

Empirical (action research) Study
Some of you might wish to conduct a small-scale empirical
(action research) study based on a
problem that is relevant to your professional practice or a
current Murdoch research project. If
you select this option, you will need to develop a particular
question or topic that is meaningful
to you. It will be important for you to identify a problem or
dilemma in your professional
practice and to identify a research problem and appropriate
questions to guide your study. Your
project will involve the collection and analysis of the data and
preparation of a final document
detailing the research results and your conclusions. The answer
to your questions can come from
both review of literature and implementation of fieldwork. The
methodology for the fieldwork
could include:

• Interviews
• Narratives
• Case study
• Action Research
With this option, you need to search the literature for examples
and answers to your research
questions and also provide evidence from your implementation
in order to answer your research
questions. For example, if you choose action research
methodology, you should identify your
aim (s) and focus questions and determine the research
strategies to be implemented as part of
action research cycle (Grundy, 1995). As you implement the
strategies, you will reflect on the
results in order to change your practice further. At the
completion of your research you can draw
conclusions from your practice and highlight further
implications.
As you progress, your project will develop to include:
• Introduction - What is the problem/issue/focus that you want
to investigate?

• Literature Base - What have others written? What are the gaps
in current research? How
is the question being answered in the presented literature?
• Methodology - How do you plan to answer your question?
Should include a description
of context and participants, methods of data collection,
description of analytical tools
and should address ethical considerations.
• Findings - What are the results?
• Implication - What will the results mean for your professional
development?
Ethical Considerations and Time Constraints
You should carefully consider the research options presented
above and your plans with your
Affiliate Instructor. It is at the discretion of the Unit
Coordinator to accept/reject proposals for
empirical (action research) investigations. Prior achievement in
completed units, clarity of the
research problem, and command of English will be some of the
criteria being used to determine
suitability.

The conditions for a small-scale empirical (action research)
investigation within EDU660 are
the following:
1. Participants in the research must be 18 years and over
2. Research must be conducted following the ethical principles
outlined in the guidelines
below: http://www.nhmrc.gov.au/guidelines/publications/e72
3. The research and its report cannot be used for any publication
If the empirical (action research) investigation is part of a
current Murdoch research project, the
project must adhere to the Ethics approvals in place for the
project.
Learning activities
ONLINE component
The purpose of the online component is to have an ongoing
discussion on topics related to this

unit and in particular to the specific assignments. The goal of
the online component is to create a
community of learners who will help each other to achieve their
personal learning goals and the
goals of this unit. Regardless of your enrolment as internal or
external student you will be
encouraged to contribute to the discussion forums frequently to
post your questions or contribute
with your answers. The online component will be used to post
Powerpoint presentations, but
mainly to create a community of learners where interactions
between students will take place.
Your supervisor will visit the discussion forums frequently in
order to support and scaffold
On-Campus Meetings
These meetings/tutorials will allow you to learn general
strategies for the conduct of research (in
particular, literature reviews) and share information through
small group face-to-face
discussions.

http://www.nhmrc.gov.au/guidelines/publications/e72
Study schedule
This timetable will help you to plan your study over the
trimester.
All articles/chapters (other than the text) will be available on
ECMS
(see Resources for the Unit, page 14).
Week No Topic Suggested Reading Task Due
1. ONE
The
Beginning:
Conceptual
Frameworks
and Integrity

in Research:
- Beginning
Machi, L.A., and McEvoy, B. T., (2009)
“Step One: Select a Topic: Everyday
Interest to Research Topic”. The
Literature Review. Thousand Oaks,
CA; Corwin Press. Pp 13-33.
Conceptual Frameworks and
Integrity in Research
Text Chapters 1 & 3.
Hostetler, K. (2005) What is “Good”
Education Research? Educational
Researcher Aug/Sept. p16-21.
Guba, E.G., & Lincoln, Y.S. (2004)
Competing Paradigms in Qualitative
Research: Theories and Issues
Bryman, A. (2001) Chapter 1 - Social
research strategies. Social Research

Methods. Oxford University Press.
1st Class Meeting
TBA
Introduce yourself
online. Consult with
your lecturer and if
possible agree on a
topic.
(Check meeting
dates on previous
page as they are
different in each
trimester)
Select a topic &

consult with your
lecturer.
2 - 3. TWO
How to Do a
Literature
Review:
Research
Design
The Project - How to Do a Literature
Review
Johnson, B., and Christensen, L.,
(2010). “How to Review the Literature
and Develop Research Questions”.
Educational Research: Quantitative,
Qualitative and Mixed Approaches.
Thousand Oaks, CA; Sage. Pp 58-84.

Research Design
Text Chapters 2 & 3.
Mathison, S. (1988) Why triangulate?
Educational Researcher,
17(2), 13-17
McMurray, A.J., Pace, R.W. &
Scott, D. (2004) Chapter 3 – The
Research Journey. Research: a
commonsense approach. Victoria:
Thomson Social Science Press
Grundy, S. (1995) Action Research as
professional development. Perth:
Affiliation of Arts Educators, pp 8-18
McNiff, J. (1995) How can I develop a
theory of critical self-reflection? Studies
in Continuing Education, 17,
86-96.
2nd Class Meeting

TBA
Finalize topic with
Lecturer.
Start literature
search.
Week No Topic Suggested Reading Task Due
4 - 6. THREE
Your
Research
Proposal
Textbook Chapters 4 & 5. 3rd Class Meeting
TBA

Draft Research
Proposal to edit with
feedback from
meeting (if
appropriate).
Research Proposal
2000 W ords
Proposal
due Friday,
5pm of
Week 5
7 - 10 FOUR
Critical
Literature
Review

The Project – Synthesizing the
Literature (Part A).
Dunkin, M.J. (1996) Types of errors in
synthesizing research in education.
Review of Educational Research,
66(2):87-97
Textbook Chapter 4
4th Class Meeting TBA
Begin Literature
Review Process
Continue Research/
Data Collection and
consultations with
lecturer

10 - 11. FIVE
Synthesizing
the Results:
Data Analysis
The Project - Synthesizing the
Results (Part B)
Fink, A., (2010). “What did you find?
Synthesizing Results.” Conducting
Research Literature Reviews: From
Internet to Paper. Thousand Oaks,
CA; Sage. Pp 193-241. (Not on
Electronic Reserve for EDU 660 –
see your unit coordinator)

Data Analysis
Textbook Chapters 6, 7 & 8.
5th Class
Meeting TBA
Continue
Research/Data
Collection
12 - 13. SIX
Reporting
your Project
Maor, D. & Fraser, B.J.
(2005) An online

Questionnaire for Evaluating
Students’ and Teachers’
Perceptions of Constructivist
Multimedia Learning
Environments. Research in
Science Education 35:221-
244
The Project - Reporting
Your
Project
Exemplar
Cary, L. J. (2003). Unhomely Spaces
And Deviant Subjectivity: The Socio-
Historical Homelessness of Juvenile
Female Offenders. The International
Journal of Qualitative Studies in
Education. Volume 16, Issue 4, pp 579-
594.
Textbook Chapter 9 & Chapter 10

(Action Research)
Continue to write
Research & Report
Submit FINAL
REPORT
6500 words

Friday of the
fina l week
of
Assessment
TWO
Resources for the unit
Unit materials
To undertake study in this unit, you will need:

Essential
textbook
Unit Reader (Optional as all Readings can be found on Reserve
under EDU660)
Unit Text
Kervin, L., Vialle, W., Herrington, J. & Okely, T. (2006)
Research for
Educators(1st ed.). Victoria: Thomson Social Science Press. /
ISBN:
9780170122054
Recommended
textbook
Supporting Texts
Fink, Arelene. (2010). Conducting Research Literature Reviews:
From

the Internet to Paper. (3rd ed). Los Angeles, CA; Sage. ISBN
978-1-
4129-7189-8
Machi, Lawrence and McEvoy, Brenda. (2009). The Literature
Review:
Six steps to success (1st ed) Thousand Oaks, CA; Corwin
Press. ISBN
9781412961349
Creswell, J. W. (2012). Educational Research: planning,
conducting,
and evaluating quantitative and qualitative research (4th
ed.).Boston,
MA: Pearson ISBN 9781292021126
Online
resources
The Unit Welcome Page, Online Unit and Lectopia recordings
(where
appropriate) can all be accessed from your MyUnits page.

Library
resources
Electronic Course Material & Reserve Info
http://prospero.murdoch.edu.au/search~S1/
All articles/chapters (other than the required text) in the Study
Schedule will be on Reserve.
THREE
Assessment
Assessment components
The assignments and other submissions in this unit are focused
on your final report.

Therefore, your final report will contain work from the first
assignment and
incorporate feedback from your peers and myself on the
theoretical framework,
research proposal and literature review from the discussions.
You must submit both assignment 1 and assignment 2.
Assignment Title Length Value Due
One Research Proposal 2000 -2500 words
(-/+ 10%)*
30% Week 5
Two Final Research Report 6500 – 7000 words
(-/+10%)*
70% Friday of the Final
Assessment week
* Word limit does not include references and Appendices. The
word count should be included in the
cover page of all assignments.
Assessment details

Assignment One: Research Proposal
Your first assignment is your research proposal, (for both the
literature review option
or the small-scale empirical (action research) study) which
should include the
following components:
Title
The title should be brief but clearly describe the topic/research
focus.
Background and Context
In this section the research focus is described. You will need to
briefly outline your
topic of interest, and why this topic is important to you in your
professional life. It
must contain enough information to let the reader know what
this study is about and
specifically what aspect your study will address.
Outline your topic and generate between 1-3 research questions
relevant to your topic
(some of these questions may emerge from your preliminary

literature review – i.e.,
they will emerge from the literature). These questions may
change as the study
progresses. Any changes to questions or emergent new
questions should be discussed
in the final project.
Positionality
Present your position on this topic:
• What is your personal/professional journey to this point?
• Why have you chosen this topic and these questions?
• What theoretical perspective are you drawing on?
• What do you hope to learn from this literature review?
Initial Literature Review

Present a brief review of literature on the topic and outline
further areas and
possibilities for your final project.
Methodology
The methodology section will vary depending on the type of
study you will conduct.
The Table below outlines the points that should be address for
each option.
Literature Review Small-scale Empirical (action research) Study
1. Databases selected
2. Search terms (key words)
3. Inclusion criteria (which sources will you focus
on?)
4. Search results (how many publications resulted
from your search?)
5. Literature analysis method (how do you intend
to analyse the literature?)
6. Timeline -you will need to provide details
about how you will implement your research in

the allocated time.
1. Participants – (Age, gender, number, etc.)
2. Data source – (e.g. questionnaires, interviews,
classroom observation, reflective journal).
3. Data analysis method (e.g. statistics,
commentary) that you plan to implement.
4. Ethical Issues -remember to address the ethical
issues of informed consent, permission,
confidentiality, consideration to avoid harm and
proper acknowledgement as you describe what
you will do. At this stage your ethical application
should be approved.
5. Timeline - you will need to provide details
about how you will implement your research in
the allocated time.
References
Construct a list of references that includes every reference you
cite in your proposal.

Remember to use APA style. For APA guidelines please refer
to:
http://libguides.murdoch.edu.au/APA
Assessment Criteria
The assessment criteria for each option is outlined in the Table
below:
Literature Review* Empirical (action research) Study*
Structure:
1. Proposal is well structured using
headings and sub-headings. Clearly
written with language that adheres to
standards of academic writing, including
spelling, grammar, syntax and correct
APA style referencing throughout.
Structure:
1. Proposal is well structured using
headings and sub-headings. Well

written with language that adheres to
standards of academic writing, including
spelling, grammar, syntax and correct
APA style referencing throughout.
Content: Content:
http://libguides.murdoch.edu.au/APA
2. Title accurately captures the scope of the
project.
3. Research questions are clearly
articulated.
4. Literature is critically presented by
contrasting, critiquing and clarifying
multiple points of view.
5. Draws upon own experience and allows
own voice to come through.
2. Title accurately captures the scope of the

project.
3. Research questions are clearly
articulated.
4. Literature is critically presented by
5. Appropriate, and clearly articulated
research design and methodology.
* Each criterion is worth 6% (30% total)
Assignment Two: Final Report
The format for your final assignment will vary depending upon
whether you are
doing a full literature review or small-scale empirical (action
research) study but
should include the following sections:
Literature Review Empirical (action research) Study
▪ Title

▪ Abstract
▪ Introduction -including the context, the
topic, your positionality and theoretical
framework, and the clearly stated
research questions
▪ Methodology
▪ Discussion and Analysis- discuss and
critically analyze the literature by
multiple points of view (use subheadings
to outline emergent themes or issues).
This section is more than mere
description – it is ‘discussion’
▪ Findings and Conclusion – what this all
means for knowledge and understanding
of the problem and your own
professional context
▪ References and Appendices

▪ Title
▪ Abstract
▪ Introduction -including the context, your
positionality and theoretical framework,
review of the literature and clearly stated
research questions
▪ Research Design and Method - detailing
what you did and why you did it this
way
▪ Results - your data analysis and
interpretation
▪ Discussion - what this all means for
knowledge and understanding of the
problem and your own professional
context
▪ References and Appendices
Assessment Criteria

The final assignment will be assessed on the criteria outlined
below (based on
whether you are doing a literature review or an empirical
(action research) study).
Literature Review Empirical (action research) Study
Structure:
1. Report is well structured using headings
and sub-headings. The report is within
the allowed word limit.
2. Well written with language that adheres
Structure:
1. Report is well structured using headings
and sub-headings. Clearly written with
language that adheres to standards of
academic writing, including spelling,

to standards of academic writing,
including spelling, grammar, syntax and
correct APA style referencing
throughout.
grammar, syntax and correct APA style
referencing throughout.
Content:
3. Clearly identifies the context, the topic,
positionality and theoretical framework.
4. Presents significant research questions
(these may have changed from proposal
– include a discussion of any changes in
this section).
5. Critically analyses the literature by
6. Draws upon own experience and allows
own voice to come through in the

discussion.
7. Clearly presents the findings and the
conclusions. Reflects on the
process/report as a whole.
Content:
2. Clearly identifies the purpose and
presents significant research questions.
3. Critically analyses the literature by
4. Appropriate, and clearly articulated
research design and methodology.
5. Data, results and interpretations are
clearly articulated.
6. Able to draw conclusions from the
research including own experience and
allows own voice to come through in the
discussion.

Evidence and Appendices
7. Provides relevant evidence to reinforce
findings that are clearly identified
throughout the report.
Each criterion is worth 10% (total 70%)
Format: (for both assignments)
Font: Times New Roman 11 or 12 point
Line Spacing: 1.5 spaces
Margins: 3cm all around
Page numbers: Bottom centre same font size as text.
Headings: LEVEL 1 – centred – report or chapter heading
LEVEL 2 – Left – section headings
Level 3 – Left – sub-headings
Level 4- left – sub-section
Block quotes: indented 1.cm
Quotes in Text: plain text in “..”
Special term italics for first use. Plain text thereafter.

Proofreading: it is essential that the final copy is proofread and
that corrections are
made prior to submission.
References: a reference list should be included at the end of the
report in APA style.
Cover Page: Include a cover page that details your name,
contact details and the title
of your project.
Assignment Reflection Sheets
In the Appendices of this study guide you will find two
identical Assignment
Reflection Sheets that you should submit with each assignment.
One is for you to
complete and submit; the other form is for your supervisor to
complete. You should
submit both together with your assignment.

On this form you will find the assessment criteria in the left
hand column, a ranking
column and space for comments. Please complete the “student
form” and use the
opportunity to evaluate yourself in relation to the given criteria.
This will enable you
to reflect on your learning, comment on your perception of your
progress and also to
communicate with your supervisor. This may be difficult
initially and this is
important to note also, but it will eventually allow you to
highlight any moments of
difficulty or personal insight into the topic.
Assignment Submission
As there is a great deal to be achieved in one semester (and not
to miss the
opportunity to graduate in the timeframe you intended), it is
important that you adhere
to the due dates. Any extensions will impact on the completion
of the research.
Assignments for all students will be submitted through the Unit

Moodle Site. Marking
and qualitative feedback on your work will be returned to you
via the online site
within a period of two weeks from the submission dates.
Requests for extension should be addressed to the Unit
Coordinator and they will be
considered only in the event of sudden illness (Medical
Certificate required) or
unexpected change of circumstances (Confirmatory evidence
expected). Requests for
extension will not be considered if submitted 48 hours prior to
the submission date as
it is assumed that by this stage the assignment should be at the
editing stages.
Expectations and Responsibilities
To succeed in your unit you will find the following information
helpful.
This page contains links to topics which describe what you can
expect from the
university and your responsibilities as a student at Murdoch
University.
University Policy on Assessment

Assessment for the unit is in accordance with the University's
Assessment Policy
Assessment Roles and Responsibilities
Please refer to section 8 on Rights and Responsibilities of
Students and Staff in the
Assessment Policy
Academic Integrity
Murdoch University encourages its students and staff to pursue
the highest standards
of integrity in all academic activity. Academic integrity
involves behaving ethically
and honestly in scholarship and relies on respect for others'
ideas through proper
acknowledgement and referencing of publications.
Lack of academic integrity, including the examples listed
below, can lead to serious
penalties.
http://www.murdoch.edu.au/goto/AssessmentPolicies
https://www.murdoch.edu.au/goto/AssessmentPolicies
http://www.murdoch.edu.au/goto/Plagiarism

Find out more about how to reference properly and avoid
plagiarism:
Referencing and Citing
• Plagiarism Inappropriate or inadequate acknowledgment of
original work including:
• Material copied word for word without any acknowledgement
of
its source
• Material paraphrased without appropriate acknowledgement of
its
source
• Images, designs, experimental results, computer code etc used
or
adapted without acknowledgement of the source.
• Ghost writing An assignment written by a third party and
represented by a student as her
or his own work.
• Collusion Material copied from another student's assignment
with her or his
knowledge.
• Purloining Material copied from another student's assignment

or work without that
person's knowledge.
Adapted from Section 9.3 of the Assessment Policy - Plagiarism
and Collusion
Plagiarism-checking software
Your Unit Coordinator may use software called Erkund when
viewing work you may
submit. Urkund is a pattern-matching system designed to
compare work submitted by
students with other sources from the internet,
journals/periodicals, and previous
submissions. Its primary purpose is to detect any submitted
work that is not original
and provide a thorough comparison between the submitted
document and original
sources. Urkund will be replacing Turnitin (the previous
pattern-matching software
used by Murdoch) from 2016.
More information about how to avoid plagiarism is contained
within the Murdoch
Academic Passport (MAP) unit:

https://moodleprod.murdoch.edu.au/enrol/index.php?id=2684
University policies on Academic Integrity can be accessed here:
http://our.murdoch.edu.au/Educational-technologies/What-you-
need-to-know/
Non-discriminatory language
Please refer to: Non-Discriminatory Language Guidelines
Student appeals
Murdoch University encourages students to resolve issues
initially through their Unit
Coordinator and/or appropriate Faculty staff member. In cases
where this is not
possible, the University has in place a Student Appeals process.
This process is a mechanism open to all Murdoch University
students and there is no
fee.
The fundamental principles of this process include:
• natural justice and procedural fairness;
• transparency and accountability;

• the provision of regular procedural review; and
http://www.murdoch.edu.au/goto/ReferencingCiting
http://www.murdoch.edu.au/goto/ReferencingCiting
http://www.murdoch.edu.au/admin/policies/assessment.html
http://www.murdoch.edu.au/admin/policies/assessment.html
https://policy.murdoch.edu.au/documents/index.php?docid=713
&mode=view
&mode=view
https://moodleprod.murdoch.edu.au/enrol/index.php?id=2684
http://our.murdoch.edu.au/Educational-technologies/What-you-
need-to-know/
http://www.murdoch.edu.au/goto/NonDiscriminatory
http://www.murdoch.edu.au/goto/NonDiscriminatory
• the enhancement of the appeals process and outcomes
An appeal is not a merits based review, in other words, the
committee will not
reconsider a student's performance to determine whether a
different grade should be
awarded. Rather, it is a procedural review and will investigate
whether proper process
has been followed. In cases where the appeal of a student is
upheld by the Student

Appeals Committee, the committee will consider what remedy,
if any, is appropriate.
Students seeking a review of a grade or mark instead
encouraged to follow the
procedures set out in the University's complaint process.
Information on the Student Appeals process can be found on the
webpage: Student Appeals
Student complaints
Please refer to the Student Complaints Homepage
Conscientious objection
(This relates to an objection based on an individual's deep moral
conviction of what is
right and wrong).
For guidelines on conscientious objection see the Conscientious
Objection in
Teaching and Assessment Policy
Determination of Grades from Components/Marks
Component marks shall be combined in a way that is consistent
with the weightings

assigned to the components. Final grades awarded shall
maintain the relativities
between final marks (that is, a student with a higher cumulative
mark than another
student should not be awarded a lower grade, and two students
who receive the same
final mark should be awarded the same grade).
University grades are awarded as follows:
Grade Mark
HD High Distinction 80 - 100%
D Distinction 70 - 79%
C Credit 60 - 69%
P Pass 50 - 59%
UP Ungraded Pass 50% or above
N Fail Below 50%
DNS Fail Fail, the student failed to participate in assessment
components
that had a combined weighting of 50% or more of the final
mark
SA Supplementary

Assignment
45 - 49%*
supplementary assessment does not include an exam to be
administered by the Exams Office.
SX Supplementary
Exam
45 - 49%*
supplementary assessment includes an exam to be administered
by the Exams Office.
*The award of the grade of SA or SX shall be at the discretion
of the Unit Coordinator except where
clause 11.8 applies.
http://www.murdoch.edu.au/goto/Appeals
http://www.murdoch.edu.au/goto/StudentComplaints
http://www.murdoch.edu.au/goto/ConscientiousObjection
http://www.murdoch.edu.au/goto/ConscientiousObjection
&mode=view
&mode=view

The University requires the use of these percentage ranges to
determine the grade.
Academic transcripts will include both the grade and final mark
for each student.
Final numerical marks are to be presented as a whole number
(0.5 and above up, 0.49
and below down). Individual assessment components should not
be rounded while
summing to the final mark.
Adapted from Section 11.4 of the Assessment Policy
Equity Students
Murdoch University is serious about its responsibilities and
requirements to people
with diverse learning needs and supports. If you have a
disability or medical
condition for which you believe you might require additional
support or adjustment,
we encourage you to contact the Equity, Access and Diversity
office as soon as
possible. The University’s Disability staff are available to meet

with you one-on-one,
review your supporting documentation from your treating doctor
or other specialist
and work with you to set up the most appropriate supports to
assist you in the
academic and campus environment.
Please contact Equity on +61 8 9360 6084 or email
[email protected] for
confidential enquiries.
mailto:[email protected]

Education Project
EDU660
LEARNING GUIDE

Some Introductory Comments
This learning guide will enable you to conduct your study
independently but it is
recommended that you attend the face-to-face on-campus
meetings and participate in
the online discussions, which will be the responsibility of the
students. The
information in this learning guide will assist you in being a
critical and reflective
learner. It is also recommended that you keep in regular contact
with your appointed
supervisor/instructor.

Through completing your research, you will be expected to read
a great deal about
research and your topic area and it is essential that you read all
the material in the unit
reader. The text provides some good general information for
each topic so it’s
important to read it and take out the information relevant to
your own topic. The
reading guide will further assist your learning in each topic and
the development of
your research project and as such is considered ESSENTIAL
READING.
As you read, think about the focus questions in each topic and
also consider the
following:
• What are the main points?
• How are these the same or different to other sources I have
read?
• How does this information link with my ideas for my
research?
• What are the conclusions drawn by this author(s)?

For each of the topics you will find suggested activities. These
are, not mandatory but
are included here to assist you in your thinking about your own
research project.
TOPIC ONE
The Beginning: Conceptual Frameworks
and Integrity in Research
This topic provides you with an overview of the theoretical
frameworks of education
research. Although I encourage you to conduct an extensive
literature review rather

than an empirical (action research) research project, this topic is
important for a
number of reasons. Primarily because some of the literature you
will be reading is
grounded in empirical (action research) research and as such
will form part of the
literature you review.
Our learning objectives for this topic are to:
• Begin the process of developing a research topic for the
literature review.
• Develop an understanding of theoretical frameworks in order
to define your own
research framework;
• Develop the ability to generate a problem or dilemma within
your professional
practice and to identify a research problem and appropriate
research questions for
your study;
• Consider ethical issues related to conducting your project.
Over twenty years ago, there was not such a variety of
educational research and the
research community was less diverse in its approach to
educational research. Mainly

the use of experimental and control groups types of research
highlighted this. This
reflected the more traditional style of research. Since then, this
mode of research was
challenged and as a result, there was a development of a large
number of new
theoretical approaches and methodologies for research such as:
action research;
ethnography, autobiographical research and a variety of forms
of interpretive
research.
Begin the process of the project by reading carefully the first
article:
Machi, L.A., and McEvoy, B. T., (2009) “Step One: Select a
Topic: Everyday
Interest to Research Topic”. The Literature Review (pp. 13-33).
Thousand
Oaks, CA: Corwin Press.
Start communicating with your Supervisor/Instructor regarding
your ideas for
possible topics for the literature review.

And then, as you are reading Chapters 1 & 3 of the textbook,
keep in mind the focus
questions of these chapters and perhaps write a paragraph in
answering each
question.
In addition, read Hostetler (2005) who attempts to answer the
question of what is
“good” educational research and Guba & Lincoln (2004) who
further discuss the
types of research frameworks and compare and contrast the
methodologies. Based on
these readings, write a summary of your understandings of the
theoretical
framework that will fit in to your professional context and guide
you in your research.
You will need to think about a good fit between what you want
to study and how you
study it.

Essential reading
THE PROJECT: Machi, L.A., and McEvoy, B. T., (2009) “Step
One: Select a Topic:
Everyday Interest to Research Topic”. The Literature Review
(pp.
13-33). Thousand Oaks, CA: Corwin Press.
TEXT: Kervin, L., Vialle, W., Herrington, J. & Okely, T.
(2006) Research
for Educators. Victoria: Thomson Social Science Press
Chapter 1 -Research and inquiry for educational professionals
Chapter 3- Approaches to Educational Research.
READER: Hostetler, K. (2005) What is “Good” Education
Research?
Educational Researcher Aug/Sept, 16-21.
Guba, E.G., & Lincoln, Y.S. (2004) Competing Paradigms in
Qualitative Research: Theories and Issues. In S.Hesse-Biber &
Leavy, P. (Eds.), Approaches to Qualitative Research: A reader
on

theory and practice (pp 17-38). New York: Oxford University
Press.
Using Wiki in Education (2007). Retrieved 14th December,
2007,
from Science of Spectroscopy website:
http://www.scienceofspectoscopy.info/edit/index.php?title=Usin
g_wiki_in
_education
Focus questions/Activities
Questions from textbook page 1 & page 25
• What are some of the factors Hostetler proposes that
determine “good”
research?
• What are the principle differences between qualitative and
quantitative
research methods?
• What role does ethics play in the development of research
questions and
research study?
Summary of Conceptual Framework: (optional online activity)
On completion of the first topic, you are asked to summarise the
conceptual
frameworks in two pages in educational research that are

relevant to your project.
This framework will guide you in conducting and reporting your
project as well as
provide your supervisor with an insight into your
understandings. You can post this
online as part of the discussion. This will not be assessed but is
important in clarifying
your research focus. Students will be encouraged to give
feedback to one another.
TOPIC TWO
How to Do a Literature Review: Research
Design
This topic will provide you with a more concrete starting point
in designing your
research project. As you work through this topic it is again
important that you think
about a good fit between what you want to study and how you

study it.
Learning objectives
• Finalize the focus of your research.
• Identify the types of research design and choose one that suits
the needs of your
research topic.
• Establish the rationale for studying your topic based on
professional context and
the literature.
It is often easy to identify areas of your professional life that
you would like to
explore further. However, it is important for your research to
consider these topics in
terms of the practicalities of implementation. You must consider
the timeframe for
your research as well as the resources you will require and any
other constraints that
may impact on your project.
How to Do a Literature Review
Johnson, B., and Christensen, L., (2010). “How to Review the
Literature and
Develop Research Questions”. Educational Research:

Quantitative, Qualitative
and Mixed Approaches (pp. 58-84). Thousand Oaks, CA: Sage.
In your research design you should consider two major forms of
research, which
differ considerably in their epistemologies (ways of knowing).
Quantitative educational research involves a more objective
approach in that the
researcher stands outside the group being investigated. Usually
numerical methods are
preferred and a large sample is required. The traditional
standards of reliability and
validity are a major focus.
Interpretive qualitative educational research involves a more
subjective approach
where the researcher is engaged with a small group of people
and the focus is on
constructing meaning and making interpretations. Here,
trustworthiness and
authenticity criteria become the standards of the research.
Action research refers to focused, self-directed learning towards

improvement of
your own practice and highlights the social aspects of
improvement. It requires a high
level of reflection and the ability to analyze your own role in
the process. Action
research is unique because it is a collaborative process where
you are situated in the
centre of the process. It unifies the research and the practice
and also eliminates the
separation of the researcher and the researched. Therefore,
teachers who are involved
in action research seek to research and improve their practice. It
follows a clear cycle
of act, plan, observe and reflect (Kemmis & McTaggart 1988).
Read Chapters 2, 3 & 10 of the textbook and answer the
questions as relevant to your
research design. Also consider the issues of triangulation for
increasing validity of
evaluation and research findings as raised by Mathison (1988)

to then further develop
your idea for your research focus and a basic framework for
your methodology.
Essential reading
THE PROJECT: Johnson, B., and Christensen, L., (2010).
“How to Review the
Literature and Develop Research Questions”. Educational
Research: Quantitative, Qualitative and Mixed Approaches (pp.
58-
84). Thousand Oaks, CA: Sage.
(2006) Research
for Educators. Victoria: Thomson Social Science Press
Chapter 2 – Mapping the research process.
Chapter 3- Approaches to Educational Research.
Chapter 10 – Educators and research: a final word
READER: Mathison, S. (1988) Why Triangulate? Educational
Researcher,

17(2), 13-17.
McMurray, A.J., Pace, R.W. & Scott, D. (2004) Chapter 3 – The
Research Journey. Research: a commonsense approach.
Victoria:
Thomson Social Science Press.
Grundy, S. (1995) Action Research as Professional
Development
(pp. 8-18). Perth: Affiliation of Arts Educators.
McNiff, J. (1995) How can I develop a theory of critical
self-reflection? Studies in Continuing Education, 17, 86-96.
Complete the question from textbook pages 12, 25 & 192 as are
relevant to your
research design.
• What type of alternative conception of triangulation can help
your
research? How can this assist you in literature based research?
• It may assist you to develop a flowchart of research according

to the model
set out by McMurray et al. (2004).
Additional Reference:
Kemmis, S. & Taggart, R. (Eds) (1988). The action research
planner, 3rd ed.
Melbourne: Deakin University Press.
TOPIC THREE
Your Research Proposal
This topic will see the culmination of all your previous reading
as you will complete
your formal proposal document for your project. The proposal
you write will also be
used by your supervisor to assess the significance, relevance
and scope of your
proposed research project. This will allow us to advise you in
the conducting of your

project and suggest any last minute changes and/or additions.
Your use of headings
and sub-headings in your proposal will highlight the way you
will organize your
research.
Learning objectives
• Develop a sound understanding of the requirements of
developing a research
proposal
• Present a clear and concise research proposal, which will
include ethical
considerations as well as quality standards and appropriate
methodology (if
relevant to your empirical (action research) topic).
Essential reading
TEXT: Kervin, L., Vialle, W., Herrington, J. & Okely, T. (2006)
Research for
Educators. Victoria: Thomson Social Science Press.
Chapter 4- First steps in the research and inquiry process
Chapter 5- Planning your research

From Chapter 5 select the question that is relevant to your
research design
Assignment One
Carefully prepare the formal proposal document for your
research project.
Make your choice of headings and sub-headings very clear.
It should be approximately1500 words, not including references.
Submit a Research Proposal with the completed Assignment
Evaluation Sheet. Remember to include a blank copy for
your supervisor to complete.
TOPIC FOUR
Critical Literature Review

This topic looks at the review of literature on your chosen topic
area. Any project,
whether empirical (action research) in orientation or not, needs
to be located within
the literature. In other words, the literature review becomes a
chronicle of what others
have said (written) about the topic you are investigating.
If you are conducting an extended literature review, the term
“extended” refers to the
fact that the review is indeed extensive and constitutes the
project in its entirety. If, on
the other hand, you have chosen to conduct an empirical (action
research)
investigation, you will still need to contextualize your empirical
(action research)
research within the larger body of extended literature.
The Project: Synthesizing the Results
Dunkin, M.J. (1996) Types of errors in synthesizing research in
education.
Review of Educational Research, 66(2), 87-97.
Learning objectives

• Develop a sound understanding of the field of educational
research appropriate to
your study.
• Critically read the literature and identify the key issues.
• Begin to sythesise the appropriate literature using your own
voice to express the
main ideas.
• Develop the necessary skills to critically write a literature
review that can be
assessed in terms of focus, clarity and depth.
The reason for the review is to place your study within its
theoretical and
methodological frameworks in relation to other published
research. It is very
important to be critical in your approach to the review of
previous research studies by
exercising professional judgment or challenging assumptions
made by the authors.
To produce a quality literature review, you need to bring a
critical perspective to the
readings both in selecting what is relevant in reading and
commenting on the articles
and in the final presentation of the written review.

The article by Dunkin (1996) identifies some errors that can be
made in synthesizing
research. It is important to be aware of this as you begin your
reading of literature in
relation to your topic.
As you go along, start to develop a reference list and be sure to
write the full reference
for each paper as you find it. You should provide the full
reference list in APA style
when you submit your final report. You can also search for
literature through
computer databases in the library such as ERIC.
I am resisting the temptation to recommend a specific number of
references, rather I
will be looking for substantial coverage of the topic you have
nominated. When you

develop your literature review, it’s important to reflect the
understanding you have
developed about reading research critically. Before writing your
final draft, you may
find it useful to identify some of the major errors that Dunkin
suggests often occur in
literature reviews.
To provide further experience in developing a literature review,
you might consider
completing a mini literature review for submission online. You
will need to choose a
sufficient number of sources to give a comprehensive review of
the varying
perspectives on a particular educational problem. In the case of
the literature review
as the whole project, this submission will give you an
opportunity to trial this writing
style on a much smaller scale. For those doing empirical (action
research) research,
this may be a draft that you will edit in your final report.
Essential reading
THE PROJECT: Dunkin, M.J. (1996) Types of errors in

synthesizing research in
education. Review of Educational Research, 66(2), 87-97
(2006) Research
for Educators. Victoria: Thomson Social Science Press.
Chapter 4- First steps in the research and inquiry process
READER: Dunkin, M.J. (1996) Types of errors in synthesizing
research in
education. Review of Educational Research, 66(2), 87-97.
TOPIC FIVE
Synthesizing the Results: Data Analysis
This topic looks at the range of data sources and the methods of
analyzing them

towards answering research questions. This topic is particularly
useful for students
who are engaged in empirical (action research) research.
However, others may also
find it useful.
Learning objectives
• Identify how data collection and generating data links with
analysis and
interpretation.
• Develop skills in utilizing data in answering research
questions.
The Project: Synthesizing the Results
Fink, A., (2010). “What did you find? Synthesizing Results.”
Conducting
Research Literature Reviews: From Internet to Paper (pp. 193-
241). Thousand
Oaks, CA: Sage.
In conducting your data analysis, you need to address the source
and type of evidence

you have used in your study, why you selected it and how you
will asses this data.
The interpretation that you make will be based on the evidence
but will also include
opinion assertion and conclusion that cannot be generalized
because of the nature of
interpretive research.
When you select your data collection and data analysis
technique, examine the
advantages and limitations of each and also be aware of the
ethical considerations as
specified in chapter 6 in the textbook.
The method of analyzing the data will depend upon the type of
data collected
(Qualitative or Quantitative). When you use both qualitative and
quantitative forms of
data, you can use triangulation procedures (see Mathison 1988)
to analyze your
results. In your data analysis you will need to specify the raw
data and provide some
examples in the form of an appendix, then organize and analyze
this raw information

to make interpretations. From this you will need to present the
findings and draw
some conclusions (see Maor & Fraser (2005) for example of
qualitative and
quantitative analysis). Your analysis should link back to address
your original
research questions.
Essential reading
THE PROJECT: Fink, A., (2010). “What did you find?
Synthesizing Results.”
Conducting Research Literature Reviews: From Internet to
Paper (pp. 193-241). Thousand Oaks, CA: Sage.
TEXT: Kervin, L., Vialle, W., Herrington, J. & Okely, T. (2006)
Research for Educators. Victoria: Thomson Social Science
Press.

Chapter 6- Collecting data: techniques and principles
Chapter 7- Making sense of data
Chapter 8- analyzing data: techniques and principles
READER: Maor, D. & Fraser, B.J. (2005) An online
Questionnaire for
Evaluating Students’ and Teachers’ Perceptions of
Constructivist Multimedia Learning Environments. Research
in Science Education 35, 221-244.
As you read the chapters by Kervin et al. (2006), focus on
questions/sections
relevant to your design only and make notes about the ways it
would be possible
for you to analyse the data you have collected in your project.
Take careful note of the figures and tables presented as they
provide a great deal
of information that will help you to establish for yourself the
link between the
research paradigm and the appropriate research process and the
data gathering

technique (in particular table 6.1-6.3).
Chapter 8 of the textbook highlights some important aspects to
consider when
using a reflective journal. This can be considered as one of your
data sources for
a qualitative analysis.
In what other types of study would a questionnaire such as the
one used by
Maor & Fraser (2005) be useful?
Topic SIX

Reporting your Project
This final topic focuses on the actual presentation of your
research findings in the
form of a Research Report.
Learning objectives
• Demonstrate the ability to complete a research report to an
appropriate
academic standard in a coherent, concise and clear way.
If you embarked on an extended literature review, you are
required to write about the
salient and significant issue related to your chosen area of
study. You are also
required to link your focus questions to the body of literature
you have collected to
discuss this topic. I would encourage you to prepare your final
report as a journal
article and to use the headings outlined below.
The Project: Exemplar
Cary, L. J. (2003). Unhomely Spaces And Deviant Subjectivity:
The Socio-Historical

Homelessness of Juvenile Female Offenders. The International
Journal of
Qualitative Studies in Education, 16(4), 579-594.
Your final report must also include the following sections
(written in the first person
and past tense):
Title
Short statement that clearly identifies the focus of your project.
Abstract
A brief summary of what you did and what you found. This
allows readers to identify
the area of your research and the theoretical framework within
which you are working
at a glance. You can characterize your research by highlighting
3-5 key words.
Introduction
Using your proposal as a guide, provide an overview of the
whole report describing
the context (both the broader professional environment and the

immediate setting
within which your work and research was based) and the
overarching theoretical
framework.
• Research Problem and Questions
You must clearly state the purpose and questions that form the
focus of your
research.
• Rationale
Explain why you embarked on this particular project and how it
will benefit you
and your profession (and by implication other professionals
working in similar
areas). Including the context, your positionality and theoretical
framework.
Discussion and Analysis
This section will contain a literature review to discuss your

topic focus. You need to
link it to the research focus and questions by giving some
background to the problem
being discussed, review what the literature says about the issue,
explain important
terms, and provide the frameworks for both the theoretical basis
and methodology (if
appropriate) that shaped your research design.
• Remember: discuss and critically analyze the literature by
contrasting,
critiquing and clarifying multiple points of view (use
subheadings to outline
emergent themes or issues). This section is more than mere
description – it is
‘discussion’.
Findings
Examine your findings in relation to your research problem and
critically reflect on
the process you used in your project.
Conclusions
This final section describes the conclusions you have drawn

from your study and what
the implications are for your professional development. It
explains how you answered
your research questions and highlights any further questions to
investigate. For
example, did your research questions change as a result of the
literature review? What
have you learned about this topic as a result of this literature
review? Consider the
“So what?” question.
References and Appendix
Your reference list must include all references cited in your text
in APA style. The
appendix allows you to include additional documents relevant to
your project.
NB: The information that appears under the above headings may
vary depending on
the type of research project. More detailed descriptions for each
section can be found
in Chapter 9 of the textbook. It is important that you show links
between the
components rather than each section being a separate piece of

writing. Please
remember to write in a clear and focused manner. In completing
your report please
also be aware of bias in writing in relation to gender, race and
ethnicity.
Essential reading
THE PROJECT: Cary, L. J. (2003). Unhomely Spaces And
Deviant
Subjectivity: The Socio-Historical Homelessness of Juvenile
Female Offenders. The International Journal of Qualitative
Studies in Education, 16(4), 579-594.
(2006)
Research for Educators. Victoria: Thomson Social Science
Press.
Chapter 9- Communicating research

Read through Chapter 9 and examine what publication types are
available for
educators to present their results. Which one will suit you
better?
Submit a final report of 6500 words not including
references and appendices, with the completed
Assignment Evaluation sheet. Remember to include a
blank copy for your supervisor to complete.
EDU660 Education Project
Appendix 1

Ethics Checklist for Empirical (action research) Study
Education Project EDU660
(Return with Project Plan)
Name:…………………………….. Student
Number:………………………….
Please answer the following questions;
1. Is your Professional Action Learning Project being conducted
with students
for whom you are normally having responsibility?
2. Is your research based around activities that are the normal
learning/teaching
activities of the program that you involved?
3. In the box below please indicate who your learners are, what
you want to
research and a sentence about how you want to do it.
BOX

If you answer NO to either of the above questions and your
research involves
interviews or surveys of students you will need to obtain written
consent from the
students, and in case of people under 18 a written consent from
parents or legal

guardian will be required. See Appendix F for an example of
consent letter.
Appendix 2A: Literature Review
Assignment 1 Reflection Sheet- Literature review proposal,
Student form
Student name and number:
Unit:
Date:
Title:
Criteria Mark Comments
Structure:
1. Proposal is well structured using headings and sub-
headings. Clearly written with language that adheres to
standards of academic writing, including spelling,

grammar, syntax and correct APA style referencing
throughout
Content
2. Title accurately captures the scope of the project.
3. Research questions are clearly articulated.
4. Literature is critically presented by contrasting,
critiquing and clarifying multiple points of view.
5. Draws upon own experience and allows own voice to
come through.
Each criterion worth 6
Total: 30
Description of ranking levels 1-5.
6 Excellent; 4-5 Very good; 3-4 Good; 1-2 Needs more
work; 0 Not satisfactory.
Appendix 2B: Literature Review

Assignment 1 Reflection Sheet- Literature review, Supervisor
form
Unit:
Date:
Title:
Structure:
throughout
Content

come through in the discussion.
Each criterion 6
Total: 30
5-6 Excellent; 4-5 Very good; 3-4 Good; 1-2 Needs more
Appendix 3A: Empirical (action research) Study
Assignment 1 Reflection Sheet- Empirical (action research)
study, Student form

Unit:
Date:
Title:
Structure:
headings. Well written with language that adheres to
throughout
Content

5. Appropriate, and clearly articulated research design and
methodology.
Each criterion worth 6.
Total: 30
Appendix 3B: Empirical (action research) Study
Assignment 1 Reflection Sheet- Empirical study (Action
Research), Supervisor Form
Unit:
Date:
Title:

Criteria Rank Comments
Structure:
throughout
Content
methodology.
Each criterion worth 6.
Total: 30

Appendix 4A: Literature Review
Assignment 2 Reflection Sheet- Student form
Final Report for Literature review
Student name and number: Date: Title:
Unit:
Structure:
1. Report is well structured using headings and sub-
headings. The report is within the allowed word limit.
2. Well written with language that adheres to standards of
academic writing, including spelling, grammar, syntax
and correct APA style referencing throughout

Content
3. Clearly identifies the context, the topic, positionality and
theoretical framework.
4. Presents significant research questions (these may have
changed from proposal – include a discussion of any
changes in this section).
5. Critically analyses the literature by contrasting,
7. Clearly presents the findings and the conclusions.
Reflects on the process/report as a whole.
Each Criterion worth 10
Total 70
Description of ranking levels 1-10: 9-10 Excellent; 8 Very
good; 6-7 Good; 5 Satisfactory but needs more work; 0-4
Not satisfactory.

Appendix 4B: Literature Review
Assignment 2 Reflection Sheet- Supervisor form
Final Report for Literature review
Unit:
Structure:
headings. The report is within the allowed word limit.
2. Well written with language that adheres to standards of
academic writing, including spelling, grammar, syntax
and correct APA style referencing throughout
Content
3. Clearly identifies the context, the topic, positionality and
theoretical framework.
4. Presents significant research questions (these may have

changed from proposal – include a discussion of any
changes in this section).
7. Clearly presents the findings and the conclusions.
Reflects on the process/report as a whole.
Each Criterion worth 10
Total 70
Description of ranking levels 1-10: 9-10 Excellent; 8 Very
Not satisfactory.
Appendix 5A: Empirical (action research) Study
Assignment 2 Reflection Sheet - Student form.
Final Report for Empirical (action research) study

Unit:
Structure:
throughout.
Content
2. Clearly identifies the purpose and presents significant
research questions.
methodology.
5. Data, results and interpretations are clearly articulated.
6. Able to draw conclusions from the research including

own experience and allows own voice to come through
in the discussion.
7 Provides relevant evidence to reinforce findings that are
clearly identified throughout the report.
Each criterion 10
Total: 70
Description of ranking levels 1-10: 10 Excellent; 8 Very
Not satisfactory.
Appendix 5B: Empirical (action research) Study
Assignment 2 Reflection Sheet - Supervisor form.
Final Report for Empirical (action research) study

Unit:
Structure:
throughout.
Content
2. Clearly identifies the purpose and presents significant
research questions.
methodology.
5. Data, results and interpretations are clearly articulated.
6. Able to draw conclusions from the research including
own experience and allows own voice to come through
in the discussion.

7 Provides relevant evidence to reinforce findings that
are clearly identified throughout the report.
Each criterion 10
Total: 70
Description of ranking levels 1-10: 10 Excellent; 8 Very
Not satisfactory.
ContentsONEIntroductionUnit coordinatorContact
detailsTechnical helpAimsMore specifically the Objectives of
EDU660 are:How to study this unitScope of the ProjectEthical
Considerations and Time ConstraintsLearning activitiesONLINE
componentOn-Campus MeetingsTWOResources for the unitUnit
materialsTHREEAssessmentAssessment componentsAssessment
detailsAssignment One: Research ProposalBackground and
ContextReferencesAssignment Two: Final ReportFormat: (for
both assignments)Font: Times New Roman 11 or 12
pointAssignment Reflection SheetsAssignment
SubmissionUniversity Policy on AssessmentAssessment for the
unit is in accordance with the University's Assessment
PolicyAssessment Roles and ResponsibilitiesAcademic
IntegrityPlagiarism-checking softwareNon-discriminatory
languageStudent appealsStudent complaintsPlease refer to the
Student Complaints HomepageConscientious
objectionDetermination of Grades from
Components/MarksEquity StudentsLEARNING GUIDEThe
Beginning: Conceptual Frameworks and Integrity in
ResearchOur learning objectives for this topic are to:Essential
readingFocus questions/ActivitiesQuestions from textbook page

1 & page 25Summary of Conceptual Framework: (optional
online activity)TOPIC TWOHow to Do a Literature Review:
Research DesignLearning objectivesEssential readingMcNiff, J.
(1995) How can I develop a theory of criticalFocus
questions/ActivitiesAdditional Reference:TOPIC THREEYour
Research ProposalLearning objectivesEssential readingFocus
questions/ActivitiesFrom Chapter 5 select the question that is
relevant to your research designAssignment OneTOPIC
FOURCritical Literature ReviewLearning objectivesEssential
readingTOPIC FIVESynthesizing the Results: Data
AnalysisLearning objectivesEssential readingFocus
questions/ActivitiesTopic SIXReporting your ProjectLearning
objectivesTitleShort statement that clearly identifies the focus
of your project.AbstractIntroductionDiscussion and
AnalysisFindingsReferences and AppendixEssential
readingFocus questions/ActivitiesSubmit a final report of 6500
words not including references and appendices, with the
completed Assignment Evaluation sheet. Remember to include
a blank copy for your supervisor to complete.Ethics Checklist
for Empirical (action research) StudyPlease answer the
following questions;BOX

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