| Credit |
12 points |
| Availability |
Semester 2, offshore teaching period |
| Old unit code |
300.973 |
| Outcomes |
Students have a basic understanding of the paradigms of positivism, post-positivism, interpretivism, critical theory, post-structuralism, postmodernism; the various frameworks which help them to develop a research proposal; the main components to a research proposal; and the ethics procedures for doing research for the Doctor of Education. |
| Content |
This unit considers the major research paradigms underpinning educational research. Emphasis is placed on highlighting implications for the statement of research questions, methodological approaches which can be adopted, approaches to testing and/or developing theory, and contributions to practice. Particular consideration is given to implications for the development of research proposals. |
| Assessment |
Students are required to produce a draft research proposal of 6000 to 8000 words. This is significantly longer than the final research proposal they are required to produce and defend once the unit has been successfully completed. The draft proposal should have the following components: (1) title and title page; (2) abstract; (3) introduction, identification of topic area and statement of purpose; (4) research questions: general and specific; (5) conceptual framework, theory or theories (if applicable), hypotheses (if applicable); (6) the literature; (7) methods: design (strategy), sample and sampling (if applicable), data collection, data analysis; (8) significance; (9) limitations and delimitations; (10) consent, access and human participants' protection; (11) list of major scholars in the field; (12) references; and (13) appendices (e.g. timetable, budget, instruments if applicable, etc.).
Supplementary assessment is not available in this unit. |
| Unit Co-ordinator(s) |
Winthrop Professor Tom O'Donoghue and Professor Marnie O'Neill |
| Location |
UWA (Crawley), Singapore, Hong Kong |
| Mode |
on-campus |
| Unit Rules |
| Prerequisites: enrolment in the Doctor of Education or the Doctor in Educational Psychology |
| Advisable prior study: a master's degree, preferably in education, with evidence of research ability |
Contact hours—25 hrs (compressed unit)
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| Texts |
There are no prescribed texts. In the first and subsequent lecture sessions students are introduced to the sections of the Library dealing with the various aspects of the field of education studies. They become familiar with the location of relevant books, encyclopaedias, handbooks, other reference material and journals.
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Recommended
reading | |
Punch, K. F. Developing Effective Research Proposals: Sage Publications 2000
Punch, K. F. Introduction to Social Research: Quantitative and Qualitative Approaches: Sage Publications 2005
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- The availability of units in Semester 1, 2, etc. was correct at the time of going to press but may be subject to change.
- Assistance with study skills, including English language skills, is available free of charge from Student Services for all enrolled students (see http://www.studentservices.uwa.edu.au/ss/learning). Student Services location: Second Floor, South Wing, Guild Village; telephone: 6488 2423.
- Books and other materials wherever listed may be subject to change. Book lists relating to 'Preliminary Reading', 'Recommended Reading' and 'Textbooks' are, in most cases, available at the University Co-operative Bookshop (from early January) and appropriate administrative offices for students to consult. For first-year units the Bookshop will endeavour to make available photocopies of book lists for individual units. Books marked with an asterisk (*) are available in paperback.
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