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Session: 2022/23
Last modified: 14/12/2022 12:06:27
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Title of Module: Practitioner Enquiry: Early Years |
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Code: EDUC09058 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | C
Gollek |
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| Summary of Module |
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This modules is designed to provide an introduction to qualitative research methods in education, with a focus on practitioner research.
The module discusses aspects of practice strongly related to practitioner research, which apply methods of action research and rely on evidence-based practice and research based information. Students will critically examine practice based experience and discuss the influence of research on the sector and wider society.
Students get to know research tools commonly used in qualitative research:
- Focus groups/Interviews
- Questionnaires
- Observations/creative methods
The methods are critically investigated and applied to the workplace context. Students will have the opportunity to explore the methods and reflect on ethical considerations, context and relevance of a method and their own positionality. Specific focus will be on ethical considerations around research with colleagues, children and parents.
Throughout the module, students will be encouraged to reflect on their own research idea, consider the presented research tools and develop a visual representation to address the suitability for their project.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate an awareness and understanding of the role and function of qualitative research in education.
L2.
Critically analyse key research methods and tools and demonstrate autonomy and initiative when presenting an appropriate tool for a sector-based research question.
L3.
Demonstrate an understanding of the principles of ethical research and enquiry by discussing the impact on colleagues, parents and children. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
critically understanding a range of the principles, theories, concepts and terminology associated with qualitative research and research-informed practice in education. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
testing a range of research tools in a safe environment, encouraging peer feedback and discussion |
| Generic Cognitive skills |
SCQF Level 9.
identifying and analysing routine professional problems and issues;
drawing on a range of sources in making evidence-based judgements
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
presenting information on sector relevant topics in a variety of modes to a peer audiences;
using a range of ICT applications to support and enhance work;
interpreting, using and evaluating numerical and graphical data to achieve goals/targets
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
taking responsibility for presenting own work and work of others in appropriate manner;
dealing with ethical and professional issues in accordance with current professional and ethical codes and practices
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The module handbook, online tasks/discussions and supporting materials will be posted on the VLE. These will provide specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions and for their independent study.
A balance of individual and group activities in-class will enable students to learn independently and collaboratively. Preparation tasks/readings to be undertaken at home will help students to contextualise lectures. Follow-up group workshops and tutorials will allow them to consolidate their learning each week.
Learning and teaching will guide students from an introduction to qualitative research to exploring a variety of research methods, with a focus on application to the education sector. The sessions will support students to analyse the presented ideas from a critical perspective and apply them to their own idea of a research project. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 36 |
| Work Based Learning/Placement | 35 |
| Independent Study | 129 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Robert-Holmes, G. (2018). Doing Your Early Years Research Project: A Step by Step Guide 4th edition. London: Sage.
Groundwater-Smith, S., Docket, S. & Bottrell, D. (2015) Participatory Research with Children and Young People. London: Sage.
Bolshaw, P. and Josephidou, J. (2019) Introducing Research in Early Childhood. London: Sage.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: https://www.uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Childhood Studies/Practice |
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| Moderator | TBA |
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| External Examiner | c Counihan |
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| Accreditation Details | Contact School for current details. |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Poster presentation of the suitability of research methods for a selected research project, highlighting the most suitable research tool (poster/other visual methods). Critical discussion, focusing on appropriate theory, current research and policy. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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