RSCH09023 2022 Researching Leadership and Advocacy in the Early Years Education and Care
Full Title
Researching Leadership and Advocacy in the Early Years Education and Care
Transcript Title
Research methods
Code
RSCH09023
Attendance
N/A %
Subject Area
RSCH - 0031 Research
Department
SOCS - Social Sciences
Level
09 - Level 9
Credit
10 - 10 Credits
Duration
Semester
Fee
€
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
Brenda Feeney, Leigh-Ann Sweeney, Ailise McDowell, Breda McTaggart
Programme Membership
SG_HLEAD_O09 202200 Postgraduate Diploma in Arts in Leadership and Advocacy in the Early Years
SG_HLEAD_M09 202200 Master of Arts in Leadership and Advocacy in the Early Years
Description
This module will provide the learner with the necessary research skills to undertake a level 9 research project. Learners will critically review literature, engage with their ontological and epistemological position; the paradigms of research study; methods of data collection and data analysis associated with chosen paradigms. The learner will gain the knowledge, skills and competencies to determine the appropriateness of individual methods in given research contexts. Issues of research ethics, validity and reliability of chosen paradigms and methods will also be discussed and debated. Learners will develop research project management skills that are applicable not only to their research dissertation but also to the future and their further research activities.
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Explore existing knowledge and its application to student's chosen research area.
2.
Analyse paradigms of research enquiry and explicate where chosen paradigms fit within their research area of interest.
3.
Demonstrate a critical understanding of the practice and principles of qualitative and quantitative social research.
4.
Judge the importance of ethics to any research study and incorporate this within their research proposal.
5.
Demonstrate appropriate project management skills to ensure successful completion of level 9 research project.
Teaching and Learning Strategies
Online support and residential workshops. Synchronous delivery of lectures with students, all of which will be work-shops within residential. Students will contribute to the structure and plan of the residential component of this module.
Module Assessment Strategies
Two designated assessments to achieve the learning outcomes for this modules
- Written submission on how to undertake a successful research project
- Development and presentation of a fully-worked research proposal using a designated research framework outlining why they have chosen their topic, how they hope to do this within they timeframe, how they will access participants, how they will analyse data, ethics etc.
Repeat Assessments
This is dependent on overall grades and will be decided at exam boards.
Module Dependencies
Prerequisites
RSCH09022 201600 Final Research Project
Indicative Syllabus
LO 1. Explore existing knowledge and its application to student's chosen research area:
- Students will get the opportunity to understand and evaluate ‘evidence’ and explore the concept of hierarchies of research informed evidence.
LO.2 Analyse paradigms of research enquiry and explicate where chosen paradigms fit within their research area of interest:
- Students will review the epistemological and ontological foundations of research and the principles of positivist and interpretive research. They will also explore their own positionality and how that impacts on one’s ontological and epistemological position and world view.
LO3. Demonstrate a critical understanding of the practice and principles of qualitative and quantitative social research:
- Students will gain an in-depth understanding and awareness of qualitative research including ways in which research evidence is produced, question formulation, the balance between induction and deduction, data collection methods (different interviewing techniques, case study, observation, ethnography), data analysis and issues of validity, reliability and replication.
LO4. Judge the importance of ethics to any research study and incorporate this within their research proposal:
- Students will critically explore ethical dilemmas relevant to their proposed research topic and they will examine and develop appropriate strategies to deal with potential ethical dilemmas raised.
LO5. Demonstrate appropriate project management skills to ensure successful completion of level 9 research project:
- Students will be supported in the acquisition and demonstration of project management skills in the area of research required for all stages of the research process. This will include project timelines, work packages, tasks and deliverables with the intention of supporting the student not only with the proposal and dissertation, but also for their research activities into the future.
Coursework & Assessment Breakdown
Coursework & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Essay | Coursework Assessment | Essay | 40 % | Week 7 | 1,2 |
| 2 | Research proposal | Coursework Assessment | Project | 60 % | End of Semester | 2,3,4,5 |
Distance Learning Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Workshop / Seminar | Flat Classroom | Residential workshop | 18 | Once Per Semester | 1.20 |
| Independent Learning | Not Specified | Reading | 6 | Weekly | 6.00 |
Total Distance Learning Average Weekly Learner Contact Time 1.20 Hours
Online Learning Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Online Lecture | Online | Online Lecture | 1.5 | Weekly | 1.50 |
Total Online Learning Average Weekly Learner Contact Time 1.50 Hours
Module Resources
Non ISBN Literary Resources
Alderson, P. & V. Morrow (2011) The ethics of research with children and young people: A practical handbook. London: Sage. Aveyard H. (2010) Doing a literature review in health and social care: A practical guide. Maidenhead: Open University Press.
Christensen, P. & A. James (eds) (2008) Research with children: Perspectives and practices. London: Routledge.
Creswell, J. (2003) Research design: Qualitative, quantitative and mixed methods approaches. Thousand Oaks [CA]: Sage
Felzmann H., J. Sixsmith, S. O'Higgins, S. N Chonnachtaigh & S. Nic Gabhainn (2010) Ethical review and children's research in Ireland. Dublin: Stationery Office. [www.dcya.gov.ie/documents/publications/Ethical_Review_and_Childrens_Research_in_Ireland_Report.pdf]
Gilbert, N. (2007) Researching social life. London: Sage.
Greene, S. & D. Hogan (2005) Researching children's experience: Approaches and methods: methods and approaches. London: Sage.
Luker, K. (2010) Salsa dancing in the social sciences. Cambridge [MA]: Harvard University Press.
Mason, J. (2002) Qualitative researching. Thousand Oaks [CA]: Sage.
May, T. (2004) Social research: Issues, methods and process. Milton Keynes: Open University Press.
Roberts‑Holmes, G. (2011) Doing your early years research project. London: Sage.
Salkind, N. (2010) Statistics for people who (they think) hate statistics. London: Sage
Waller,V. Farquharson, K. and Dempsey, D (2016) Qualitative Social Research. LondonL:Sage.
Journal Resources
URL Resources
Other Resources
Institute guidelines
IT Sligo Code of Conduct for Postgraduate Research 2013
IT Sligo Postgraduate Student Handbook
Additional Information
This module must be successfully completed before students can progress to Final Research Project.