RSCH09040 2022 Research Project UDL

The objective of the research thesis is to provide an independent and critical appraisal of an issue. The research project will allow the learner to consider how to embed UDL within learning and the impact of this.

Learners will select, modify and apply research skills, to critically analyse, research independently and formulate responses to unpredictable, complex problems in educational and learning environments, in order to develop new knowledge, ideas, processes, and procedures.

They will decide on a work plan, examine and define the issue(s), undertake a critical review of existing literature, decide the methodology and method appropriate to undertake the project, evaluate evidence-based conclusions and prepare and present their findings. The work will cumulate with the submission of a research thesis, where the learner will be required to present their project and partake in a viva voce examination. 

The research model advocated within the thesis learning experience uses the principles of practitioner enquiry, however, acknowledging that this may not always be possible for all students an alternative research approach can be decided within the student-supervisor relationship. Consequently, the type and style of the research project will be decided in consultation and collaboration with the student and their research supervisor. 

John W. Creswells A Concise Introduction to Mixed Methods Research is a brief overview of mixed methods research that takes readers through the essential steps in planning and designing a study. Rather than offering an extensive treatment of mixed methods, this concise book offers individuals in the social, behavioral, and health sciences a foundation for understanding mixed methods methodology. Practical for use in workshops, seminars, global webinars, and as a supplementary text in undergraduate and graduate classes, Creswells book is ideal for the beginner or the more advanced researcher looking for a quick primer in mixed methods, by an authoritative mixed methods scholar.

In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and across the world to ally their work with others, as part of larger social and intellectual movements for social change and social justice.

This resource uncovers the hidden risks behind the progressive goals of action research in education, and provides an interpretation of the problems endemic to insider enquiries. The writers aim to show that ethical guidelines fail to address some issues characteristic of insider research.

Teacher inquiry helps improve educational outcomes Practitioner Teacher Inquiry and Research explores the concept and importance of the teacher practitioner, and prepares students in teacher education courses and programs to conduct research in the classroom. Author Carolyn Babione has extensive experience in undergraduate- and graduate-level teacher training and teacher inquiry coursework. In the book, Babione guides students through the background, theory, and strategy required to successfully conduct classroom research. The first part of the book tackles the "how-to" and "why" of teacher inquiry, while the second part provides students with real-life practitioner inquiry research projects across a range of school settings, content areas, and teaching strategies. The book's discussion includes topics such as: Underlying cultural and historical perspectives surrounding the teaching profession Hidden stereotypes that limit teacher beliefs about power and voice Current curriculum innovation and reflections on modern developments Practitioner Teacher Inquiry and Research successfully guides and encourages budding teachers to fully understand the importance of their involvement in studying and researching their classroom settings, giving a better understanding of how their beliefs and teaching practices impact classroom learning.

"Allen Rubin, one of the premier research scholars in Social Work, defines Evidence Informed practice as "a process for making practice decisions in which practitioners integrate the best research evidence available with their practice expertise and with client attributes, values, preferences, and circumstances." Evidence-informed practice is of the utmost importance to practitioners because they will not be reimbursed for services unless the interventions and treatments used are evidence-informed. For students and instructors, evidence-based practice is an important piece of the competencies required by the accrediting organization CSWE. The competencies state that graduates should be able to "distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom." Graduates in social work must also have the ability to "use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social services delivery." This is a change from past standards where students were expected to be future producers of research--now the emphasis in squarely on students learning to be critical consumers of research. Rubin's book fits this new emphasis on teaching students critically appraise and incorporate research"--

These will be research project dependent.

This is project dependant, students will be guided by supervisor.

Supervisors may advise students of additional readings appropriate to their project.

Specialised training may be required dependant on the project if so the supervisor and student will negotiate this requirement