Full Title Researching Leadership and Advocacy in ECCE

Short Title Reserach

Code RSCH09023
Level 09
Credit 10

Author McTaggart, Breda
Department Social Sciences

Subject Area Research
Attendence N/A%
Fee

Description
This module will provide the learner with the necessary research skills to undertake a level 9 research project. Learners willcitically 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.

Indicative Syllabus
Explore existing knowledge and its application to student's chosen research area: Learners will explore different sources of evidence and its relevance and application to their research topic. Resulting in identification of key literature that becomes the foundation of their research area. Analyse paradigms of research enquiry and explicate where chosen paradigms fit within their research area of interest : Learners will have the opportunity to discuss, examine and debate, common and often used paradigms of research enquiry, evaluating when and where these paradigms may be relevant to their research studies. Tools and techniques : Learners will be given the opportunity to develop an understanding in tools of data collection and data analysis. This will link directly to their research hypothesis/question. This may involve attendance at additional workshops on data collection and data analysis techniques, relative to the learner's level of research experience and expertise. Judge the importance of ethics to any research study and incorporate this within their research proposal: Learners will be expected to explore ethical dilemmas relevant to their proposed research topic, in doing so develop appropriate strategies and documentation to deal with potential ethical dilemmas raised. Demonstrate appropriate project management skills to ensure successful completion of level 9 research project: Learners will be supported in the acquisition and demonstration of project management skills in the area of research, inclusive of all stages of the research process, but also the associated project management tools of successful project completion. This will include, but is not limited to, 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.

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. Become aware of a range of standard and specialized research methodological tools and techniques.

  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.


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.

  • Assessment Facilitites
    Appropriate online rooms and support. Appropriate flat classrooms for residential learning.

    Module Dependencies
    Pre Requisite Modules
    None
    Co Requisite Modules
    None
    Incompatible Modules
    None

    Coursework Assessment Breakdown %
    Course Work / Continuous Assessment 100 %

    Coursework Assessment Breakdown

    Description Outcome Assessed % of Total Assessment Week
    Essay 1,2 40 Week 7
    Research proposal 2,3,4,5 60 End of Semester


    End Exam Assessment Breakdown

    Description Outcome Assessed % of Total Assessment Week


    Distance Learning Mode Workload

    Type Location Description Hours Frequency Avg Weekly Workload

    Total Average Weekly Learner Workload 0.00 Hours

    Part Time Mode Workload

    Type Location Description Hours Frequency Avg Weekly Workload

    Total Average Weekly Learner Workload 0.00 Hours

    Full Time Mode Workload

    Type Location Description Hours Frequency Avg Weekly Workload

    Total Average Weekly Learner Workload 0.00 Hours

    Online Learning Mode Workload

    Type Location Description Hours Frequency Avg Weekly Workload
    Online Lecture Distance Learning Suite Online support 3 Fortnightly 1.50
    Workshop Flat Classroom Residential workshop 18 Once Per Semester 1.20

    Total Average Weekly Learner Workload 2.70 Hours

    Resources
    Book 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.
    Other Resources
    Institute guidelines IT Sligo Code of Conduct for Postgraduate Research 2013
    IT Sligo Postgraduate Student Handbook
    Url Resources
    Additional Info