Home Solutions Reflect on the process of conducting peer research involving a focus group
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CW1. Reflective Essay on the Experience of a Research Process
Reflect on the process of conducting peer research involving a focus group
Include within the discussion an analysis of the strengths and weaknesses of using focus groups, plus the skills, attributes and resources required and developed. Examine also the suitability of applying a similar process for collecting data from children and young people and how credible any resulting findings might be?
Attach an appendix that evidences your engagement with the focus group process
To be submitted by 3pm 02/12/15
CW2. Research Proposal
Create a research proposal,
that includes the following chapters:
Attach an appendix that evidences your engagement with the supervision process
To be submitted by 3pm 05/05/16
ASSESSMENT ALIGNMENT TO LEARNING OUTCOMES
1. Evaluate aspects of the research process relevant to young people and education, interpreting strengths and weaknesses and issues of reliability and validity.
Skills for life and work (general skills)
5. Evidence and reflect on the skills acquired and developed in relation to self-management, teamwork and professional roles and responsibilities in the field and beyond
CW1. Reflective Essay on the Experience of a Research Process
2. Constructively critique the research of others.
3. Plan a research project and select techniques appropriate to the field of education and young people.
Subject-based practical skills
4. Select and implement appropriate analytical techniques, academic convention, demonstrating appropriate written English.
Create a research proposal, that includes the following chapters:
REFLECTIVE ESSAY - SUGGESTED BREAKDOWN
Content, guidance and suggested word count
(approx. word count 100):
Part One: A review of the perceived value of the applied research method; according to literature
(approx word count 400):
You should cover:
You should avoid use of the first person in this section and make numerous references to literature
Part Two: A review of the skills, attributes and resources required and developed
(approx word count 600):
TIP: Most reflective essays benefit from an honest appraisal and awareness of areas for development. Exaggerated claims of strengths or an impression given of being beyond improvement are often seen as disingenuous or naïve.
You must refer to literature as well as reflecting on your personal experience
You may also want to refer to your appendices
As Part Two is partly about reflecting upon ‘your ‘journey’ , moderate use of the first person is appropriate
Part Three: A reflection on the suitability of applying a similar process for collecting data from children and young people and how credible any resulting findings might be?
(approx word count 700):
You should avoid use of the first person in this section and continue to make numerous references to literature
(approx word count 200):
Should include all items referred to in your assignment
Presentation of your essay and appendices / academic conventions to apply
* Please ensure you use the submission template provided
* Gain permission from and credit your student colleagues, if submitting a collaborative presentation as an appendix to the reflective essay (citing student numbers and not names)
* Do not recruit research participants outside the scope of this module or out of line with UEL policy
* Failure to heed these warnings may result in breach of UEL regulations and serious consequences for offenders.
More details about UEL policy on research integrity and ethics can be found via:
RESEARCH PROPOSAL - SUGGESTED BREAKDOWN
This should succinctly encapsulate what the proposed research is about
Purposes and aims (approx word count 300):
Literature review (approx word count 1,000):
You must demonstrate critical engagement with the literature on your proposed topic. You should:
Methodology (approx word count 1,000):
In this section you need to provide a rationale for the research design choices and discuss issues relating to validity:
Your discussion in this section must be supported with relevant literature on research design.
Ethical considerations (approx word count 500):
In this section you need to demonstrate understanding of ethical procedures and, where appropriate, how they will be applied in your proposed study. For example:
Your discussion in the Ethics Chapter section must be supported with relevant literature on ethics e.g. BERA guidelines
Conclusion (approx word count 200):
Presentation of your proposal and appendices / academic conventions to apply
Alpha, numerical, section headings/sub headings, consistent bulleting, use of font/italic for emphasis/ ordering and accurate in-text referencing.
Submission & SUPERVISIONTIMELINE
Submit Tentative Proposal Form (TPF)
Submit CW1: Reflective Essay (2,000 words)
Submit Research Proposal Form (RPF)
29/2/16 to 11/3/16
11/4/16 to 22/4/16
Submit CW2: Research Proposal (3,000 words)
READING AND RESOURCES LIST
The key text, which we recommend that you use throughout the module:
Thomas, G. (2013) ‘How to Do Your Research Project: A Guide for Students in Education and Applied Social Sciences’ London: Sage
Essential Reading for this Module:
Bell, J. and Waters, S. (2014) Doing Your Research Project: A Guide for First-time Researchers in Education and Social Science The Open University Press
Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education, 7th edn. London: Routledge Falmer. Available as an e-book
(An 6th edition is available as a PDF on Moodle within the useful resources and web links folder)
Punch, K (2011) Introduction to Research Methods in Education, London: SAGE
Indicative Reading for this Module:
Adler, P. and Adler, P. (1998) ‘Observational Techniques’, in Denzin, N. and Lincoln, Y. (eds.) Collecting and Interpreting Qualitative Materials, London: Sage.
Bassey, M. (1999) Case Study Research in Educational Settings, Milton Keynes: Open University Press.
Clifford, J. and Marcus, G. (eds.) (1984) Writing Culture: The Poetics and Politics of Ethnography, Berkley: University of California Press.
Costley, C., Elliott, G. & Gibbs, P. (2010) Doing Work Based Research: Approaches to Enquiry for Insider- Researchers, London: Sage.
Crème, P. and Lea, M. (2003)Writing at University: a Guide for Students. 2nd edn. Maidenhead: Open University Press.
Epstein, D. (1998) ‘Are you a girl or are you a teacher?’ The ‘Least Adult’ role in Research about Gender and Sexuality in a Primary School’ in Walford, E. (ed.) Doing Research about Education, London: Falmer Press.
Erben, M. (1998) ‘Biography and Research Method’ in Erben, M. (ed.) Biography and Education: A Reader. London: Falmer Press.
Freeman, M and Mathieson, S. (2009). Researching Children’s Experiences. Surrey: The Guildford Press.
Hammersley, M. (1998) Reading Ethnographic Research: A Critical Guide. 2nd edn. London: Longman.
Heath, S, Brooks, R, Cleaver, E and Ireland, E. (2009) Researching Young People’s Lives. London: Sage
Hitchcock, G. and Hughes, D. (1989) Research and the Teacher: A Qualitative Introduction, London: Routledge.
Keeves, J. and Lakomski, G. (eds.) (1999) Issues in Educational Research, Oxford: Pergamon.
McDonough, J. and McDonough, S. (1997) Research Methods for English Language Teachers, London: Arnold
Robson, C. (2002) Real World Research: A Resource for Social Scientists and Practitioner-researchers, Oxford: Blackwell.
Shipman, M (ed.) (1985) Educational Research: Principles, Policies and Practices, Lewes: Falmer.
Wellington, J. (2000) Methods and Issues in Educational Research, London: Continuum
Willis, P. (2000) The Ethnographic Imagination. Oxford: Polity
Please note the LRC catalogue address
A reminder of useful sections on the Library website:
Electronic Databases- refresher: BEI/ERIC; EBSCO; WoS; BHINet; Lexis-Nexis Pro; SwetsWise
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