SPDC007 Methodology 2

Faculty of Education
Autumn 2022
Extent and Intensity
0/0/0. 15 credit(s). Type of Completion: zk (examination).
Teacher(s)
prof. PhDr. Karel Pančocha, Ph.D., M.Sc. (lecturer)
Mgr. Lenka Slepičková, Ph.D. (lecturer)
Guaranteed by
prof. PhDr. Karel Pančocha, Ph.D., M.Sc.
Institute for Research in Inclusive Education – Faculty of Education
Contact Person: PhDr. Mgr. Ilona Fialová, Ph.D.
Supplier department: Institute for Research in Inclusive Education – Faculty of Education
Prerequisites
Metodology 1
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
there are 6 fields of study the course is directly associated with, display
Course objectives
The aim of the course is to deepen and expand the knowledge of the subject Methodology 1, especially in relation to the methodology and techniques that students will use in elaborating their dissertation research. Attention will also be paid to the presentation of research data and findings in the dissertation text itself. In the field of qualitative research, students will learn about the specifics that accompany entry into the environment to be researched, data collection and processing. In quantitative data analysis, students will be able to work with statistical sets, statistical unit, measures of central tendency (mean, median, mode) and measures of variance (range, variance, standard deviation). Students should be able to distinguish and use parametric and non-parametric statistical tests and perform basic inferential statistics operations. They will learn to work with basic functions in a statistical software (STATISTICA, SPSS). Students will also gain experience in presenting research findings at a public forum (professional conference).
Learning outcomes
A successful graduate is able to:
- reflect in their own research the specifics that accompany the entry into the environment to be researched, data collection and processing, as well as the presentation of research findings in special education
- use data collection and processing techniques to be used in their dissertation research
- present research data and findings in the dissertation text
- present their own research findings at a national or international conference
Syllabus
  • Content areas: Research methods and techniques Quantitative research Quality research Hypotheses Operationalization of hypotheses Research phase Types of research.
Literature
    required literature
  • Kratochwill, T. R., & Levin, J. R. (2014). Single-case intervention research: Methodological and statistical advances. American Psychological Association.
  • Bruce, S., & Pine, G. (2010). Action research in special education. Columbia University: Teacher Collage
  • Rumrill, P. D., Cook, B. G., & Wiley, A. L. (Eds.). (2011). Research in special education: Designs, methods, and applications. Charles C Thomas Publisher.
  • MAREŠ, Petr, Ladislav RABUŠIC and Petr SOUKUP. Analýza sociálněvědních dat (nejen) v SPSS (Data analysis in social sciences (using SPSS)). 1. vyd. Brno: Masarykova univerzita, 2015, 508 pp. ISBN 978-80-210-6362-4. Projekty Nakladatelství Munipress info
  • ŠVAŘÍČEK, Roman and Klára ŠEĎOVÁ. Kvalitativní výzkum v pedagogických vědách. Vydání druhé. Praha: Portál, 2014, 377 stran. ISBN 9788026206446. info
  • ŠEĎOVÁ, Klára and Roman ŠVAŘÍČEK. Jak psát kvalitativně orientované výzkumné studie. Kvalita v kvalitativním výzkumu (How to write qualitatively oriented research studies. Quality in qualitative research). Pedagogická orientace. Brno: Česká pedagogická společnost, 2013, vol. 23, No 4, p. 478-510. ISSN 1211-4669. Available from: https://dx.doi.org/10.5817/PedOr2013-4-478. Full text info
  • KAUFMANN, Jean-Claude. Chápající rozhovor. Translated by Marie Černá. Vydání první. Praha: Sociologické nakladatelství (SLON), 2010, 151 stran. ISBN 9788074190339. info
    recommended literature
  • Delamont, S. Fieldwork in educational settings: Methods, pitfalls and perspectives. Psychology Press, 2002.
  • Řiháček, T. et al. (2013) Kvalitativní analýza textů: čtyři přístupy. MU.
  • Louis, C., Lawrence, M., & Keith, M. (2007). Research methods in education. New York: Routledge.
  • Chenail, R. J. Jak srovnat kvalitativní výzkum do latě. Biograf Bulletin, 1998, 16.1998: 29-37.
  • Creswel, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Fifth edition. Los angeles: University of Nebraska–Lincoln.
  • HLAĎO. Recenze knihy CHRÁSKA, M., KOČVAROVÁ, I. Kvantitativní design v pedagogických výzkumech začínajících akademických pracovníků. In Pedagogická orientace. 2016, p. 146–152. ISSN 1211-4669. info
  • CHARMAZ, Kathy. Constructing grounded theory. 2nd ed. Los Angeles: Sage, 2014, xxi, 388. ISBN 9780857029133. info
  • KNECHT, Petr and Dominik DVOŘÁK. Etika vědecké práce a publikování pro mírně pokročilé (Research and publishing ethics for junior researchers). Pedagogická orientace. Brno: Česká pedagogická společnost o.s., 2013, vol. 23, No 4, p. 554-578. ISSN 1211-4669. Available from: https://dx.doi.org/10.5817/PedOr2013-4-554. URL info
  • KAUFMANN, Jean-Claude. Chápající rozhovor. Translated by Marie Černá. Vydání první. Praha: Sociologické nakladatelství (SLON), 2010, 151 stran. ISBN 9788074190339. info
Teaching methods
Seminar, partial elaboration of the dissertation text.
Assessment methods
Oral exam. Discussion on own research before its completion.
Language of instruction
Czech
Further Comments
The course is taught annually.
The course is taught: in blocks.
The course is also listed under the following terms Autumn 2019, Spring 2020, autumn 2020, Spring 2021, Spring 2022, Spring 2023, Autumn 2023, Spring 2024, Autumn 2024, Spring 2025.
  • Enrolment Statistics (Autumn 2022, recent)
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