SP_IRS Introduction to Research in Special and Inclusive Education

Faculty of Education
Spring 2015
Extent and Intensity
2/0/0. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
Sunil Kumar, Ph.D., M.A. (lecturer)
Guaranteed by
prof. PhDr. Marie Vítková, CSc.
Institute for Research in Inclusive Education – Faculty of Education
Contact Person: prof. PhDr. Karel Pančocha, Ph.D., M.Sc.
Supplier department: Institute for Research in Inclusive Education – Faculty of Education
Prerequisites
-
Course Enrolment Limitations
The course is offered to students of any study field.
The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 0/20, only registered: 0/20, only registered with preference (fields directly associated with the programme): 0/20
Course objectives
At the end of this course students should be able to:
1. Differentiate the different types of educational research.
2. Select a researchable topic.
3. Follow steps in conducting a research.
4. Select, assemble and critically review the research literature and other literature as a basis for planning and implementing an independent research project.
5. Select, evaluate and use appropriate research methodology to investigate a chosen topic.
6. Prepare a research proposal that includes research statements and questions.
7. Understand the format and need to present findings in a well-constructed report which applies the principles and concepts of education research in real and concrete situations. Examples of this will be examined as well.
8. Develop a vibrant attitude towards your own areas of interest and work in groups and independently to meet course objectives.
Syllabus
  • Week 1: Course overview and Introduction
  • Lecture 1hour
  • Tutorials 1 hour
  • Learning Outcomes
  • • Relate the learning outcomes with the week wise activities as a result of orientation of the unit;
  • • Discuss the different types of assessment in groups.
  • • Devise a plan how to complete respective assignments
  • • Prioritize the importance of each assignment.
  • Readings: Lecture notes and course assignments
  • Week 2 and 3: Introduction to Educational research
  • Lecture 1hour
  • Tutorials 1 hour
  • Learning Outcomes
  • • Differentiate different sources of information.
  • • Differentiate between scientific method and educational research.
  • • Identify the difference between quantitative and qualitative research designs.
  • Readings:
  • Kervin. L., Vialle. W., Herringtom. J., Okely, T. (2006) Research for educators.Australia, Cenage Learning. pp. 56-74.
  • Mertler,C.A. (2012). Action research: Improving schools and empowering educators Thousand Oaks, Calif, Sage Publications pp 5-10.
  • Week 4: First steps in the research and Inquiry process.
  • Lecture 1hour
  • Tutorials 1 hour
  • Learning Outcomes
  • • Choose and enquiry topic
  • • Review the literature
  • • Write literature review
  • • Paraphrase relevant information.
  • • Critically analyse literature review
  • • Write good research questions and hypothesis
  • Kervin. L., Vialle. W., Herringtom. J., Okely, T. (2006) Research for educators.Australia, Cenage Learning. pp. 41-54
  • Week 5: Research Ethics
  • Lecture 1hour
  • Tutorials 1 hour
  • Learning Outcomes
  • • Validate the importance of ethics in research.
  • • Criticise unethical process in research.
  • • Discuss the importance of informed consent, anonymity and confidentiality.
  • • Prepare and practise a role play in the importance of ethics in research.
  • • Compose their own research ethics for Final Report
  • Kervin. L., Vialle. W., Herringtom. J., Okely, T. (2006) Research for educators.Australia, Cenage Learning. pp 3-10.
  • Mertler,C.A. (2012). Action research: Improving schools and empowering educators Thousand Oaks, Calif, Sage Publications pp 102-108
  • Week 6 and 7: Data Collection Methods (Quantitative and qualitative data collection methods)
  • Lecture 1hour
  • Tutorials 1 hour
  • Learning Outcomes
  • • Examine different Qualitative and Quantitative data collection method.
  • • Compose their own data collection method.
  • • Research on Qualitative and Quantitative data collection method.
  • • Choose their own data collection method.
  • Kervin. L., Vialle. W., Herringtom. J., Okely, T. (2006) Research for educators.Australia, Cenage Learning.pp. 56-74.
  • Mertler,C.A. (2012). Action research: Improving schools and empowering educators Thousand Oaks, Calif, Sage Publications pp 120-143
  • Week 8 and 9: Data analysis (making sense of data, coding and using computer software for analysis.
  • Lecture 1hour Tutorials 1 hour Learning Outcomes
  • • Investigate the importance of inductive analysis and deductive process.
  • • Summarise coding scheme.
  • • Discuss Descriptive statistics and inferential statistics.
  • • Identify computer software that assists in qualitative and quantitative data analysis.
  • Kervin. L., Vialle. W., Herringtom. J., Okely, T. (2006) Research for educators.Australia, Cenage Learning. pp 139-159.
  • Mertler,C.A. (2012). Action research: Improving schools and empowering educators Thousand Oaks, Calif, Sage Publications pp 155-199.
  • Week 9: Writing the report
  • Lecture 1hour Tutorials 1 hour Learning Outcomes
  • • Discuss own research topic.
  • • Compare individual work.
  • (Readings : outline in the course introduction and assignment)
  • Week 10: Communicating Research (Sharing and reflecting)
  • Lecture 1hour Tutorials 1 hour Learning Outcomes
  • • Investigate the ways of Communicating Research
  • • Summarize the writing process.
  • • Discuss the main aspect of the presentation.
  • Kervin. L., Viall W.,Herringtom. J., Okely, T. (2006) Research for educators.Australia, Cenage Learning. pp 160- 191.
  • Mertler,C.A. (2012). Action research: Improving schools and empowering educators Thousand Oaks, Calif, Sage Publications pp 217-239.
  • Week 11 and 12: Oral presentation
  • Learning outcomes
  • •Organize presentation in coherent and logical manner.
  • •Critical analysis of methodology and literature used in the study.
  • •Summarize the key points in research.
  • •Logically analyze the conclusion of the research.
Literature
  • STRINGER, Ernest T. Action research. 3rd ed. Los Angeles: SAGE Publications, 2007, xix, 277. ISBN 9781412952231. info
Teaching methods
Week 1: Course overview and Introduction
Lecture:1hour
Tutorials:1 hour
Activity :Students develop their own time planner for this course or can use the template given by the lecturer.

Week 2 and 3: Introduction to Educational research
Lecture:1hour
Tutorials:1 hour
Activity
Students use Venn diagram to differentiate between quantitative and qualitative research designs.

Week 4: First steps in the research and Inquiry process.
Lecture: 1hour
Tutorials: 1 hour
Activity : Students choose their own topic for research and write good research question and hypothesis. Presentation of individual work.

Week 5: Research Ethics
Lecture: 1hour
Tutorials: 1 hour
Activity. Students design their own research ethics for their individual topics using the key concepts, informed consent, anonymity and confidentiality.

Week 6 and 7: Data Collection Methods (Quantitative and qualitative data collection methods)
Lecture: 1hour
Tutorials: 1 hour
Activity: Students Choose and compose their own data collection method. After finishing will have a gallery work.

Week 8 and 9: Data analysis (making sense of data, coding and using computer software for analysis
Lecture: 1hour
Tutorials: 1 hour
Activity : Students Investigate the importance of inductive analysis and deductive process and summarize their own Literatures using coding schemes.

Week 10:Communicating Research (Sharing and reflecting)
Activity: Students investigate the ways of Communicating Research summarize the writing process and discuss the main aspect of the presentation in Groups. Group presentation at the end of the lesson.

Week 11 and 12: Oral presentation in Groups.
Assessment methods
COURSE ASSESSMENT

Continuous Assessment
Continuous Assessment makes up 100 % of the final score and includes 4 assignments and class participation and or attendance. It is weighted in the following ways:
1. Attendance & Group Participation = 5%
2. Assessment 1: Folder of selected readings (10-12 related readings) on own topic. (Annotated Bibliographic Exercise) = 15%
3. Assessment 2: Individual Topics &-Critical Review of the Literature = 20%
4. Assessment 3: Seminar Presentation on a Research Article - An Analysis =25%
5. Assessment 4: Research proposal = 35 %
Total Value = 100%
To pass the course, in addition to obtaining at least an overall E grade, it is important to note that you have to:
• Attend at least 60% of class seminar and or group participation. Students who do not meet the 60% minimum attendance & group participation will fail the course
• Submit the four (4) assignments. ……………………………………………………………………………………………………
Language of instruction
English
Further comments (probably available only in Czech)
Study Materials
The course is taught: every week.
The course is also listed under the following terms Autumn 2015, Spring 2016, Autumn 2016, Spring 2017.
  • Enrolment Statistics (Spring 2015, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2015/SP_IRS