ED2FPR: Practitioner Research

Module code: ED2FPR

Module provider: Institute of Education

Credits: 40

Level: Level 2 (Intermediate)

When you'll be taught: Semester 1 / 2

Module convenor: Ms Pamela Cottrell, email: pamela.cottrell@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 5 August 2024

Overview

Module aims and purpose

This module will extend understanding of the research process and the relevance of research for informing practice. Students completing this module will develop their knowledge of the principles and practice of research, and in particular, practitioner research within the early years and primary frameworks. Students will be expected to undertake their own independent research topic and present and evaluate their findings.

Aims

The aims of this module are to develop knowledge and understanding of the process and application of practitioner research relating to children between birth and 11 years through:

• Identification of the principles and methodology of research within education and care-based settings
• Analysis of key research in the relevant curriculum area
• Understanding and analysis of the process of undertaking research, including data collection and presentation, ethical considerations and presentation of findings with regard to current research in the field
• Observation and assessment of individual needs and typical and atypical patterns of learning and development

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Identify a suitable topic for a small-scale practitioner research project and produce a research proposal for the investigation that identifies clear aims, justifies the focus of the research and puts it into professional and academic context
2. Examine a range of academic and professional literature related the topic selected as a focus for the research project and recognise the importance of following appropriate ethical guidance when carrying out research with young children
3. Design the research project with reference to appropriate methodology and data collection methods and present/analyse empirical findings using appropriate methods and discuss the implications of the findings with reference to relevant theory and academic literature, drawing appropriate conclusions
4. Reflect on the possible impact of the research on the quality of provision in the workplace and their professional development

Module content

• Research methods and methodology, design
• Ethical considerations for research in education and care-based settings
• Data collection methods and triangulation
• Writing a literature review
• Analysis and discussion of results
• Presentation of findings and recommendations

Structure

Teaching and learning methods

Lectures, discussion groups, tasks, research, work based activities. Work – based learning will provide an essential contribution to achievement of the outcomes.

Study hours

At least 42 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Work-based discussions with the mentor, plus tutorials and workplace experience all contribute to formative assessment.

Reassessment

Additional costs