What Processes Or Practices Are Used To Developed International Mindedness In IB PYP Schools/Learners (This Is The Research Question

1 EDU660 Unit Information & Learning Guide TJD 2018 

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EDU660 Education Project 

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Unit Information and Learning Guide 

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TJD - 2018 

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Unit Coordinator TJD 2018 Associate Professor Dorit Maor School of Education [email protected] Ph: +61 89360 7257 

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2 EDU660 Unit Information & Learning Guide TJD 2018 

© Published by Murdoch University, Perth, Western Australia, January 2016.

Originally written by Dorit Maor, 2008, updated by Dorit Maor, & Deborah Pino-Pasternak,

2012, 2013 and 2014, and Judy MacCallum 2015

This publication is copyright. Except as permitted by the Copyright Act no part of it may in any

form or by any electronic, mechanical, photocopying, recording or any other means be

reproduced, stored in a retrieval system or be broadcast or transmitted without the prior written

permission of the publisher.

3 EDU660 Unit Information & Learning Guide TJD 2018 

Contents 

Unit information

ONE Introduction 4 Unit Coordinator 6

Aims 7

How to Study this Unit 8

Learning Activities 10

Study Schedule 11

TWO Resources for the Unit 13 THREE Assessment 14 

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Learning guide

Introduction 23 Topic 1 The Beginning: Conceptual Frameworks and Integrity in Research 24 Topic 2 How to do a Literature Review: Research Design 26 Topic 3 Research Proposal 28 Topic 4 Critical Literature Review 29 Topic 5 Synthesizing the Results: Data Analysis 31 Topic 6 Reporting your Project 33

Appendices

Appendix 1 Ethics Checklist for Empirical (action research) Study 36

Appendix 2A,2B Literature Review Appendix 3A,3B Empirical (action research) Study Appendix 4A,4B Literature Review Appendix 5A,5B Empirical (action research) Study

4 EDU660 Unit Information & Learning Guide TJD 2018 

ONE

Introduction

Welcome to EDU660 Education Project. In this unit you will complete a capstone research

project. Your capstone project will involve developing a topic of interest, developing clear

research questions and collecting, analyzing and synthesizing the literature on your topic. The

capstone research project will be the literature review or research project. As this is the final unit

in the Master of Education by coursework degree, you will complete an in-depth literature

review. Another option is to design and implement an empirical (action research) research

project of your own choosing to be completed during one semester.

Things to consider:

1. One other option is to design and implement a research project of your own choosing to be completed during one trimester (however, this can only be attempted with

permission from the onshore Unit Coordinator for EDU 660 and the decision will be

based on the strength of your proposal in EDU 610). The supervisor for the empirical

project will be either the Unit Coordinator or a nominated onshore academic.

2. Any student who wishes to apply for International Baccalaureate (IB) Teaching and Learning Certificate will have to focus on an IB-related topic in their Research

Proposal and Project.

The weekly topics in this unit will lead you toward a deeper understanding of educational

research: from developing research questions, to methodological possibilities, theoretical

perspectives, and ethical considerations. This content will enable you to read and understanding

educational research. In this way, you will then be in a stronger position to read and analyze the

research literature and other associated literature that frame your topic of choice from an

informed position. The content of the unit will support your work on your own project.

The unit has been designed to enable you to collect, describe and analyze the research studies,

theoretical literature and any other associated literature that surrounds the topic of your choice.

Though the topic will be of your choice, your supervisor will help you frame it as a ‘do-able’

research question (or sets of questions) or a topic for your literature review. Thus, your review

topic is open; it can be based on any aspect of personal and/or professional interest to you.

Please feel free to discuss your choice of topic with your supervisor. You may address an

educational area of interest across a range of issues, such as the example topics below:

• Issues and challenges in Multicultural Education;

• Emergent perspectives on the use of the Internet to promote problem solving in high

school science;

• Historical perspectives on early childhood education;

• The implementation of group-work in tertiary education: Challenges and possibilities;

• Task based language teaching: Issues of assessment;

• The impact of second language learning on first language literacy development;

• Bringing the intercultural into language learning; What is intercultural understanding;

5 EDU660 Unit Information & Learning Guide TJD 2018 

• Comparison of the adaptation of ICT in tertiary education in Australia or abroad.

Of course, this list is by no means prescriptive. I hope that your own interests will be paramount

in determining your choice of topic. I certainly hope that some of you will consider reviewing

original and creative topics.

Once you have decided on a topic, the following steps will guide you to a successful articulation

of a proposal:

• Present your position on this topic: what is your personal/professional journey to this point? Why have you chosen this topic and these questions? What theoretical perspective

are you drawing on? What do you hope to learn from this literature review?

• Outline your topic and generate between 1-3 research questions relevant to your topic (some of these questions may emerge from your preliminary literature review – i.e., they

will emerge from the literature);

• Proceed to the appropriate literature (brief review for proposal with subheadings/themes/areas of interest);

• Present the preliminary literature review.

This represents the first crucial stage of your project (it also represents your first assessment

component). Once you have established your proposal you are in a good position to take your

project forward. The second part of your project represents the actual “doing” of the

proposal, which will become your final report. I will have more to say about this later in the

study guide (in which I will talk you through the entire process in more depth).

6 EDU660 Unit Information & Learning Guide TJD 2018 

Unit coordinator Your coordinator for Education Project is

Associate Professor Dorit Maor

Contact details

Email: [email protected]

Room: E&H 3.009

Phone: +61 8 9360 7257

Administrative contact

Tania Corbett

Room: E&H 2.002

Phone: +61 8 9360 7477

e-mail: [email protected]

Technical help

For technical difficulties contact the IT Service Desk:

[email protected]

or phone +61 8 9360 2000

For difficulties with other online materials contact your Unit Coordinator.

Prerequisites Successful completion of EDU603/610 Introduction to Research for Educators or equivalent is

an essential prerequisite to enroll in this unit. Successful completion of all other units in the

course is required.

Students are required to have access to a computer and internet facilities at home or on campus.

Basic command of the library website and online literature searches is expected.

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Aims

Broadly, this unit aims to develop further your understanding of the frameworks of educational

research and the various methodologies available in implementing projects (primarily based on

literature reviews).

The goal of this unit is to enable you to be engaged in educational research as a learning

experience, with the overall outcome of developing a literature review that provides you with an

insight into your professional work. The unit will require you to be self-directed and an

independent learner with regards to the implementation of your research.

It will perhaps be an opportunity to develop skills as a reflective practitioner that has a focus on

learning through action and allowing for collaboration with others, such as students or

colleagues. In this type of research, the teacher is aiming to reflect upon and improve his/her

teaching practice rather than relying on academic theory alone.

More specifically the Objectives of EDU660 are:

• To examine/re-examine research frameworks relevant to the field of education

• To construct questions and identify gaps in research

• To develop a research proposal and an initial review of the literature that supports the need for this study

• To critically review current and critical literature related to the chosen topic

• To analyze and synthesize the literature data within an appropriate theoretical framework

• To reflect upon the findings of the literature review

This unit will, moreover, contribute to the development of the following Graduate Attributes:

• In-depth knowledge of a field of study

• Critical and creative thinking

• Independent and lifelong learning

http://our.murdoch.edu.au/Educational-Development/Preparing-to-teach/Graduate-attributes/

After completing your MEd course you are expected to have acquired knowledge and skills

commensurate to Level 9 of the Australian Qualifications Framework (AQF).

Graduates at this level will have expert, specialised cognitive and technical skills in a body of

knowledge or practice to independently:

• analyse critically, reflect on and synthesise complex information, problems, concepts and

theories;

• research and apply established theories to a body of knowledge or practice;

• interpret and transmit knowledge, skills and ideas to specialist and non-specialist

audiences.

For reference visit:https://www.aqf.edu.au/aqf-levels https://www.aqf.edu.au/

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8 EDU660 Unit Information & Learning Guide TJD 2018 

How to study this unit

The unit consists of coursework, readings, six on campus meetings and an online component.

Topics that will be discussed include:

• Conceptual frameworks in educational research

• Research topic, problem, questions & design

• Literature review methodology (data collection and analysis)

• Report writing

The expected study time for students undertaking EDU660 (6pt) it is 20 hrs per week. These

calculations include: On-campus meetings/listening to recorded seminars, independent reading

and literature search, contact with supervisor and assignment development.

Scope of the Project

This unit involves preparing a literature review on a topic in the field of education that is

relevant to you (or a research of limited scope). The project needs to use the literature as a tool

to present your reflections and ideas on the chosen topic (synthesis) rather than just a description

or a summary of what you have read or experienced.

In this project you are expected to identify a significant educational problem or issue and then

conduct a literature search to identify references in relation to this area from educational

perspectives. You will, therefore need to conduct library searches using online databases and

journals as well as hard copy materials. Examples of databases available through the Murdoch

Library Catalogue and applicable to education are: A+ Education, ProQuest, ERIC, and

Academic OneFile. The Murdoch University librarians will be available to assist you in locating

pertinent materials upon request. The problem may be formulated from reading current

educational journals or reports in the media and may pertain to any educational population,

school system or workplace.

You need to analyse and examine the problem through critical reading of research literature to

then form conclusions that have a sound basis. There must be a significant number of references

(about 30) to provide a comprehensive view of the identified problem. When you are doing the

literature review, your ideas and reflection must lead the discussion. It is your views that need

to be heard, and the literature should be used to reinforce your argument/ideas.

As you progress through the literature you will need to address the following:

• Introduction - What is the topic that you want to investigate?

• Positionality - Present your position on this topic: What is your personal/professional journey to this point? Why have you chosen this topic and these questions? What

theoretical perspective are you drawing on? What do you hope to learn from this

literature review?

• Research Problem - What are the gaps in the existing understanding of the topic? How are these gaps translated into research questions?

• Methodology - What databases have your explored? What keywords have you used? What was the inclusion criteria (year of publication, type of publication, age group

targeted, etc.)? Why?, What were the results of your search?

• Findings – How are the research questions answered in the literature?

• Implication – What will your findings mean for your professional development?

9 EDU660 Unit Information & Learning Guide TJD 2018 

Empirical (action research) Study

Some of you might wish to conduct a small-scale empirical (action research) study based on a

problem that is relevant to your professional practice or a current Murdoch research project. If

you select this option, you will need to develop a particular question or topic that is meaningful

to you. It will be important for you to identify a problem or dilemma in your professional

practice and to identify a research problem and appropriate questions to guide your study. Your

project will involve the collection and analysis of the data and preparation of a final document

detailing the research results and your conclusions. The answer to your questions can come from

both review of literature and implementation of fieldwork. The methodology for the fieldwork

could include:

• Interviews

• Narratives

• Case study

• Action Research

With this option, you need to search the literature for examples and answers to your research

questions and also provide evidence from your implementation in order to answer your research

questions. For example, if you choose action research methodology, you should identify your

aim (s) and focus questions and determine the research strategies to be implemented as part of

action research cycle (Grundy, 1995). As you implement the strategies, you will reflect on the

results in order to change your practice further. At the completion of your research you can draw

conclusions from your practice and highlight further implications.

As you progress, your project will develop to include:

• Introduction - What is the problem/issue/focus that you want to investigate?

• Literature Base - What have others written? What are the gaps in current research? How is the question being answered in the presented literature?

• Methodology - How do you plan to answer your question? Should include a description of context and participants, methods of data collection, description of analytical tools

and should address ethical considerations.

• Findings - What are the results?

• Implication - What will the results mean for your professional development?

Ethical Considerations and Time Constraints

You should carefully consider the research options presented above and your plans with your

Affiliate Instructor. It is at the discretion of the Unit Coordinator to accept/reject proposals for

empirical (action research) investigations. Prior achievement in completed units, clarity of the

research problem, and command of English will be some of the criteria being used to determine

suitability.

The conditions for a small-scale empirical (action research) investigation within EDU660 are

the following:

1. Participants in the research must be 18 years and over

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2. Research must be conducted following the ethical principles outlined in the guidelines below: http://www.nhmrc.gov.au/guidelines/publications/e72

3. The research and its report cannot be used for any publication

If the empirical (action research) investigation is part of a current Murdoch research project, the

project must adhere to the Ethics approvals in place for the project.

Learning activities ONLINE component

The purpose of the online component is to have an ongoing discussion on topics related to this

unit and in particular to the specific assignments. The goal of the online component is to create a

community of learners who will help each other to achieve their personal learning goals and the

goals of this unit. Regardless of your enrolment as internal or external student you will be

encouraged to contribute to the discussion forums frequently to post your questions or contribute

with your answers. The online component will be used to post Powerpoint presentations, but

mainly to create a community of learners where interactions between students will take place.

Your supervisor will visit the discussion forums frequently in order to support and scaffold

productive discussion. 

On-Campus Meetings

These meetings/tutorials will allow you to learn general strategies for the conduct of research (in

particular, literature reviews) and share information through small group face-to-face

discussions.

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Study schedule 

This timetable will help you to plan your study over the trimester.

All articles/chapters (other than the text) will be available on ECMS

(see Resources for the Unit, page 14).

Week No Topic Suggested Reading Task Due

1. ONE

The

Beginning:

Conceptual

Frameworks

and Integrity

in Research:

The Project - Beginning

Machi, L.A., and McEvoy, B. T., (2009)

“Step One: Select a Topic: Everyday

Interest to Research Topic”. The

Literature Review. Thousand Oaks,

CA; Corwin Press. Pp 13-33.

Conceptual Frameworks and

Integrity in Research

Text Chapters 1 & 3.

Hostetler, K. (2005) What is “Good”

Education Research? Educational

Researcher Aug/Sept. p16-21.

Guba, E.G., & Lincoln, Y.S. (2004)

Competing Paradigms in Qualitative

Research: Theories and Issues

Bryman, A. (2001) Chapter 1 - Social

research strategies. Social Research

Methods. Oxford University Press.

1st Class Meeting

TBA

Introduce yourself

online. Consult with

your lecturer and if

possible agree on a

topic.

(Check meeting

dates on previous

page as they are

different in each

trimester)

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Select a topic &

consult with your

lecturer.

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2 - 3. TWO

How to Do a

Literature

Review:

Research

Design

The Project - How to Do a Literature

Review

Johnson, B., and Christensen, L.,

(2010). “How to Review the Literature

and Develop Research Questions”.

Educational Research: Quantitative,

Qualitative and Mixed Approaches.

Thousand Oaks, CA; Sage. Pp 58-84.

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Research Design

Text Chapters 2 & 3.

Mathison, S. (1988) Why triangulate?

Educational Researcher,

17(2), 13-17

McMurray, A.J., Pace, R.W. &

Scott, D. (2004) Chapter 3 – The

Research Journey. Research: a

commonsense approach. Victoria:

Thomson Social Science Press

Grundy, S. (1995) Action Research as

professional development. Perth:

Affiliation of Arts Educators, pp 8-18

McNiff, J. (1995) How can I develop a

theory of critical self-reflection? Studies

in Continuing Education, 17,

86-96.

2nd Class Meeting

TBA

Finalize topic with

Lecturer.

Start literature

search.

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12 EDU660 Unit Information & Learning Guide TJD 2018 

Week No Topic Suggested Reading Task Due 

4 - 6. THREE

Your

Research

Proposal

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Textbook Chapters 4 & 5. 3rd Class Meeting

TBA

Draft Research

Proposal to edit with

feedback from

meeting (if

appropriate).

Research Proposal

2000 W ords

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Proposal due Friday, 5pm of Week 5

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7 - 10 FOUR

Critical

Literature

Review

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The Project – Synthesizing the

Literature (Part A).

Dunkin, M.J. (1996) Types of errors in

synthesizing research in education.

Review of Educational Research,

66(2):87-97 

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Textbook Chapter 4

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4th Class Meeting TBA

Begin Literature

Review Process 

Continue Research/

Data Collection and

consultations with

lecturer

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10 - 11. FIVE

Synthesizing

the Results:

Data Analysis

The Project - Synthesizing the

Results (Part B)

Fink, A., (2010). “What did you find?

Synthesizing Results.” Conducting

Research Literature Reviews: From

Internet to Paper. Thousand Oaks,

CA; Sage. Pp 193-241. (Not on

Electronic Reserve for EDU 660 –

see your unit coordinator) 

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Data Analysis Textbook Chapters 6, 7 & 8.

5th Class Meeting TBA

Continue Research/Data Collection

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12 - 13. SIX Reporting your Project

Maor, D. & Fraser, B.J.

(2005) An online

Questionnaire for Evaluating

Students’ and Teachers’

Perceptions of Constructivist

Multimedia Learning

Environments. Research in

Science Education 35:221-

244

The Project - Reporting

Your

Project

Exemplar 

Cary, L. J. (2003). Unhomely Spaces And Deviant Subjectivity: The Socio- Historical Homelessness of Juvenile Female Offenders. The International Journal of Qualitative Studies in Education. Volume 16, Issue 4, pp 579- 594.

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Textbook Chapter 9 & Chapter 10

(Action Research)

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Continue to write

Research & Report 

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Submit FINAL

REPORT 

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6500 words

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Friday of the

fina l week

of

Assessment

13 EDU660 Unit Information & Learning Guide TJD 2018

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TWO

Resources for the unit

Unit materials

To undertake study in this unit, you will need:

Essential

textbook

Unit Reader (Optional as all Readings can be found on Reserve

under EDU660)

Unit Text

Kervin, L., Vialle, W., Herrington, J. & Okely, T. (2006) Research for

Educators(1st ed.). Victoria: Thomson Social Science Press. / ISBN:

9780170122054

Recommended

textbook

Supporting Texts

Fink, Arelene. (2010). Conducting Research Literature Reviews: From

the Internet to Paper. (3rd ed). Los Angeles, CA; Sage. ISBN 978-1-

4129-7189-8

Machi, Lawrence and McEvoy, Brenda. (2009). The Literature Review:

Six steps to success (1st ed) Thousand Oaks, CA; Corwin Press. ISBN

9781412961349

Creswell, J. W. (2012). Educational Research: planning, conducting,

and evaluating quantitative and qualitative research (4th ed.).Boston,

MA: Pearson ISBN 9781292021126

Online

resources

The Unit Welcome Page, Online Unit and Lectopia recordings (where

appropriate) can all be accessed from your MyUnits page.

Library

resources

Electronic Course Material & Reserve Info

http://prospero.murdoch.edu.au/search~S1/

All articles/chapters (other than the required text) in the Study

Schedule will be on Reserve.

14 EDU660 Unit Information & Learning Guide TJD 2018

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THREE

Assessment

Assessment components

The assignments and other submissions in this unit are focused on your final report.

Therefore, your final report will contain work from the first assignment and

incorporate feedback from your peers and myself on the theoretical framework,

research proposal and literature review from the discussions.

You must submit both assignment 1 and assignment 2.

Assignment Title Length Value Due

One Research Proposal 2000 -2500 words

(-/+ 10%)*

30% Week 5

Two Final Research Report 6500 – 7000 words

(-/+10%)*

70% Friday of the Final

Assessment week

* Word limit does not include references and Appendices. The word count should be included in the

cover page of all assignments.

Assessment details 

Assignment One: Research Proposal

Your first assignment is your research proposal, (for both the literature review option

or the small-scale empirical (action research) study) which should include the

following components:

Title

The title should be brief but clearly describe the topic/research focus.

Background and Context

In this section the research focus is described. You will need to briefly outline your

topic of interest, and why this topic is important to you in your professional life. It

must contain enough information to let the reader know what this study is about and

specifically what aspect your study will address.

Outline your topic and generate between 1-3 research questions relevant to your topic

(some of these questions may emerge from your preliminary literature review – i.e.,

they will emerge from the literature). These questions may change as the study

progresses. Any changes to questions or emergent new questions should be discussed

in the final project.

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Positionality

Present your position on this topic:

• What is your personal/professional journey to this point?

• Why have you chosen this topic and these questions?

• What theoretical perspective are you drawing on?

• What do you hope to learn from this literature review?

Initial Literature Review

Present a brief review of literature on the topic and outline further areas and

possibilities for your final project.

Methodology

The methodology section will vary depending on the type of study you will conduct.

The Table below outlines the points that should be address for each option.

Literature Review Small-scale Empirical (action research) Study

1. Databases selected

2. Search terms (key words)

3. Inclusion criteria (which sources will you focus

on?)

4. Search results (how many publications resulted

from your search?)

5. Literature analysis method (how do you intend

to analyse the literature?)

6. Timeline -you will need to provide details

about how you will implement your research in

the allocated time.

1. Participants – (Age, gender, number, etc.)

2. Data source – (e.g. questionnaires, interviews,

classroom observation, reflective journal).

3. Data analysis method (e.g. statistics,

commentary) that you plan to implement.

4. Ethical Issues -remember to address the ethical

issues of informed consent, permission,

confidentiality, consideration to avoid harm and

proper acknowledgement as you describe what

you will do. At this stage your ethical application

should be approved.

5. Timeline - you will need to provide details

about how you will implement your research in

the allocated time.

References

Construct a list of references that includes every reference you cite in your proposal.

Remember to use APA style. For APA guidelines please refer to:

http://libguides.murdoch.edu.au/APA

Assessment Criteria

The assessment criteria for each option is outlined in the Table below:

Literature Review* Empirical (action research) Study*

Structure:

1. Proposal is well structured using

headings and sub-headings. Clearly

written with language that adheres to

standards of academic writing, including

spelling, grammar, syntax and correct

APA style referencing throughout.

Structure:

1. Proposal is well structured using

headings and sub-headings. Well

written with language that adheres to

standards of academic writing, including

spelling, grammar, syntax and correct

APA style referencing throughout.

Content: Content:

16 EDU660 Unit Information & Learning Guide TJD 2018

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2. Title accurately captures the scope of the

project.

3. Research questions are clearly

articulated.

4. Literature is critically presented by

contrasting, critiquing and clarifying

multiple points of view.

5. Draws upon own experience and allows

own voice to come through.

2. Title accurately captures the scope of the

project.

3. Research questions are clearly

articulated.

4. Literature is critically presented by

contrasting, critiquing and clarifying

multiple points of view.

5. Appropriate, and clearly articulated

research design and methodology.

* Each criterion is worth 6% (30% total)

Assignment Two: Final Report

The format for your final assignment will vary depending upon whether you are

doing a full literature review or small-scale empirical (action research) study but

should include the following sections:

Literature Review Empirical (action research) Study

▪ Title

▪ Abstract

▪ Introduction -including the context, the

topic, your positionality and theoretical

framework, and the clearly stated

research questions

▪ Methodology

▪ Discussion and Analysis- discuss and

critically analyze the literature by

contrasting, critiquing and clarifying

multiple points of view (use subheadings

to outline emergent themes or issues).

This section is more than mere

description – it is ‘discussion’

▪ Findings and Conclusion – what this all

means for knowledge and understanding

of the problem and your own

professional context

▪ References and Appendices

▪ Title

▪ Abstract

▪ Introduction -including the context, your

positionality and theoretical framework,

review of the literature and clearly stated

research questions

▪ Research Design and Method - detailing

what you did and why you did it this

way

▪ Results - your data analysis and

interpretation

▪ Discussion - what this all means for

knowledge and understanding of the

problem and your own professional

context

▪ References and Appendices

Assessment Criteria

The final assignment will be assessed on the criteria outlined below (based on

whether you are doing a literature review or an empirical (action research) study).

Literature Review Empirical (action research) Study

Structure:

1. Report is well structured using headings

and sub-headings. The report is within

the allowed word limit.

2. Well written with language that adheres

Structure:

1. Report is well structured using headings

and sub-headings. Clearly written with

language that adheres to standards of

academic writing, including spelling,

17 EDU660 Unit Information & Learning Guide TJD 2018

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to standards of academic writing,

including spelling, grammar, syntax and

correct APA style referencing

throughout.

grammar, syntax and correct APA style

referencing throughout.

Content:

3. Clearly identifies the context, the topic,

positionality and theoretical framework.

4. Presents significant research questions

(these may have changed from proposal

– include a discussion of any changes in

this section).

5. Critically analyses the literature by

contrasting, critiquing and clarifying

multiple points of view.

6. Draws upon own experience and allows

own voice to come through in the

discussion.

7. Clearly presents the findings and the

conclusions. Reflects on the

process/report as a whole.

Content:

2. Clearly identifies the purpose and

presents significant research questions.

3. Critically analyses the literature by

contrasting, critiquing and clarifying

multiple points of view.

4. Appropriate, and clearly articulated

research design and methodology.

5. Data, results and interpretations are

clearly articulated.

6. Able to draw conclusions from the

research including own experience and

allows own voice to come through in the

discussion.

Evidence and Appendices

7. Provides relevant evidence to reinforce

findings that are clearly identified

throughout the report.

Each criterion is worth 10% (total 70%)

Format: (for both assignments)

Font: Times New Roman 11 or 12 point

Line Spacing: 1.5 spaces

Margins: 3cm all around

Page numbers: Bottom centre same font size as text.

Headings: LEVEL 1 – centred – report or chapter heading

LEVEL 2 – Left – section headings

Level 3 – Left – sub-headings

Level 4- left – sub-section

Block quotes: indented 1.cm

Quotes in Text: plain text in “..”

Special term italics for first use. Plain text thereafter.

Proofreading: it is essential that the final copy is proofread and that corrections are

made prior to submission.

References: a reference list should be included at the end of the report in APA style.

Cover Page: Include a cover page that details your name, contact details and the title

of your project.

Assignment Reflection Sheets

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In the Appendices of this study guide you will find two identical Assignment

Reflection Sheets that you should submit with each assignment. One is for you to

complete and submit; the other form is for your supervisor to complete. You should

submit both together with your assignment.

On this form you will find the assessment criteria in the left hand column, a ranking

column and space for comments. Please complete the “student form” and use the

opportunity to evaluate yourself in relation to the given criteria. This will enable you

to reflect on your learning, comment on your perception of your progress and also to

communicate with your supervisor. This may be difficult initially and this is

important to note also, but it will eventually allow you to highlight any moments of

difficulty or personal insight into the topic.

Assignment Submission As there is a great deal to be achieved in one semester (and not to miss the

opportunity to graduate in the timeframe you intended), it is important that you adhere

to the due dates. Any extensions will impact on the completion of the research.

Assignments for all students will be submitted through the Unit Moodle Site. Marking

and qualitative feedback on your work will be returned to you via the online site

within a period of two weeks from the submission dates.

Requests for extension should be addressed to the Unit Coordinator and they will be

considered only in the event of sudden illness (Medical Certificate required) or

unexpected change of circumstances (Confirmatory evidence expected). Requests for

extension will not be considered if submitted 48 hours prior to the submission date as

it is assumed that by this stage the assignment should be at the editing stages.

Expectations and Responsibilities To succeed in your unit you will find the following information helpful.

This page contains links to topics which describe what you can expect from the

university and your responsibilities as a student at Murdoch University.

University Policy on Assessment Assessment for the unit is in accordance with the University's Assessment Policy

Assessment Roles and Responsibilities

Please refer to section 8 on Rights and Responsibilities of Students and Staff in the

Assessment Policy

Academic Integrity

Murdoch University encourages its students and staff to pursue the highest standards

of integrity in all academic activity. Academic integrity involves behaving ethically

and honestly in scholarship and relies on respect for others' ideas through proper

acknowledgement and referencing of publications.

Lack of academic integrity, including the examples listed below, can lead to serious

penalties.

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Find out more about how to reference properly and avoid plagiarism:

Referencing and Citing

• Plagiarism Inappropriate or inadequate acknowledgment of original work including:

• Material copied word for word without any acknowledgement of

its source

• Material paraphrased without appropriate acknowledgement of its source

• Images, designs, experimental results, computer code etc used or adapted without acknowledgement of the source.

• Ghost writing An assignment written by a third party and represented by a student as her

or his own work.

• Collusion Material copied from another student's assignment with her or his knowledge.

• Purloining Material copied from another student's assignment or work without that person's knowledge.

Adapted from Section 9.3 of the Assessment Policy - Plagiarism and Collusion

Plagiarism-checking software

Your Unit Coordinator may use software called Erkund when viewing work you may

submit. Urkund is a pattern-matching system designed to compare work submitted by

students with other sources from the internet, journals/periodicals, and previous

submissions. Its primary purpose is to detect any submitted work that is not original

and provide a thorough comparison between the submitted document and original

sources. Urkund will be replacing Turnitin (the previous pattern-matching software

used by Murdoch) from 2016.

More information about how to avoid plagiarism is contained within the Murdoch

Academic Passport (MAP) unit:

https://moodleprod.murdoch.edu.au/enrol/index.php?id=2684

University policies on Academic Integrity can be accessed here:

http://our.murdoch.edu.au/Educational-technologies/What-you-need-to-know/

Non-discriminatory language

Please refer to: Non-Discriminatory Language Guidelines

Student appeals Murdoch University encourages students to resolve issues initially through their Unit

Coordinator and/or appropriate Faculty staff member. In cases where this is not

possible, the University has in place a Student Appeals process.

This process is a mechanism open to all Murdoch University students and there is no

fee.

The fundamental principles of this process include:

• natural justice and procedural fairness;

• transparency and accountability;

• the provision of regular procedural review; and

20 EDU660 Unit Information & Learning Guide TJD 2018

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• the enhancement of the appeals process and outcomes

An appeal is not a merits based review, in other words, the committee will not

reconsider a student's performance to determine whether a different grade should be

awarded. Rather, it is a procedural review and will investigate whether proper process

has been followed. In cases where the appeal of a student is upheld by the Student

Appeals Committee, the committee will consider what remedy, if any, is appropriate.

Students seeking a review of a grade or mark instead encouraged to follow the

procedures set out in the University's complaint process.

Information on the Student Appeals process can be found on the

webpage: Student Appeals

Student complaints

Please refer to the Student Complaints Homepage

Conscientious objection

(This relates to an objection based on an individual's deep moral conviction of what is

right and wrong).

For guidelines on conscientious objection see the Conscientious Objection in

Teaching and Assessment Policy

Determination of Grades from Components/Marks

Component marks shall be combined in a way that is consistent with the weightings

assigned to the components. Final grades awarded shall maintain the relativities

between final marks (that is, a student with a higher cumulative mark than another

student should not be awarded a lower grade, and two students who receive the same

final mark should be awarded the same grade).

University grades are awarded as follows:

Grade Mark

HD High Distinction 80 - 100%

D Distinction 70 - 79%

C Credit 60 - 69%

P Pass 50 - 59%

UP Ungraded Pass 50% or above

N Fail Below 50%

DNS Fail Fail, the student failed to participate in assessment components

that had a combined weighting of 50% or more of the final

mark

SA Supplementary

Assignment

45 - 49%*

supplementary assessment does not include an exam to be

administered by the Exams Office.

SX Supplementary

Exam

45 - 49%*

supplementary assessment includes an exam to be administered

by the Exams Office.

*The award of the grade of SA or SX shall be at the discretion of the Unit Coordinator except where

clause 11.8 applies.

21 EDU660 Unit Information & Learning Guide TJD 2018

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The University requires the use of these percentage ranges to determine the grade.

Academic transcripts will include both the grade and final mark for each student.

Final numerical marks are to be presented as a whole number (0.5 and above up, 0.49

and below down). Individual assessment components should not be rounded while

summing to the final mark.

Adapted from Section 11.4 of the Assessment Policy

Equity Students

Murdoch University is serious about its responsibilities and requirements to people

with diverse learning needs and supports. If you have a disability or medical

condition for which you believe you might require additional support or adjustment,

we encourage you to contact the Equity, Access and Diversity office as soon as

possible. The University’s Disability staff are available to meet with you one-on-one,

review your supporting documentation from your treating doctor or other specialist

and work with you to set up the most appropriate supports to assist you in the

academic and campus environment.

Please contact Equity on +61 8 9360 6084 or email [email protected] for

confidential enquiries. 

22 EDU660 Unit Information & Learning Guide TJD 2018

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Education Project

EDU660 

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LEARNING GUIDE 

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Some Introductory Comments This learning guide will enable you to conduct your study independently but it is

recommended that you attend the face-to-face on-campus meetings and participate in

the online discussions, which will be the responsibility of the students. The

information in this learning guide will assist you in being a critical and reflective

learner. It is also recommended that you keep in regular contact with your appointed

supervisor/instructor.

Through completing your research, you will be expected to read a great deal about

research and your topic area and it is essential that you read all the material in the unit

reader. The text provides some good general information for each topic so it’s

important to read it and take out the information relevant to your own topic. The

reading guide will further assist your learning in each topic and the development of

your research project and as such is considered ESSENTIAL READING.

As you read, think about the focus questions in each topic and also consider the

following:

• What are the main points?

• How are these the same or different to other sources I have read?

• How does this information link with my ideas for my research?

• What are the conclusions drawn by this author(s)?

For each of the topics you will find suggested activities. These are, not mandatory but

are included here to assist you in your thinking about your own research project.

24 EDU660 Unit Information & Learning Guide TJD 2018

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TOPIC ONE The Beginning: Conceptual Frameworks and Integrity in Research

This topic provides you with an overview of the theoretical frameworks of education

research. Although I encourage you to conduct an extensive literature review rather

than an empirical (action research) research project, this topic is important for a

number of reasons. Primarily because some of the literature you will be reading is

grounded in empirical (action research) research and as such will form part of the

literature you review.

Our learning objectives for this topic are to: • Begin the process of developing a research topic for the literature review.

• Develop an understanding of theoretical frameworks in order to define your own research framework;

• Develop the ability to generate a problem or dilemma within your professional practice and to identify a research problem and appropriate research questions for

your study;

• Consider ethical issues related to conducting your project.

Over twenty years ago, there was not such a variety of educational research and the

research community was less diverse in its approach to educational research. Mainly

the use of experimental and control groups types of research highlighted this. This

reflected the more traditional style of research. Since then, this mode of research was

challenged and as a result, there was a development of a large number of new

theoretical approaches and methodologies for research such as: action research;

ethnography, autobiographical research and a variety of forms of interpretive

research.

Begin the process of the project by reading carefully the first article:

Machi, L.A., and McEvoy, B. T., (2009) “Step One: Select a Topic: Everyday

Interest to Research Topic”. The Literature Review (pp. 13-33). Thousand

Oaks, CA: Corwin Press.

Start communicating with your Supervisor/Instructor regarding your ideas for

possible topics for the literature review.

And then, as you are reading Chapters 1 & 3 of the textbook, keep in mind the focus

questions of these chapters and perhaps write a paragraph in answering each

question.

In addition, read Hostetler (2005) who attempts to answer the question of what is

“good” educational research and Guba & Lincoln (2004) who further discuss the

types of research frameworks and compare and contrast the methodologies. Based on

these readings, write a summary of your understandings of the theoretical

framework that will fit in to your professional context and guide you in your research.

25 EDU660 Unit Information & Learning Guide TJD 2018

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You will need to think about a good fit between what you want to study and how you

study it.

Essential reading

THE PROJECT: Machi, L.A., and McEvoy, B. T., (2009) “Step One: Select a Topic:

Everyday Interest to Research Topic”. The Literature Review (pp.

13-33). Thousand Oaks, CA: Corwin Press.

TEXT: Kervin, L., Vialle, W., Herrington, J. & Okely, T. (2006) Research

for Educators. Victoria: Thomson Social Science Press

Chapter 1 -Research and inquiry for educational professionals

Chapter 3- Approaches to Educational Research.

READER: Hostetler, K. (2005) What is “Good” Education Research?

Educational Researcher Aug/Sept, 16-21.

Guba, E.G., & Lincoln, Y.S. (2004) Competing Paradigms in

Qualitative Research: Theories and Issues. In S.Hesse-Biber &

Leavy, P. (Eds.), Approaches to Qualitative Research: A reader on

theory and practice (pp 17-38). New York: Oxford University Press.

Using Wiki in Education (2007). Retrieved 14th December, 2007,

from Science of Spectroscopy website: http://www.scienceofspectoscopy.info/edit/index.php?title=Using_wiki_in

_education

Focus questions/Activities Questions from textbook page 1 & page 25

• What are some of the factors Hostetler proposes that determine “good” research?

• What are the principle differences between qualitative and quantitative research methods?

• What role does ethics play in the development of research questions and research study?

Summary of Conceptual Framework: (optional online activity) On completion of the first topic, you are asked to summarise the conceptual

frameworks in two pages in educational research that are relevant to your project.

This framework will guide you in conducting and reporting your project as well as

provide your supervisor with an insight into your understandings. You can post this

online as part of the discussion. This will not be assessed but is important in clarifying

your research focus. Students will be encouraged to give feedback to one another.

26 EDU660 Unit Information & Learning Guide TJD 2018

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TOPIC TWO How to Do a Literature Review: Research Design

This topic will provide you with a more concrete starting point in designing your

research project. As you work through this topic it is again important that you think

about a good fit between what you want to study and how you study it.

Learning objectives • Finalize the focus of your research.

• Identify the types of research design and choose one that suits the needs of your research topic.

• Establish the rationale for studying your topic based on professional context and the literature.

It is often easy to identify areas of your professional life that you would like to

explore further. However, it is important for your research to consider these topics in

terms of the practicalities of implementation. You must consider the timeframe for

your research as well as the resources you will require and any other constraints that

may impact on your project.

How to Do a Literature Review

Johnson, B., and Christensen, L., (2010). “How to Review the Literature and

Develop Research Questions”. Educational Research: Quantitative, Qualitative

and Mixed Approaches (pp. 58-84). Thousand Oaks, CA: Sage.

In your research design you should consider two major forms of research, which

differ considerably in their epistemologies (ways of knowing).

Quantitative educational research involves a more objective approach in that the

researcher stands outside the group being investigated. Usually numerical methods are

preferred and a large sample is required. The traditional standards of reliability and

validity are a major focus.

Interpretive qualitative educational research involves a more subjective approach

where the researcher is engaged with a small group of people and the focus is on

constructing meaning and making interpretations. Here, trustworthiness and

authenticity criteria become the standards of the research.

Action research refers to focused, self-directed learning towards improvement of

your own practice and highlights the social aspects of improvement. It requires a high

level of reflection and the ability to analyze your own role in the process. Action

research is unique because it is a collaborative process where you are situated in the

centre of the process. It unifies the research and the practice and also eliminates the

separation of the researcher and the researched. Therefore, teachers who are involved

27 EDU660 Unit Information & Learning Guide TJD 2018

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in action research seek to research and improve their practice. It follows a clear cycle

of act, plan, observe and reflect (Kemmis & McTaggart 1988).

Read Chapters 2, 3 & 10 of the textbook and answer the questions as relevant to your

research design. Also consider the issues of triangulation for increasing validity of

evaluation and research findings as raised by Mathison (1988) to then further develop

your idea for your research focus and a basic framework for your methodology.

Essential reading

THE PROJECT: Johnson, B., and Christensen, L., (2010). “How to Review the

Literature and Develop Research Questions”. Educational

Research: Quantitative, Qualitative and Mixed Approaches (pp. 58-

84). Thousand Oaks, CA: Sage.

TEXT: Kervin, L., Vialle, W., Herrington, J. & Okely, T. (2006) Research

for Educators. Victoria: Thomson Social Science Press

Chapter 2 – Mapping the research process.

Chapter 3- Approaches to Educational Research.

Chapter 10 – Educators and research: a final word

READER: Mathison, S. (1988) Why Triangulate? Educational Researcher,

17(2), 13-17.

McMurray, A.J., Pace, R.W. & Scott, D. (2004) Chapter 3 – The

Research Journey. Research: a commonsense approach. Victoria:

Thomson Social Science Press.

Grundy, S. (1995) Action Research as Professional Development

(pp. 8-18). Perth: Affiliation of Arts Educators.

McNiff, J. (1995) How can I develop a theory of critical

self-reflection? Studies in Continuing Education, 17, 86-96.

Focus questions/Activities Complete the question from textbook pages 12, 25 & 192 as are relevant to your

research design.

• What type of alternative conception of triangulation can help your research? How can this assist you in literature based research?

• It may assist you to develop a flowchart of research according to the model set out by McMurray et al. (2004).

Additional Reference:

Kemmis, S. & Taggart, R. (Eds) (1988). The action research planner, 3rd ed.

Melbourne: Deakin University Press.

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TOPIC THREE

Your Research Proposal

This topic will see the culmination of all your previous reading as you will complete

your formal proposal document for your project. The proposal you write will also be

used by your supervisor to assess the significance, relevance and scope of your

proposed research project. This will allow us to advise you in the conducting of your

project and suggest any last minute changes and/or additions. Your use of headings

and sub-headings in your proposal will highlight the way you will organize your

research.

Learning objectives • Develop a sound understanding of the requirements of developing a research

proposal

• Present a clear and concise research proposal, which will include ethical considerations as well as quality standards and appropriate methodology (if

relevant to your empirical (action research) topic).

Essential reading TEXT: Kervin, L., Vialle, W., Herrington, J. & Okely, T. (2006) Research for

Educators. Victoria: Thomson Social Science Press.

Chapter 4- First steps in the research and inquiry process

Chapter 5- Planning your research

Focus questions/Activities From Chapter 5 select the question that is relevant to your research design

Assignment One Carefully prepare the formal proposal document for your research project.

Make your choice of headings and sub-headings very clear.

It should be approximately1500 words, not including references.

Submit a Research Proposal with the completed Assignment

Evaluation Sheet. Remember to include a blank copy for

your supervisor to complete.

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TOPIC FOUR

Critical Literature Review

This topic looks at the review of literature on your chosen topic area. Any project,

whether empirical (action research) in orientation or not, needs to be located within

the literature. In other words, the literature review becomes a chronicle of what others

have said (written) about the topic you are investigating.

If you are conducting an extended literature review, the term “extended” refers to the

fact that the review is indeed extensive and constitutes the project in its entirety. If, on

the other hand, you have chosen to conduct an empirical (action research)

investigation, you will still need to contextualize your empirical (action research)

research within the larger body of extended literature.

The Project: Synthesizing the Results

Dunkin, M.J. (1996) Types of errors in synthesizing research in education.

Review of Educational Research, 66(2), 87-97.

Learning objectives • Develop a sound understanding of the field of educational research appropriate to

your study.

• Critically read the literature and identify the key issues.

• Begin to sythesise the appropriate literature using your own voice to express the main ideas.

• Develop the necessary skills to critically write a literature review that can be assessed in terms of focus, clarity and depth.

The reason for the review is to place your study within its theoretical and

methodological frameworks in relation to other published research. It is very

important to be critical in your approach to the review of previous research studies by

exercising professional judgment or challenging assumptions made by the authors.

To produce a quality literature review, you need to bring a critical perspective to the

readings both in selecting what is relevant in reading and commenting on the articles

and in the final presentation of the written review.

The article by Dunkin (1996) identifies some errors that can be made in synthesizing

research. It is important to be aware of this as you begin your reading of literature in

relation to your topic.

As you go along, start to develop a reference list and be sure to write the full reference

for each paper as you find it. You should provide the full reference list in APA style

when you submit your final report. You can also search for literature through

computer databases in the library such as ERIC.

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I am resisting the temptation to recommend a specific number of references, rather I

will be looking for substantial coverage of the topic you have nominated. When you

develop your literature review, it’s important to reflect the understanding you have

developed about reading research critically. Before writing your final draft, you may

find it useful to identify some of the major errors that Dunkin suggests often occur in

literature reviews.

To provide further experience in developing a literature review, you might consider

completing a mini literature review for submission online. You will need to choose a

sufficient number of sources to give a comprehensive review of the varying

perspectives on a particular educational problem. In the case of the literature review

as the whole project, this submission will give you an opportunity to trial this writing

style on a much smaller scale. For those doing empirical (action research) research,

this may be a draft that you will edit in your final report.

Essential reading THE PROJECT: Dunkin, M.J. (1996) Types of errors in synthesizing research in

education. Review of Educational Research, 66(2), 87-97

TEXT: Kervin, L., Vialle, W., Herrington, J. & Okely, T. (2006) Research

for Educators. Victoria: Thomson Social Science Press.

Chapter 4- First steps in the research and inquiry process

READER: Dunkin, M.J. (1996) Types of errors in synthesizing research in

education. Review of Educational Research, 66(2), 87-97.

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TOPIC FIVE Synthesizing the Results: Data Analysis

This topic looks at the range of data sources and the methods of analyzing them

towards answering research questions. This topic is particularly useful for students

who are engaged in empirical (action research) research. However, others may also

find it useful.

Learning objectives • Identify how data collection and generating data links with analysis and

interpretation.

• Develop skills in utilizing data in answering research questions.

The Project: Synthesizing the Results

Fink, A., (2010). “What did you find? Synthesizing Results.” Conducting

Research Literature Reviews: From Internet to Paper (pp. 193-241). Thousand

Oaks, CA: Sage.

In conducting your data analysis, you need to address the source and type of evidence

you have used in your study, why you selected it and how you will asses this data.

The interpretation that you make will be based on the evidence but will also include

opinion assertion and conclusion that cannot be generalized because of the nature of

interpretive research.

When you select your data collection and data analysis technique, examine the

advantages and limitations of each and also be aware of the ethical considerations as

specified in chapter 6 in the textbook.

The method of analyzing the data will depend upon the type of data collected

(Qualitative or Quantitative). When you use both qualitative and quantitative forms of

data, you can use triangulation procedures (see Mathison 1988) to analyze your

results. In your data analysis you will need to specify the raw data and provide some

examples in the form of an appendix, then organize and analyze this raw information

to make interpretations. From this you will need to present the findings and draw

some conclusions (see Maor & Fraser (2005) for example of qualitative and

quantitative analysis). Your analysis should link back to address your original

research questions.

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Essential reading THE PROJECT: Fink, A., (2010). “What did you find? Synthesizing Results.”

Conducting Research Literature Reviews: From Internet to

Paper (pp. 193-241). Thousand Oaks, CA: Sage.

TEXT: Kervin, L., Vialle, W., Herrington, J. & Okely, T. (2006)

Research for Educators. Victoria: Thomson Social Science

Press.

Chapter 6- Collecting data: techniques and principles

Chapter 7- Making sense of data

Chapter 8- analyzing data: techniques and principles

READER: Maor, D. & Fraser, B.J. (2005) An online Questionnaire for

Evaluating Students’ and Teachers’ Perceptions of

Constructivist Multimedia Learning Environments. Research

in Science Education 35, 221-244.

Focus questions/Activities As you read the chapters by Kervin et al. (2006), focus on questions/sections

relevant to your design only and make notes about the ways it would be possible

for you to analyse the data you have collected in your project.

Take careful note of the figures and tables presented as they provide a great deal

of information that will help you to establish for yourself the link between the

research paradigm and the appropriate research process and the data gathering

technique (in particular table 6.1-6.3).

Chapter 8 of the textbook highlights some important aspects to consider when

using a reflective journal. This can be considered as one of your data sources for

a qualitative analysis.

In what other types of study would a questionnaire such as the one used by

Maor & Fraser (2005) be useful?

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Topic SIX

Reporting your Project 

This final topic focuses on the actual presentation of your research findings in the

form of a Research Report.

Learning objectives • Demonstrate the ability to complete a research report to an appropriate

academic standard in a coherent, concise and clear way.

If you embarked on an extended literature review, you are required to write about the

salient and significant issue related to your chosen area of study. You are also

required to link your focus questions to the body of literature you have collected to

discuss this topic. I would encourage you to prepare your final report as a journal

article and to use the headings outlined below.

The Project: Exemplar

Cary, L. J. (2003). Unhomely Spaces And Deviant Subjectivity: The Socio-Historical

Homelessness of Juvenile Female Offenders. The International Journal of

Qualitative Studies in Education, 16(4), 579-594.

Your final report must also include the following sections (written in the first person

and past tense):

Title

Short statement that clearly identifies the focus of your project.

Abstract

A brief summary of what you did and what you found. This allows readers to identify

the area of your research and the theoretical framework within which you are working

at a glance. You can characterize your research by highlighting 3-5 key words.

Introduction

Using your proposal as a guide, provide an overview of the whole report describing

the context (both the broader professional environment and the immediate setting

within which your work and research was based) and the overarching theoretical

framework.

• Research Problem and Questions You must clearly state the purpose and questions that form the focus of your

research.

• Rationale Explain why you embarked on this particular project and how it will benefit you

and your profession (and by implication other professionals working in similar

areas). Including the context, your positionality and theoretical framework.

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Discussion and Analysis

This section will contain a literature review to discuss your topic focus. You need to

link it to the research focus and questions by giving some background to the problem

being discussed, review what the literature says about the issue, explain important

terms, and provide the frameworks for both the theoretical basis and methodology (if

appropriate) that shaped your research design.

• Remember: discuss and critically analyze the literature by contrasting, critiquing and clarifying multiple points of view (use subheadings to outline

emergent themes or issues). This section is more than mere description – it is

‘discussion’.

Findings

Examine your findings in relation to your research problem and critically reflect on

the process you used in your project.

Conclusions

This final section describes the conclusions you have drawn from your study and what

the implications are for your professional development. It explains how you answered

your research questions and highlights any further questions to investigate. For

example, did your research questions change as a result of the literature review? What

have you learned about this topic as a result of this literature review? Consider the

“So what?” question.

References and Appendix

Your reference list must include all references cited in your text in APA style. The

appendix allows you to include additional documents relevant to your project.

NB: The information that appears under the above headings may vary depending on

the type of research project. More detailed descriptions for each section can be found

in Chapter 9 of the textbook. It is important that you show links between the

components rather than each section being a separate piece of writing. Please

remember to write in a clear and focused manner. In completing your report please

also be aware of bias in writing in relation to gender, race and ethnicity.

Essential reading THE PROJECT: Cary, L. J. (2003). Unhomely Spaces And Deviant

Subjectivity: The Socio-Historical Homelessness of Juvenile

Female Offenders. The International Journal of Qualitative

Studies in Education, 16(4), 579-594.

TEXT: Kervin, L., Vialle, W., Herrington, J. & Okely, T. (2006)

Research for Educators. Victoria: Thomson Social Science

Press.

Chapter 9- Communicating research

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Focus questions/Activities Read through Chapter 9 and examine what publication types are available for

educators to present their results. Which one will suit you better?

Submit a final report of 6500 words not including

references and appendices, with the completed

Assignment Evaluation sheet. Remember to include a

blank copy for your supervisor to complete.

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EDU660 Education Project

Appendix 1 

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Ethics Checklist for Empirical (action research) Study

Education Project EDU660 (Return with Project Plan) 

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Name:…………………………….. Student Number:………………………….

Please answer the following questions;

1. Is your Professional Action Learning Project being conducted with students for whom you are normally having responsibility?

YES  NO 

2. Is your research based around activities that are the normal learning/teaching activities of the program that you involved?

YES  NO 

3. In the box below please indicate who your learners are, what you want to research and a sentence about how you want to do it.

BOX

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If you answer NO to either of the above questions and your research involves

interviews or surveys of students you will need to obtain written consent from the

students, and in case of people under 18 a written consent from parents or legal

guardian will be required. See Appendix F for an example of consent letter.

Appendix 2A: Literature Review

37 EDU660 Unit Information & Learning Guide TJD 2018 

Assignment 1 Reflection Sheet- Literature review proposal, Student form

Student name and number:

Unit:

Date:

Title:

Criteria Mark Comments Structure:

1. Proposal is well structured using headings and sub- headings. Clearly written with language that adheres to

standards of academic writing, including spelling,

grammar, syntax and correct APA style referencing

throughout

Content

2. Title accurately captures the scope of the project.

3. Research questions are clearly articulated.

4. Literature is critically presented by contrasting, critiquing and clarifying multiple points of view.

5. Draws upon own experience and allows own voice to come through.

Each criterion worth 6

Total: 30

Description of ranking levels 1-5.

6 Excellent; 4-5 Very good; 3-4 Good; 1-2 Needs more work; 0 Not satisfactory.

Appendix 2B: Literature Review



Assignment 1 Reflection Sheet- Literature review, Supervisor form

Student name and number:

Unit:

Date:

Title:

Criteria Mark Comments Structure:

1. Proposal is well structured using headings and sub- headings. Clearly written with language that adheres to

standards of academic writing, including spelling,

grammar, syntax and correct APA style referencing

throughout

Content

2. Title accurately captures the scope of the project.

3. Research questions are clearly articulated.

4. Literature is critically presented by contrasting, critiquing and clarifying multiple points of view.

5. Draws upon own experience and allows own voice to come through in the discussion.

Each criterion 6

Total: 30

Description of ranking levels 1-5.

5-6 Excellent; 4-5 Very good; 3-4 Good; 1-2 Needs more work; 0 Not satisfactory.

Appendix 3A: Empirical (action research) Study



Assignment 1 Reflection Sheet- Empirical (action research) study, Student form

Student name and number:

Unit:

Date:

Title:

Criteria Mark Comments Structure:

1. Proposal is well structured using headings and sub- headings. Well written with language that adheres to

standards of academic writing, including spelling,

grammar, syntax and correct APA style referencing

throughout

Content

2. Title accurately captures the scope of the project.

3. Research questions are clearly articulated.

4. Literature is critically presented by contrasting, critiquing and clarifying multiple points of view.

5. Appropriate, and clearly articulated research design and methodology.

Each criterion worth 6.

Total: 30

Description of ranking levels 1-5.

6 Excellent; 4-5 Very good; 3-4 Good; 1-2 Needs more work; 0 Not satisfactory.

Appendix 3B: Empirical (action research) Study



Assignment 1 Reflection Sheet- Empirical study (Action Research), Supervisor Form

Student name and number:

Unit:

Date:

Title:

Criteria Rank Comments Structure:

1. Proposal is well structured using headings and sub- headings. Clearly written with language that adheres to

standards of academic writing, including spelling,

grammar, syntax and correct APA style referencing

throughout

Content

2. Title accurately captures the scope of the project.

3. Research questions are clearly articulated.

4. Literature is critically presented by contrasting, critiquing and clarifying multiple points of view.

5. Appropriate, and clearly articulated research design and methodology.

Each criterion worth 6.

Total: 30

Description of ranking levels 1-5.

6 Excellent; 4-5 Very good; 3-4 Good; 1-2 Needs more work; 0 Not satisfactory.

Appendix 4A: Literature Review



Assignment 2 Reflection Sheet- Student form

Final Report for Literature review

Student name and number: Date: Title:

Unit:

Criteria Mark Comments Structure:

1. Report is well structured using headings and sub- headings. The report is within the allowed word limit.

2. Well written with language that adheres to standards of academic writing, including spelling, grammar, syntax

and correct APA style referencing throughout

Content

3. Clearly identifies the context, the topic, positionality and theoretical framework.

4. Presents significant research questions (these may have changed from proposal – include a discussion of any

changes in this section).

5. Critically analyses the literature by contrasting,

critiquing and clarifying multiple points of view.

6. Draws upon own experience and allows own voice to come through in the discussion.

7. Clearly presents the findings and the conclusions. Reflects on the process/report as a whole.

Each Criterion worth 10

Total 70

Description of ranking levels 1-10: 9-10 Excellent; 8 Very good; 6-7 Good; 5 Satisfactory but needs more work; 0-4 Not satisfactory.

Appendix 4B: Literature Review



Assignment 2 Reflection Sheet- Supervisor form

Final Report for Literature review

Student name and number: Date: Title:

Unit:

Criteria Mark Comments Structure:

1. Report is well structured using headings and sub- headings. The report is within the allowed word limit.

2. Well written with language that adheres to standards of academic writing, including spelling, grammar, syntax

and correct APA style referencing throughout

Content

3. Clearly identifies the context, the topic, positionality and theoretical framework.

4. Presents significant research questions (these may have changed from proposal – include a discussion of any

changes in this section).

5. Critically analyses the literature by contrasting,

critiquing and clarifying multiple points of view.

6. Draws upon own experience and allows own voice to come through in the discussion.

7. Clearly presents the findings and the conclusions. Reflects on the process/report as a whole.

Each Criterion worth 10

Total 70

Description of ranking levels 1-10: 9-10 Excellent; 8 Very good; 6-7 Good; 5 Satisfactory but needs more work; 0-4 Not satisfactory.

Appendix 5A: Empirical (action research) Study



Assignment 2 Reflection Sheet - Student form.

Final Report for Empirical (action research) study

Student name and number: Date: Title:

Unit:

Criteria Mark Comments Structure:

1. Report is well structured using headings and sub- headings. Clearly written with language that adheres to

standards of academic writing, including spelling,

grammar, syntax and correct APA style referencing

throughout.

Content

2. Clearly identifies the purpose and presents significant research questions.

3. Critically analyses the literature by contrasting, critiquing and clarifying multiple points of view.

4. Appropriate, and clearly articulated research design and methodology.

5. Data, results and interpretations are clearly articulated. 6. Able to draw conclusions from the research including

own experience and allows own voice to come through

in the discussion.

Evidence and Appendices

7 Provides relevant evidence to reinforce findings that are clearly identified throughout the report.

Each criterion 10

Total: 70

Description of ranking levels 1-10: 10 Excellent; 8 Very good; 6-7 Good; 5 Satisfactory but needs more work; 0-4 Not satisfactory.

Appendix 5B: Empirical (action research) Study



Assignment 2 Reflection Sheet - Supervisor form.

Final Report for Empirical (action research) study

Student name and number: Date: Title:

Unit:

Criteria Mark Comments Structure:

1. Report is well structured using headings and sub- headings. Clearly written with language that adheres to

standards of academic writing, including spelling,

grammar, syntax and correct APA style referencing

throughout.

Content

2. Clearly identifies the purpose and presents significant research questions.

3. Critically analyses the literature by contrasting, critiquing and clarifying multiple points of view.

4. Appropriate, and clearly articulated research design and methodology.

5. Data, results and interpretations are clearly articulated. 6. Able to draw conclusions from the research including

own experience and allows own voice to come through

in the discussion.

Evidence and Appendices

7 Provides relevant evidence to reinforce findings that are clearly identified throughout the report.

Each criterion 10

Total: 70

Description of ranking levels 1-10: 10 Excellent; 8 Very good; 6-7 Good; 5 Satisfactory but needs more work; 0-4 Not satisfactory.