Group Research and Planning for Thesis
| Module title | Group Research and Planning for Thesis |
|---|---|
| Module code | EDPS008 |
| Academic year | 2024/5 |
| Credits | 60 |
| Module staff | Dr Will Shield (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 | 10 | 10 |
| Number students taking module (anticipated) | 10 |
|---|
Module description
In this module you will have the chance to use some of the techniques and skills that you learned about in module EDPS07;however, you will do so in a group setting, working with your peers. There are many advantages in this as you will be able to gather a large amount of data to work on, you will be able to support each other with the design, data gathering, and analysis. The piece of work you will do will have authenticity as it is usually commissioned by a local educational psychology service or authority. You will report back to the commissioning body in a written report or presentation. This module forms a good basis for your own thesis research. In the latter part of this module, you will learn about the uses and purposes of literature reviews and will complete a research planfor your own thesis.
Module aims - intentions of the module
The module provides you with a clear grounding in research methods in preparation for both your thesis and your career as an educational psychologist. In line with the BPS Standards for the Accreditation of Doctoral Programmes in Educational Psychology (BPS, 2022, 2.1.4), this module will enable you to:
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promote the place of enquiry and empirical research as a method that can support and inform decision-making processes for key partners such as educational settings, local authorities and other relevant organisations;
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demonstrate knowledge of paradigms and methods appropriate for research in the field of educational psychology;
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critically evaluate research and produce systematically conducted research syntheses to inform practice and policy decisions;
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develop a critical understanding of research design, including the rationale for the choice of alternative techniques, the formulation of ‘researchable’ questions and appropriate alternative approaches to research;
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plan and conduct rigorous research i.e.identify research questions, demonstrate an understanding of ethical issues, choose and implement appropriate methods and analysis, report outcomes and identify appropriate pathways for dissemination, including publication and contribution to the professional knowledge base;
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develop critical understanding of the philosophy of research, including alternative epistemological positions to provide a context for theoryconstruction and refinement;
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develop a critical appreciation and understanding of advanced methodsrelevant to applied psychological research;
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apply research skills in professional practice, demonstrating knowledge of arange of approaches to service/organisational review, evaluation and audit;
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disseminate research to a range of audiences, through presentation andwriting research reports and contribute to the professional knowledge base.
This module provides part the necessary theoretical and critical experiences to give you the knowledge to work as an effective professional educational psychologist. On successful completion of all nine modules of the DEdPsych programme, students will be eligible to register with the Health and Care Professions Council as a practitioner psychologist/educational psychologist and apply for chartered membership of the British Psychological Society. The Intended Learning Outcomes (ILOs) for this module are based upon the competency statements that form part of the BPS programme standards.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. develop a critical understanding of research design, including the rationale for choice of alternative techniques, the formulation of researchable questions and appropriate alternative approaches to research.
- 2. plan rigorous research i.e. identify research questions, demonstrate an understanding of ethical issues, choose and implement appropriate methods and analysis, report outcomes and identify appropriate pathways for dissemination, including publication
- 3. work with others effectively to achieve a joint research goal
- 4. come to a formulation of research questions, the underlying philosophical stance and the implications of that stance for data gathering and analysis
- 5. produce a joint summary of research findings disseminated in a variety of modes
- 6. prepare an write a suitably analytical and critical review of literature of your own research
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 7. develop critical understanding of the philosophy of research, including alternative epistemological positions to provide a context for theory construction and refinement.
- 8. promote the place of enquiry and empirical research as a method that can support and inform decision-making processes for key partners such as educational settings, local authorities and other relevant organisations.
- 9. describe the relationship between theory and practice in researching as a professional psychologist in educational settings;
- 10. carry out research that is ethical, thoughtful and responsible and that contributes to the development of education and psychology as interconnected fields;
- 11. critically evaluate your own research work and that of others, which will lead to a mode of professional practice based clearly on research findings;
- 12. see that research work is a necessary and integral part of the role of a professional educational psychologist;
- 13. research effectively individually or as part of a larger research group;
- 14. recognize your own strengths and research interests, and wherever possible carry out your research ambitions within the context of the professional training course in educational psychology;
- 15. know how to access and deploy resources to conduct research;
- 16. communicate their research findings widely.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 17. innovate, be independent, work inter-dependently and with confidence to exercise personal responsibility and autonomous initiative in managing research and evaluations in complex professional situations
- 18. work effectively with others whilst carrying out research and communicate the results of this research to all relevant parties
- 19. act as a consultant or trainer on psychological or learning issues to other professional groups;
- 20. work collaboratively and flexibly with members of other professional and disciplinary groups;
- 21. incorporate self awareness and self reflection in professional work;
- 22. Start to engage in professional development over duration of the career;
- 23. understand and work within, and consider how to influence the wider professional, political and legal policies and practice within which professional educational psychologists work;
- 24. negotiate learning opportunities and tasks that have personal and professional relevance;
- 25. critically evaluate the evidence base for any claims made either theoretically or practically;
- 26. design, execute, and evaluate ethical research using different methodologies for a range of purposes;
- 27. recognize and address and manage professional and ethical dilemmas, taking account of HPC and BPS professional codes, working with others to formulate solutions;
Syllabus plan
This module spans over Year 1 (Term 3) and Year 2 (Terms 1 and 2).
You will receive a series of taught session on research design, methodology, and planning.
You will receive a group researchbriefing and then will design a piece of research to address this briefing.
You will negotiate access arrangements and then gather the data you planned for, you will then analyse the data and as a group produce a brief written report.
Having decided on an area in which you wish to continue individual study, you will write a research plan. The research plan will be marked and will then form the basis of your thesis research.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 315 | 285 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 20 | Seminar |
| Scheduled Learning and Teaching Activities | 280 | Group research activity |
| Guided Independent Study | 285 | Literature review |
| Scheduled Learning and Teaching Activities | 15 | Research supervision |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Group Research Report and/or Presentation | 3000 words/ 45 minutes | 2, 3, 4, 5, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 23, 24 | Verbal |
| Thesis Research Planning | 1000 words | 1, 2, 4, 6, 7, 10, 11, 15, 21, 22, 23, 25, 26, 27 | Verbal/Written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Research Plan | 100 | 8000 words | 1, 2, 4, 6, 7, 10, 11, 15, 21, 22, 23, 25 26 27 | Annotations and summary |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Research Plan | Resubmission of the research plan | 1, 2, 4, 6, 7, 10, 11, 15, 21, 22, 23, 25, 26, 27 | 3-6 weeks |
Indicative learning resources - Basic reading
Cohen, S. G., & Bailey, D. E. (1997). What Makes Teams Work: Group Effectiveness Research from the Shop Floor to the Executive Suite. Journal of Management, 23(3), 239-290.
Lee, T. W., & Mitchell, T. R. (2011). Working in Research Teams: Lessons from Personal Experiences. Management and Organisation, 7(3), 461-469.
McGinn, M., Shields, C., Manley-Casimir, M., Grundy, A., & Fenton, N. (2005). Living ethics: a narrative of collaboration and belonging in a research team. Reflective Practice, 6(4), 551-567.
Ridley, D. (2008). The Literature Review: A Step-by-step Guide for Students. London: Sage Publications Ltd.
Ritchie, S., & Rigano, D. (2007). Solidarity through collaborative research. International Journal of Qualitative Studies in Education, 20(2), 129-150.
Thomas, G. (2009). How to do Your Research Project: A guide for students in education and applied social sciences. London: Sage Publications Ltd.
| Credit value | 60 |
|---|---|
| Module ECTS | 30 |
| Module pre-requisites | EDPS07 |
| Module co-requisites | None |
| NQF level (module) | 8 |
| Available as distance learning? | No |
| Last revision date | 07/06/2023 |
