Overview

Description

CALENDAR DESCRIPTION:

Designing and interpreting research about education. Introduction to survey techniques, correlational designs, classic experimental and evaluation designs for investigating causal relations, case study methods, interpretive approaches to research. Students with credit for EDUC 814 may not take this course for further credit. Equivalent Courses: EDUC814

COURSE DETAILS:

This course is an introduction to the major theoretical, methodological, and ethical questions for conducting educational research. Rooted in a critical approach to research in education, students will learn about standard aspects of research (such as the literature review, methods, sampling, ethics, collecting/organizing/managing data, analyzing data, and communicating findings). We will learn about these aspects of research alongside a study of theory, researcher positionality, and research and discipline practices as forms of institutionalized knowledge that are socially constructed. Prepare to read deeply and broadly; expect a reading load of 50-100ppw

By the end of course students will:

• Learn about diverse approaches to research design in education including dominant paradigms, methodologies, and procedures;
• Learn about critical approaches to research deisgn in education including feminist methodologies, Indigenous methodologies, and Anti-Oppressive Research;
• Understand and articulate the place of theory in research design, and data collection and analysis activities as socially constructed;
• Understand and articulate the differences between macro-procedures like data collection and data analysis as well as researcher complicity and responsibilities within these procedures;
• Develop a personal topic of interest and situate a research question or issue about it within a literature;
• Begin to identify, read, interpret, and analyze the existing research literature on this issue/ topic;
• Write a literature review (appropriate to a masters level) outlining the existing known research on this issue/topic;
• Develop one’s critical reading, writing, and speaking skills on matters of research.

COURSE-LEVEL EDUCATIONAL GOALS:

This course is primary for students in the Equity Studies in Education MEd and MA streams; Students in eTAP Masters or PhD, or other students may contact the instructor for permission to enrol. Please contact Dr. Sensoy if you are interested.

Grading

Materials

REQUIRED READING:

RECOMMENDED READING:

REQUIRED READING NOTES: