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(in Polish) Research Methods in Education

General data

Course ID:	380-ERA-7GWM
Erasmus code / ISCED:	05.001 Kod klasyfikacyjny przedmiotu składa się z trzech do pięciu cyfr, przy czym trzy pierwsze oznaczają klasyfikację dziedziny wg. Listy kodów dziedzin obowiązującej w programie Socrates/Erasmus, czwarta (dotąd na ogół 0) – ewentualne uszczegółowienie informacji o dyscyplinie, piąta – stopień zaawansowania przedmiotu ustalony na podstawie roku studiów, dla którego przedmiot jest przeznaczony. / (0110) Education, not further defined The ISCED (International Standard Classification of Education) code has been designed by UNESCO.
Course title:	(unknown)
Name in Polish:	Research Methods in Education
Organizational unit:	Faculty of Education
Course groups:
ECTS credit allocation (and other scores):	6.00 Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load. view allocation of credits
Language:	English
Type of course:	obligatory courses
Short description:	This course will aim to help student teachers develop a basic understanding of educational research. It will cover features of educational research in general (qualitative and quantitative methods), and action research (AR) in particular in order to develop student teachers’ understanding of AR and prepare them to conduct it in a school setting.
Full description:	Aim of the course: The main aims of this course are: * to present different types of research in education along with the examples of research projects; * to explain the main differences between qualitative and quantitative research methods in education; * to enhance students’ knowledge and skills concerning research design, especially preparing theoretical frameworks, formulating research aims and problems, data collection and analysis, discussion and implications; * to show ethical dilemmas in educational research; * develop student’s own research proposal and ethics application for a small scale study in the field of education; * to develop students' skills of critical and innovative thinking.
Bibliography:	Literature: Creswell, J. W. 2009. Research design, qualitative, quantitative and mixed-methods approaches. New York: Sage. Erickan, K., and W. M. Roth. 2006. What good is polarizing research into qualitative and quantitative? Educational Researcher 35 (5): 14-23. Lukenchuk, A. (ed.), 2013. Paradigms of research for the 21st Century. Perspectives and examples form practice. New York, Bern, Berlin, Bruxelles, Frankfurt, Oxford, Wien: Peter Lang. Palaiologou, I., D. Needham, and T. Male. 2016. Doing research in education. Theory and practice. Los Angeles, London, New Delhi, Singapore, Washington DC: SAGE.
Assessment methods and assessment criteria:	Teaching methods: * class discussion, * case studies, * critical review of research-based articles in educational journals Forms and conditions of credit: The students are expected to: * active participation in all classes; * preparing a short oral presentation (max. 10 minutes = 2 pages) of their own research projects. The presentation should include the following elements: (1) the rationale and significance of study; (2) the main research problem(s); (3) hypothesis (if relevant); (4) description and explanation of general approach to the designed study.

Classes in period "Academic year 2022/2023" (past)

Time span:	2022-10-01 - 2023-06-30	Selected timetable range: weekly course term Navigate to timetable MO TU W TH CW FR
Type of class:	Class, 30 hours more information
Coordinators:	Marta Kowalczuk-Walędziak
Group instructors:	Marta Kowalczuk-Walędziak
Students list:	(inaccessible to you)
Examination:	Grading
Type of course:	obligatory courses
Mode:	(in Polish) w sali
Short description:	This course will aim to help student teachers develop a basic understanding of educational research. It will cover features of educational research in general (qualitative and quantitative methods), and action research (AR) in particular in order to develop student teachers’ understanding of AR and prepare them to conduct it in a school setting.
Full description:	Aim of the course: The main aims of this course are: * to present different types of research in education along with the examples of research projects; * to explain the main differences between qualitative and quantitative research methods in education; * to enhance students’ knowledge and skills concerning research design, especially preparing theoretical frameworks, formulating research aims and problems, data collection and analysis, discussion and implications; * to show ethical dilemmas in educational research; * develop student’s own research proposal and ethics application for a small scale study in the field of education; * to develop students' skills of critical and innovative thinking. Classes: 1) The nature, purposes and practices of research in education 2) The role of theory in educational research 3) Qualitative research methods in education 4) Quantitative research methods in education 5) Mixed methods research 6) Action research in education 7) Ethical dilemmas in educational research 8) Writing and reporting the research
Bibliography:	Literature: Creswell, J. W. 2009. Research design, qualitative, quantitative and mixed-methods approaches. New York: Sage. Erickan, K., and W. M. Roth. 2006. What good is polarizing research into qualitative and quantitative? Educational Researcher 35 (5): 14-23. Lukenchuk, A. (ed.), 2013. Paradigms of research for the 21st Century. Perspectives and examples form practice. New York, Bern, Berlin, Bruxelles, Frankfurt, Oxford, Wien: Peter Lang. Palaiologou, I., D. Needham, and T. Male. 2016. Doing research in education. Theory and practice. Los Angeles, London, New Delhi, Singapore, Washington DC: SAGE.
Notes:	Teaching methods: * class discussion, * case studies, * critical review of research-based articles in educational journals Forms and conditions of credit: The students are expected to: * active participation in all classes; * preparing a short oral presentation (max. 10 minutes = 2 pages) of their own research projects. The presentation should include the following elements: (1) the rationale and significance of study; (2) the main research problem(s); (3) hypothesis (if relevant); (4) description and explanation of general approach to the designed study.

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