Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course is designed as a foundation experience in the Bachelor of Education Primary (Honours) program. It focuses on foundations of educational research and research methods and culminates in the submission of a Research Proposal.
This course commences 1 week before standard Semester 1 classes.
This intensive courseﾠintroduces you to the broad landscape of research methods in education and provides with you the research knowledge and skills necessary to undertake your Honours researchﾠproject. Framed around the concepts of knowing, being and doing as educational researchers, we will explore the the philosophies, paradigms, politics and practices associated with qualitative and quantitative research methods. Research methods are discussed asﾠtools and strategies that are used to generate information and produceﾠevidence that can serve as a basis for education policy and practice. Consideration is given to conducting research inﾠsocially responsive, critically conscious and ethically responsible ways.ﾠ
Course requirements
Assumed background
To undertake this course, students will have been accepted into the Bachelor of Education (Primary) Honours program.ﾠ
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC4700, EDUC4600
Restrictions
Entry to the Bachelor of Education (Primary) (Honours) program
Course contact
Course staff
Lecturer
Guest lecturer
Dr Kathleen Mahon
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Please note, in 2025ﾠthis course includes a three-day intensive from Monday 17ﾠFeburary to Wednesday 19 February from 9am - 3pm. Attendance at these intensive sessions is critical to your success in the Honours program.
ﾠ
Aims and outcomes
This course aims to introduce you to the broad landscape of educational research and to assist you in understanding and applying theﾠresearch methodsﾠwhich you will employ in your Honours research project. By immersing ourselves in discussion and debate around the theoriesﾠand practices which underpin qualitative and quantitative research in education, we will work closely together to formulate research questions and bring these inﾠalignment with your Honours projectﾠresearch design. The course will combine seminars with workshop activities and reflective conversations.ﾠBy the end of this course, you will have an in depth understanding of what it means to 'know' as an educational researcher, what it means to 'do' educational research, and the relationship these have with your sense of identity and positioning in educational research. Broadly speaking, knowing and doing as an education researchers is further understood as 'methodology' and 'method' and a key focus of this course is understanding and being able to articulate and apply your knowledge of these theoretically and practically. The aim of the intensive week is for each of you to walk away feeling prepared and confident about beginning and conducting your Honours research project.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate a critical understanding of the use of qualitative research in education and of the rationale, processes and strategies of collecting and analysing qualitative data
LO2.
Demonstrate a critical understanding of the use of quantitative research in education and of the rationale, processes and strategies of collecting and analysing quantitative data
LO3.
Demonstrate a critical understanding of issues related to the ethical conduct of research, including relevant legislative policies and processes, and apply this understanding to educational research
LO4.
Demonstrate an in-depth knowledge of the theories, approaches and debates related to a particular educational research method of relevance to your research project
LO5.
Demonstrate capacity to analyse, discuss and practice key writing research genres in relation to education research
LO6.
Demonstrate the capacity to critically reflect on the relationship between who you are as an educational researcher, the research methods you will use and the research project you will undertake
LO7.
Demonstrate knowledge and understanding of sources of professional learning and the Australian Professional Standards for Teachers and apply this knowledge through the design of a research based project relevant to professional learning needs.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation | Oral presentation - methodology | 35% 15 minute presentation |
24/03/2025 10:00 am |
| Paper/ Report/ Annotation | Thesis research proposal | 45% 2500 words |
4/04/2025 2:00 pm |
| Reflection | Reflective writing piece | 20% 1500 words |
30/05/2025 2:00 pm |
Assessment details
Oral presentation - methodology
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 35% 15 minute presentation
- Due date
24/03/2025 10:00 am
- Learning outcomes
- L01, L02, L03, L04, L07
Task description
On the due date, you are required to present a 10-15 minute oral presentation.
The presentation is focussed on the method and associated methodology that you are planning to use in your research project. Your presentation should include the following:
1. An introduction to the research problem and your positioning, taking into consideration the Australian Professional Standards for Teachers for your professional learning needs.
2. A critical discussion of theory which informs the method (methodology)
3. A description of the method
4. A reflection on how you anticipate applying this method in relation to your project.
Relevant APSTs: 6.1, 6.2, 6.3, 6.4
Submission guidelines
Please save your PowerPoint as a pdf and upload as one document to TII by 10am on due date. Please note that these presentations will be recorded for moderation purposes if two markers cannot be present.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Thesis research proposal
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 45% 2500 words
- Due date
4/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L07
Task description
In this research proposal, we would like to see a description of your Honours research project. The proposal will include the following:
1. Introduction. Outline the background to your problem. Include a clear statement of the issue to be investigated, and let the reader know why this issue is important and how it connects with a particular professional learning need you have identified from the Australian Professional Standards for Teachers to improve your practice.
2. Provide a clear statement of your research questions - ensure these are linked to the research problem.
3. Provide a relevant literature review on research findings in the area of your proposed project. Acquaint readers with existing studies: what has been found, who has done the work, when and where latest research studies were completed, what approaches were taken. Present information on the articles' findings in a way that provides an integrated argument in relation to the issue. Conclude by establishing the need for the research you plan to conduct by explaining how your project extends from or fills a small gap in the current literature.
4. Research methodology. Describe your research methodology or approach. Spell out your research design – what is the context of your study? Who/what will be the object(s) of or the participants in your study? How will you select your research participants, if applicable? What instruments will you use to collect your data? How will you collect and record your data? How will you analyse your data? Ask yourself: With the information provided, could your study be replicated?
5. Ethical considerations. Provide a discussion of the ethical considerations attached to your research project and the methodology you ar going to use. This should include consideration of context, the people you are going to be researching with and the topic itself.
6. References (in APA style).
Relevant APSTs: 6.1, 6.2, 6.4, 7.1, 7.2
Submission guidelines
Upload to TurnItIn via the link in the Assessment folder on Blackboard by 2pm.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Reflective writing piece
- Mode
- Written
- Category
- Reflection
- Weight
- 20% 1500 words
- Due date
30/05/2025 2:00 pm
- Learning outcomes
- L03, L04, L06, L07
Task description
In this reflective writing piece, we encourage you to think about who you are becoming as an educational researcher. It is a moment to step back to better close in on what research means to you as educator and why it matters, and to consider your personal-philosophical-political-pedagogical positioning. This is important as the research question you settle upon and the research methods you enact are linked to the question of who you are as an educational researcher.
In 1500 words you are asked to provide an 'RSVP' to an invitation to become an educational researcher.
Unlike other reflective essays you may have done, this piece encourages you to explore your 'researcher/writer voice' and to practise what writing in this way looks, sounds and feels like. The four main criteria to keep in mind are: the quality of your RSVP reflection, the criticality you employ to theorise your positioning as a becoming educational researcher, the ways in which you effectively communication this in writing, and referencing.
Submission guidelines
Upload to TurnItIn via the link in the Assessment folder in Blackboard by 2pm.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements: submissions that lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: submissions that lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topic. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example:
A student receives the following three grades
Assessment taskﾠ1 (A1) : grade of 6 at 35% weighting
Assessment task 2 (A2): grade of 5 at 45% weighting
Assessment task 3 (A3): grade of 5 at 20% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(A1) + (A2) + (A3)
(0.35 x 6) + (0.45 x 6) + (0.2 x 5) = 2.1 + 2.7 + 1.0 = 5.8
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure .
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission, independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
This is a link to an interactive book created by the UQ Library, designed to assist with "theﾠtypes of sourcesﾠyou will need to find and use for your literature review, as well as tips onﾠwhereﾠandﾠhowﾠto search for the best high quality academic literature".ﾠ
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Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (17 Feb - 23 Feb) |
Lecture |
Day 1 (17 February): Context of Educational Research Day 1 (17 February): In today's sessions, we will explore the foundations of educational research including the nature of enquiry, paradigms, and the research problem. APST: 6.1, 6.2, 6.3 Learning outcomes: L01, L02, L06, L07 |
Lecture |
Day 2 (18 February): Reviewing Literature and Research Questions On Day 2 (18 February) we will begin by examining how to review literature. We will then look at how we can turn a research topic into an investigation through research questions. APST: 6.1, 6.2, 6.3 Learning outcomes: L01, L02, L06, L07 |
|
Lecture |
Day 3 (19 February): Methods to generate data | Ethical research Today (19 February) we will investigate the use of qualitative, quantitative, and mixed methods approaches to generate data. We then explore the ethical dimension of education research. APST: 6.1, 6.2, 6.3 Learning outcomes: L01, L02, L03, L04 |
|
Week 2 (24 Feb - 02 Mar) |
Lecture |
Literature searching - tips and tricks Week beginning 24 February. Today, our library liaison officer will share some strategies to assist with locating appropriate scholarly literature Learning outcomes: L01, L02, L04 |
Week 3 (03 Mar - 09 Mar) |
Workshop |
Analysing data: quant and qual; Unpacking AT1 Week beginning 3 March. Today we will explore approaches to analysing qualitative data. APST: 6.1, 6.2, 6.3, 6.4 Learning outcomes: L01, L02, L03 |
Week 4 (10 Mar - 16 Mar) |
No student involvement (Breaks, information) |
CLASSES CANCELLED DUE TO XTC ALFRED |
Week 5 (17 Mar - 23 Mar) |
Workshop |
Unpacking AT2 | Ethics Week beginning 17 March. Today we will unpack AT2. We will start working on ethical protocols and forms. Learning outcomes: L03, L05 |
Week 6 (24 Mar - 30 Mar) |
Seminar |
AT1 Oral presentations Week beginning 24 March. Today you will present your proposed research method(AT1)to your peers. Learning outcomes: L03 |
Week 7 (31 Mar - 06 Apr) |
Workshop |
Ethical protocols Week beginning 31 March Today, we will work on the paperwork and evidence required for the ethical protocols. Research proposal due Friday this week. Learning outcomes: L01, L02, L03, L04, L06, L07 |
Multiple weeks From Week 8 To Week 9 |
Workshop |
Research project planning workshops Weekly workshops focusing on your research project in response to your individual needs. You will be working on ethical clearance procedures, developing survey instruments and/or interview protocols, liaising with your site school, liaising with gatekeepers. You will also commence generating data, once ethical clearance has been obtained - usually, Term 2 (after Easter) is devoted to generating data - you need to have your data and begin to code and analyse before going on practicum. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester break Mid-semester break |
Multiple weeks From Week 10 To Week 14 |
Workshop |
Research project planning workshops Weekly workshops focusing on your research project in response to your individual needs. You will be working on ethical clearance procedures, developing survey instruments and/or interview protocols, liaising with your site school, liaising with gatekeepers. You will also commence generating data, once ethical clearance has been obtained - usually, Term 2 (after Easter) is devoted to generating data - you need to have your data and begin to code and analyse before going on practicum. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.