|Course Type||Course Code||No. Of Credits|
Semester to which offered: (I/ III/ V) II semester
Cohort MA Education & MA Education (ECCE)
Course Coordinator: Manasi Thapliyal Navani & Nivedita Sarkar
Email of course coordinator: firstname.lastname@example.org; email@example.com
A thrust of the course is to initiate students into thinking about the nature of educational inquiry and education as an area of knowledge. In doing so, the course will develop basic understandings and skills that would facilitate this process. It will explore the idea of inquiry and the relation between knowledge, theory, practice and research. It seeks to engage with research as a social, ethical and intellectual enterprise.
Along with these explorations, the course aims to enable the students to comprehend and analyse research reports, papers and studies – through a continuous engagement with actual (and significant) researches that introduce a variety of methodologies and perspectives for research in the area. Developing an appreciation for research, and abilities to identify research problems and formulating research questions, will be the major concerns of the course. This introductory course on research would support the field attachment component of the programme, enable the students to conceptualise their dissertation work and facilitate in making a choice from the advanced electives offered in the third semester of the programme. The understandings developed in this course would be enhanced in the advanced level (Semester 3) courses on research methodology.
On successful completion of this course, students should be able to:
Brief description of modules/ Main modules:
Unit 1: Idea of inquiry
Unit 2: Methods of inquiry
Unit 3: Process of research
Unit 4: Formulating a research proposal
(4 hours/ 2 sessions)
Knowing and interpreting the world
Nature and purpose of social research
Handout (Pritchard, D. (2006). What is this thing called Knowledge? NY: Routledge. Pp. 1-7)
Readings: Cohen, L, Manion, L. and Morrison, K. (2007). Nature of Inquiry and Science. In Research Methods in Education. NY: Routledge.
Crotty, M. (1998). The Foundations of Social Research: Meaning and Perspective in the research process. Pp 1-20.
Maxwell, A. (1996) Qualitative Research Design: An Interactive Approach. Applied Social Research Methods Series. Vol. 41. New Delhi: Sage Publications (Handout on Research Purpose)
Week 2 & 3
21 Jan-3 Feb
Methodological Approaches in Social Science Research
Nature of Educational Research
Hammersley, M. (2013) Chapter 2: Methodological Philosophies. In What is Qualitative Research. London: Bloomsbury Academic. Pp 22-56.
Pring, R. (2000). Philosophy of Educational Research. London: Continuum, Chapter 2 (focus of educational research, pp. 8-30) and Chapter 3, pp. 31-57 (which focuses on different kinds of research; their philosophical foundations and challenges the false dualism of qualitative and quantitative inquiry).
Assignment I:Research Memo will be introduced at the end of 2nd week
Reliability, Validity, and Ethical Considerations
Handouts on reliability and validity
Kit Tisdale (2004). “Being Vulnerable and Being Ethical With/in Research” Kathleen B. deMarrais, Stephen D. Lapan (eds) Foundations for Research: Methods of Inquiry in Education and the Social Sciences (Inquiry and Pedagogy Across Diverse Contexts Series). New Jersey: Lawrence Erlbaum Associates.
Morrow, V. (2008). Ethical dilemmas in research with children and young people about their social environments. Children’s Geographies, 6(1), pp. 49-61.
Research Questions and Literature Review
Renck, MJ and Heider, K (2015). “Re-examining the Literature Review: Purposes, Approaches, and Issues.” In Olivia N. Saracho (ed.) Handbook of Research Methods in Early Childhood Education: Research Methodologies, Volume I. Information Age Publication. Pp. 753–781.
Maxwell, A. (1996) Qualitative Research Design: An Interactive Approach. Applied Social Research Methods Series. Vol. 41. New Delhi: Sage Publications Research Purpose: pp 15-17.
Discussion and Group Work on Assignment 1 at the beginning of Week 5 and submission.
Assignment 2 (Annotated Bibliography will be introduced)
25 Feb-3 March
Reading Educational Research
Saraswathi, T.S. and S. Verma. (2002). Adolescence in India – An annotated bibliography, pp. 199-248. New Delhi: Rawat publications. (Chapter 4: Some contexts for socialization and Chapter 5: Education and schooling)
Gracey, H. Kindergarten as academic boot camp.
Hadres, A.V. (2006). The methodology of Paul Willis: A review of ‘Learning to labour’. dialnet.unirioja.es/servlet/fichero_articulo?codigo=2147420
Sarangapani, P.M. (1997). Social experience and child’s construction of knowledge. (PhD thesis – Chapter 3)
Govinda, R. & Varghese, N.V. (1993). Chapter 2. Quality of Primary Schooling in India: A Case Study of Madhya Pradesh, India. Paris: UNESCO International Institute for Educational Planning. http://unesdoc.unesco.org/images/0009/000960/096038eo.pdf
Week 9 & 10
Engaging with Methods
In-class activities, worksheets developing students’ areas of research and development of any one tool for data collection
Assignment 3: Methods Activity
Week 11 &12
Academic Research Proposal Writing
Maxwell, A. The Purpose of a Proposal. pp. 100- 111.
Maxwell A. Example of a research proposal: Appendix A (116-130)
In Class Workshops
Week 13 & 14
Proposal Presentations and Class conference
Assessment 4: Peer Review and Presentation of Research Proposal Week.
Submission of revised Proposal end-semester.
Date/period in which Assessment submission will take place
March first week
Methods Activity Report
Participation : In class Response activities
Throughout the semester
Final Submission of Research proposal