014228 Research Practices
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 42 credit points of completed study in spk(s): C04427 Master of Education (Learning and Leadership)
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013228 Research Practices AND 013952 Research Perspectives
Description
This subject provides students with specialised knowledge to underpin research in connection with their professional practice. Students integrate understanding of the philosophical underpinnings of research with issues arising in their chosen area of practice. Through critical analysis and synthesis of independently identified research literature, students apply their new knowledge to develop and articulate a practice-relevant research agenda. Students focus on an aspect of their own professional practice, an issue of strategic importance to their institution or organisation, or explore challenges within a chosen profession and/or its interface with society.
This subject emphasises research approaches that have a close connection with practice, and in developing their agenda, students outline a vision for future practices and demonstrate how their proposed research would contribute to desired change.
Subject learning objectives (SLOs)
| a. | Explain relevant approaches to research, the assumptions they make regarding knowledge, and pathways to impact on professional practices |
|---|---|
| b. | Relate research practices to issues of importance in professional practice |
| c. | Identify and critically analyse research in a field relevant to a chosen practice context |
| d. | Explain the contribution specific research could make to practice in their chosen field |
| e. | Reflect, analyse and identify their own learning in this subject. |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Apply research skills to investigate complex learning, leading or innovation practices (2.1)
- Engage respectfully with Aboriginal and Torres Strait Islander cultures, knowledges, histories, policies and priorities and their implications for learning, leading or research (4.1)
Teaching and learning strategies
This subject is taught online. Teaching and learning strategies include independent reading and ongoing engagement with core content via a range of interactive activities in online modules. Students will engage through online discussion boards, embedded comments, concept- based activities, and opportunities to self-assess their learning. Synchronous online workshops provide opportunities to revise key concepts, further develop connections with other students, and prepare for assessments. Students receive formative feedback on assignment tasks both from their lecturers and peers, including early formative feedback.
This subject provides a structure and scaffolding for students to define a practice problem, envision its resolution, and critically explore research design options that would address the problem. A personal reflective Research Notebook is strongly encouraged as a complementary learning strategy.
To ensure practice-relevant and authentic outcomes, teaching and learning strategies for this subject involve students customising learning to suit their professional practice context. This occurs
through the Capability Wrap process. Students develop their Course Learning Plan and portfolio and their Subject Learning Plan for each subject, as a way of tailoring assessments and their learning in each subject to their professional context. As a first step in this process, students must complete their Course Learning Plan and portfolio (Part A - if not previously completed) and
their Subject Learning Plan (Part B) which are compulsory (non-graded) tasks and Minimum Requirements for this subject.
Students also complete a subject ‘wrap up’ on conclusion of the subject by reflecting on their learning in relation to their course and subject learning plans. This contributes to the ongoing Capability Wrap process.
Content (topics)
In this subject, students learn about different ways in which research can deliver positive change in professional practice, linking different mechanisms of change with appropriate research design features. Content includes examining how to frame local, concrete problems as deeper research problems, techniques for envisioning desired practice change, characteristics of knowledge claims, relevant research practices (including those grounded in Indigenous knowledges), and research ethics.
Assessment
Assessment task 1: Critical analysis
| Objective(s): | a, b, c and d | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||||||
| Length: | 1,800 words or 6-minute recorded presentation | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Research agenda and reflection on learning
| Objective(s): | a, b, c, d and e | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||
| Length: | 2,200 words or equivalent | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
The satisfactory completion of the Course Learning Plan (Part A) (if not previously completed) and the Subject Learning Plan (Part B) are minimum requirements for this subject as they are key components of the ‘Capability Wrap’ process and a defining feature of this course. Failure to meet this requirement will result in the final assessment task not being considered for assessment.
Required texts
Students are to focus on readings that relate to their chosen practice issue. Online activities in Canvas guide students to key texts. Because students not only choose the practice issue but also the research approach they wish to focus on, there are comparatively few set texts. However, given that both assessment tasks require reference to Indigenous and decolonising approaches, several key texts on these are listed below, alongside other core texts.
Bassey, M. (2001). A Solution to the Problem of Generalisation in Educational Research: fuzzy prediction. Oxford Review of Education, 27(1), 5-22. https://doi.org/10.1080/03054980123773
Biesta, G., Filippakou, O., Wainwright, E., & Aldridge, D. (2019). Why educational research should not just solve problems, but should cause them as well. British Educational Research Journal, 45(1), 1-4. https://doi.org/10.1002/berj.3509
Bunda, T. (2017). Special issue: Indigenous educational research. The Australian Educational Researcher, 44(1), 1-4. https://doi.org/10.1007/s13384-017-0227-x
Gutiérrez, K. D., & Penuel, W. R. (2014). Relevance to practice as a criterion for rigor. Educational Researcher, 43(1), 19-23. https://doi.org/10.3102/0013189x13520289
Martin, K.,- Mirraboopa, B. (2003). Ways of knowing, being and doing: A theoretical framework and methods for Indigenous and Indigenist re-search. Journal of Australasian Studies, 76, 203-214. https://doi.org/10.1080/14443050309387838
Mertens, D. M. (2019). Research and evaluation in education and psychology: integrating diversity with quantitative and qualitative approaches (5th edition). Sage.
Smith, L. T. (2012). Decolonizing methodologies: research and indigenous peoples. Zed Books.
References
Cain, T., & Allan, D. (2017). The invisible impact of educational research. Oxford Review of Education, 43(6), 718–732. https://doi.org/10.1080/03054985.2017.1316252
Carr, W. (2007). Educational research as a practical science. International Journal of Research & Method in Education, 30(3), 271–286. https://doi.org/10.1080/17437270701614774
Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. Sage.
Hodkinson, P. (2004). Research as a form of work: expertise, community and methodological objectivity. British Educational Research Journal, 30(1), 9-26. https://doi.org/10.1080/01411920310001629947
Hostetler, K. (2005). What Is “Good” Education Research? Educational Researcher, 34(6), 16–21. https://doi.org/10.3102/0013189X034006016
Lather, P. (1992). Critical frames in educational research: Feminist and post-structural perspectives. Theory into Practice, 31(2), 87–99. https://doi.org/10.1080/00405849209543529
McGregor, H. E., & Marker, M. (2018). Reciprocity in Indigenous educational research: Beyond compensation, towards decolonizing: Reciprocity in Indigenous educational research. Anthropology & Education Quarterly, 49(3), 318–328. https://doi.org/10.1111/aeq.12249
Mortimore, P. (2000). Does educational research matter? British Educational Research Journal, 26(1), 5-24. https://doi.org/10.1080/014119200109480
Punch, K., & Oancea, A. (2014). Introduction to research methods in education. Sage.
Slavin, R. E. (2004). Education Research Can and Must Address “What Works” Questions. Educational Researcher, 33(1), 27–28. https://doi.org/10.3102/0013189X033001027