Module manager: Dr Nadine Cavigioli
Email: n.m.cavigioli@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2025/26
This module is not approved as a discovery module
This module provides an introductory level of knowledge which will support you in understanding the different stages of research design within educational settings. With a core focus on practitioner research methodologies, you will know how to conduct a small-scale research study which is underpinned by theory. Critical analysis skills will be developed during the module, as you need to consider the rationale for research design choices (e.g. when, why and with whom would visual methods be used?) and the related benefits or limitations of these research journey decisions. The ethical considerations of conducting research in educational settings, including a consideration of own positionality and potential biases, will also support you in future research modules (e.g. Level 3 dissertation).
The aim of this module is to gain an introductory level of research knowledge and understanding relating to research conducted in learning and teaching settings by a practitioner and/ or researcher(s).
The module will introduce the rationale and application of methodologies that are used by practitioners (e.g., action research). It will identify how to evaluate the different stages of research design (e.g., literature review, sampling, data collection and ethics) and use relevant specialist vocabulary.
You will focus in one an aspect of the process week by week (e.g. one week the focus is on methodologies, another the literature review). Through discursive active learning activities, the benefits and limitations of research conducted in educational settings will be analysed.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1. Describe practitioner research methodologies and the appropriate application of these.
2. Apply critical analytical skills as required to evaluate research designs.
3. Reflect on the application of research in relevant work-based learning and teaching contexts e.g., Special school.
4. Identify the ethical considerations when conducting research in educational contexts.
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
1. Write in a clear, concise, focused and structured manner that is supported by relevant evidence, including numerical data where appropriate and using relevant specialist vocabulary. (Academic)
2. Find, evaluate, organise and share information across a variety of formats and media, ensuring the reliability and integrity both of the sources and of the ideas that they help to generate. (Digital)
3. Manage self and be self-reliant, work independently and on own initiative. Have awareness of own strengths and development needs and the need for ongoing learning. Set and achieve goals, and seek/accept feedback. (Work ready)
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Seminar | 10 | 2 | 20 |
| Private study hours | 180 | ||
| Total Contact hours | 20 | ||
| Total hours (100hr per 10 credits) | 200 | ||
Students will receive feedback on one draft for both assessments.
A draft being a plan/ outline and sample of their initial writing.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | A 2,000-word online journal which demonstrates an understanding of methodologies and methods. | 50 |
| Coursework | A 2,000-word report which evaluates the research design and ethical considerations of a research study conducted by a practitioner and/ or researchers in a learning and teaching setting. | 50 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 03/03/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team