Skip to main content
Unit of study_

EDPK5003: Developing a Research Project

Semester 1, 2023 [Normal day] - Remote

This unit is seen as the foundation unit in research methods and it provides an overview of the research process, with a focus on developing skills for critical evaluation of research reports and the design of research projects. Research strategies, sampling and design issues and various methods of data collection and analysis are examined. Students explore both quantitative and qualitative research approaches. The assessment in this unit is developed around students' own research interests and by the end of the unit students will have developed their own research proposal document.

Unit details and rules

Unit code EDPK5003
Academic unit Education
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
None
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Kathryn Bartimote, kathryn.bartimote@sydney.edu.au
Type Description Weight Due Length
Assignment hurdle task Online exercises - building blocks for your research proposal
Formative research proposal exercises and peer review
30% Multiple weeks 2000 words (500 words per exercise)
Outcomes assessed: LO1 LO3 LO4 LO6 LO7
Presentation Research proposal presentation
Research proposal presentation
20% Week 10 3 minute presentation of research plan
Outcomes assessed: LO1 LO7 LO6 LO5 LO4 LO3 LO2
Assignment Final research proposal document
Written research proposal
50% Week 12
Due date: 21 May 2023 at 23:59
3000 words
Outcomes assessed: LO5 LO7 LO1 LO2 LO3 LO4
hurdle task = hurdle task ?

Assessment summary

  • Online exercises - building blocks for your research proposal: Students are required to complete online exercises which involves answering multiple questions. 
  • Research proposal presentation: Students are to present and submit an outline of the methdology of their proposed research
  • Research proposal document: Building on your work in the online exercises and on your presentation to the class, the research proposal is the culmination of your work in this unit. It is designed to engage you in systematically thinking through problems and issues in the design and conduct of social research. 

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

For more information see sydney.edu.au/students/guide-to-grades.

Assessment rubrics and other details of grading for each assignment are avilable on CANVAS

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Multiple weeks Access and review the videos and other resources online, according to the class schedule. Independent study (9 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7
Week 01 Getting started. Workshop (3 hr) LO1 LO2 LO3
Week 03 Research strategies and ethics Workshop (3 hr) LO1 LO4 LO5 LO6 LO7
Week 05 Sampling and data collection Workshop (3 hr) LO1 LO4 LO5 LO6 LO7
Week 08 Putting it all together Workshop (3 hr) LO1 LO3 LO4 LO5 LO6 LO7
Week 10 Student research proposal presentations Workshop (3 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

The primary text for this course is: 

Neuman, W. Lawrence. (2013) Social Research Methods: Pearson New International Edition, Pearson Education Limited.

Thia text is available electronically through the university library.

Details of additional readings are provided on CANVAS

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. develop and write a research proposal; with appropriate rationalisation for the choice of methods
  • LO2. access and synthesise published research reports; analysing the strengths and weaknesses of different research strategies and approaches to design, data collection and analysis
  • LO3. develop and specify appropriate, and focused, research questions
  • LO4. analyse the alignment between research questions and the research methods used to address them
  • LO5. identify and discuss ethical issues arising in research projects
  • LO6. analyse and constructively review their own, and others’, research proposals in terms of reliability and validity
  • LO7. understand and constructively critique qualitative, quantitative, and mixed methods approaches to research.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9
LO1         
LO2         
LO3         
LO4         
LO5         
LO6         
LO7         

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
1.2.4. (Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
2.5.4. (Lead) Monitor and evaluate the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research-based knowledge and student data.
6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable
LO2
Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
2.1.4. (Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable
6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
LO3
Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
1.2.4. (Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable
6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
LO4
Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
1.2.4. (Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
1.5.3. (Highly Accomplished) Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.
1.5.4. (Lead) Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
2.1.4. (Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
5.5.4. (Lead) Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues.
LO5
Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
7.1.2. (Proficient) Meet codes of ethics and conduct established by regulatory authorities, systems and schools.
7.1.3. (Highly Accomplished) Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts.
7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
LO6
Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable
LO7
Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - AITSL
6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable

This section outlines changes made to this unit following staff and student reviews.

We have shifted from 4 to 5 workshops as students appreciate frequent contact time to support the development of their research proposals.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.