EDUF3136: Semester 1, 2020

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Units EDUF3136 Semester 1 2020 [Normal day]

Unit of study_

EDUF3136: Research with Young Children

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Contemporary educational paradigms and pedagogies advocate theories of learning that conceptualise education as a process of participatory research, where children are active agents and teachers are facilitators and co-constructers of meaning. As such, it is critical that teachers are well versed in child-focused research. This unit investigates the ways teachers can engage in and critique ethical and political research with children birth - eight years. Underpinned by social justice principles of participation, inclusion and equality, this unit aims to provide students with knowledge about a) critical research theories; b) participatory methods, instruments and processes for researching with young children; c) ethical considerations in conducting research with diverse and/or marginalised children; d) research as a mechanism for social justice and social change in early childhood education, that is, the role of teachers as researchers in informing public policy, advocacy and activism; and e) research as an evaluative toolkit for reflection, accountability, and sustainable early childhood teaching.

Unit details and rules

Unit code	EDUF3136
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	48 credit points
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Valerie Harwood, valerie.harwood@sydney.edu.au
Lecturer(s)	Valerie Harwood, valerie.harwood@sydney.edu.au
Lecturer(s)	Olivia Karaolis, olivia.karaolis@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Individual presentation via Zoom Strategies of inquiry for research with young children.	30%	Multiple weeks	10-15 minutes
Outcomes assessed:
Assignment	Online postings Response to set question, one per week for 10 weeks.	40%	Multiple weeks	2000 words
Outcomes assessed:
Assignment	Discussion and analysis of research paper Essay on the ethics and politics of research with diverse children.	30%	Week 13	1500 words
Outcomes assessed:

Assessment summary

Online postings: This assessment task requires students to complete 10 weekly reflections on the unit lectures and readings. Each week students will be asked to reflect on one aspect of the lecture and readings in a private online blog on Canvas.
Individual presentation: For this assignment, students are required to develop a “micro-teaching” session, that is, a mini-lesson in which individuals demonstrate their knowledge, skills and understandings to an audience (in this case, peers). The content of the micro-teaching session will focus on theoretically informed approaches to researching with children. To be presented online via Zoom, audio or video, with powerpoint to be submitted via Turnitin.
Discussion and analysis of research paper: This essay focuses on the ethics and politics of research with diverse children. Several ethical considerations arise when research is conducted with human participants. In unpacking these tensions, students are to analyse four provided readings, and consider the guiding questions in thinking about possibilities and challenges of ethical and political research that engage young children.

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.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

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

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.

Learning support

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the unit: children and teachers as researchers; Valerie Harwood	Lecture and tutorial (3 hr)
Week 02	Through the looking glass: critical theories, ideologies and philosophies underpinning research in early childhood; Olivia Karaolis	Lecture and tutorial (3 hr)
Week 03	Voice and collaboration: designing research with children: Olivia Karaolis	Lecture and tutorial (3 hr)
Week 04	The teacher-researcher as a human instrument in research with young children; Valerie Harwood	Lecture and tutorial (3 hr)
Week 05	Children are not adults: ethical dilemmas in research with young children; Olivia Karaolis	Lecture and tutorial (3 hr)
Week 06	The hundred ways of listening: participatory methods for data collection with young children; Olivia Karaolis	Lecture and tutorial (3 hr)
Week 07	Research with diverse groups: always in the context of relationships; Olivia Karaolis	Lecture and tutorial (3 hr)
Week 08	It takes a village to make meanings: analysing, interpreting and reflecting on data with children, families, educators and communities; Valerie Harwood	Lecture and tutorial (3 hr)
Week 09	Reading for ruptures: an investigation of research limitations, rigour and credibility; Valerie Harwood	Lecture and tutorial (3 hr)
Week 10	Think-act-reflect-repeat: research as pedagogical praxis; Olivia Karaolis	Lecture and tutorial (3 hr)
Week 11	Resisting comfort zones: the importance of advocacy (with children, families, teachers and communities) after the completion of research; Olivia Karaolis	Lecture and tutorial (3 hr)
Week 12	It's a small world after all: research on a global scale and the sustainability of research practice; Olivia Karaolis	Lecture and tutorial (3 hr)
Week 13	Optional Assignment support session; Valerie Harwood	Individual study (1 hr)

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

All readings for this unit can be accessed on the Library eReserve link available on Canvas.

Groundwater-Smith, S., Dockett, S., & Bottrell, D. (2015). Participatory Research with Children and Young People. London: Sage.

Learning outcomes

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.

Outcomes
Graduate qualities

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

LO1. demonstrate an appreciation of the philosophy and ethical considerations involved in researching ‘with’ rather than ‘on’ young children
LO2. articulate and apply the paradigmatic foundations of qualitative and quantitative research, and the implications of each for undertaking research that involves children
LO3. design and implement teacher-led research with children from diverse backgrounds using strategies that uphold the rights of the child and actively seek to listen to children
LO4. conduct research designed to inform the development of socially just curriculum and teaching practice
LO5. critically reflect on the role of teacher as researcher
LO6. critique research claims from a critical, social justice perspective
LO7. advocate for young children through the dissemination of research findings.

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
Learning outcomes

Responding to student feedback

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

No changes

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

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