Outline

Overview

Teachers use and engage in research in a range of different ways with the aim of informing and improving their practice, from using reseach done by others to inform their decision making, to conducting classroom-based inquiry as professional learning and development. This unit of study is designed to equip you with the understanding and skills required to embed research into your everyday practice as a teacher. You will be encouraged to develop an appreciation of the broad range of research topics in education and their associated forms of systematic inquiry and to develop your capacity to make links between research, policy, teaching and learning. The unit will provide opportunities for you to become more familiar with the relationship between research and practice so that you can locate, critically analyse and use published material to investigate, understand and enrich your own practice and, in the future, exercise leadership in this regard. A series of expert lectures in the production and use of educational research will be complemented by workshops and assessment tasks designed to encourage you to synthesise different kinds and sources of research-based knowledge about students, teachers, schools, classrooms and communities.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	96 credit points of units, including (EDUF2006 and EDUF2007)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Lina Markauskaite, lina.markauskaite@sydney.edu.au
Lecturer(s)	Peter Reimann, peter.reimann@sydney.edu.au
	Rachel Wilson, rachel.wilson@sydney.edu.au
	Lina Markauskaite, lina.markauskaite@sydney.edu.au
	Kathryn Bartimote, kathryn.bartimote@sydney.edu.au
	Julian Wood, julian.wood@sydney.edu.au
	Pat Norman, pat.norman@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assignment 3B: A plan for a classroom research project The final assignment to demonstrate cumulative learning	45%	Mid-semester break Due date: 30 Sep 2022 at 23:59	2000 words
Outcomes assessed:
Presentation	Assignment 1: An interactive tutorial-presentation An interactive group presentation on an assigned course theme	20%	Multiple weeks Closing date: 22 Sep 2022	Equivalent to 900 words
Outcomes assessed:
Assignment	Assignment 2: A single case study (weekly and final submission) A reflective response on the application of Single Case Research method	25%	Progressive Due date: 16 Sep 2022 at 23:59	1000 words
Outcomes assessed:
Online task	Assignment 3A: A research design task (weekly) Completion of weekly research design activities in Weeks 1-6.	10%	Weekly Closing date: 11 Sep 2022	Equivalent to 600 words
Outcomes assessed:
= group assignment ?

Assessment summary

Assignment 1: An interactive tutorial-presentation: In groups of about five students, you will design and present an interactive tutorial-presentation for your peers on one of the main course themes. Your activities and ideas could be drawn from various sources, including core course readings, required papers and additional readings. You will create and use your tutorial-presentation materials (e.g. slides) as a stimulus for activities and discussions and as a resource for your peers for follow-up learning. Your tutor will assign the topic.

Assignment 2: A single case study (weekly tutorials and final submission): In weeks 1 to 6, you will complete a weekly online tutorial on a Single Case Research method and write your short reflections on what you have learnt after each weekly tutorial. For the final assessment, you will submit: 1) your final reflective response on how the single case research method could be used in your future professional practice and 2) your 3 best weekly posts/responses demonstrating your understanding and engagement with weekly tutorial materials and activities.

Assignment 3A: A research design task (weekly): In weeks 1 to 6, you will complete weekly asynchronous activities related to the main aspects of research project design, such as an initial framing of the project, literature review, and methodological design. Timely and satisfactory completion of each week’s activity contributes 2% to your final mark (max. 10% in total).

Assignment 3B: A plan for a practitioner research project: For this task, you will develop a plan for a small-scale practitioner-driven research project based on a particular problem relevant to your future professional practice. The ‘problem’ should relate to an aspect of your future professional career as a teacher and should be capable of being implemented in your next professional experience placement.

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 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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Weekly tasks that contribute to Assignment 2 must be completed in time. Posts that are submitted late cannot be included in the final submission. Weekly tasks that contribute to Assignment 3A must be completed in time (0% will be awarded for late weekly submissions). Standard penalties apply for late submissions of all other assignments.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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	Educators and research: Introduction	Lecture and tutorial (3 hr)
Week 01	Asynchronous online Single Case tutorial and Research design task	Online class (2 hr)
Week 02	Educators, ethics and research	Lecture and tutorial (3 hr)
Week 02	Asynchronous online Single Case tutorial and Research design task	Online class (2 hr)
Week 03	Reading research	Lecture and tutorial (3 hr)
Week 03	Asynchronous online Single Case tutorial and Research design task	Online class (2 hr)
Week 04	Methodological approaches and research designs in education	Lecture and tutorial (3 hr)
Week 04	Asynchronous online Single Case tutorial and Research design task	Online class (2 hr)
Week 05	Qualitative research methods and data	Lecture and tutorial (3 hr)
Week 05	Asynchronous online Single Case tutorial and Research design task	Online class (2 hr)
Week 06	Quantitative research methods and data	Lecture and tutorial (3 hr)
Week 06	Asynchronous online Single Case tutorial and Research design task	Online class (2 hr)
Week 07	Research paradigms in educational research	Lecture and tutorial (3 hr)
Week 08	Teacher-researcher: Practitioner research	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90% 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 coordinator 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 textbook, available through our library, will be helpful for this unit. In addition, specific readings will be required for seminars that relate specifically to the tasks of that seminar.

Moriarty, B. (2018). Research Skills for Teachers: From research question to research design. Sydney, Australia: Allen and Unwin.

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. Develop foundational research capabilities to understand and evaluate the various kinds of educational research that are needed for ongoing professional learning
LO2. Understand, apply and design research to specific professional contexts
LO3. Connect between theory, research and practice
LO4. Draw on various kinds of relevant research that support learning and teaching in diverse contexts for diverse learners
LO5. Apply research to develop professional identities as educators and life-long learners.

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.

Minor changes to assessments, lectures and activities: 1. Reviewed and simplified weekly asynchronous Single Case Research Design Tutorials and Assessment. 2. Bi-weekly formative feedback is integrated into weekly asynchronous Research Design Tasks to support preparation for the Final Assessment (Research Plan Development).

Additional information

Demerit for not meeting the word length requirement is 10% of the awarded mark unless otherwhise stated in the description of the assignment.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Disclaimer

On this page

Useful links

EDUF4044: Reading and Applying Educational Research

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

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

Disclaimer

On this page

Useful links