1. Research Methods and Practice 5FD027
Session 1
Deborah Whittington

2. Session objectives:
Acquire an overview of the module and know how it is assessed.
Know what research is and how it is used in the context of childcare and education.
Know the types of data use and how to obtain it.

3. What is Research? Who does it?
When

4. What research is not Not mere information gathering
Not transporting info from one place to another
Not just rummaging for info
Not just a catchword used to gain attention

5. The ‘myths’ of research
Research can only be done by academic professors and knowledgeable experts
The research process is too intellectual, complex, mysterious and time consuming for people like me
Research produces hard facts which are unquestionable
Proves things one way or another
Research is a strict scientific exercise
Research is boring.
Research can not change anything
There are not any real benefits from doing research
Adapted from Blaxter et al. (2001: 4 in Robert –Holmes, 2005: 3)
Do you agree?

6. Sharp explains educational research as;
Educational research involves the rigorous and ethically appropriate process of arriving at dependable answers to questions and solutions to problems of an educational nature through the systematic collection and critical analysis, interpretation and presentation of relevant data and other forms of information.
(Sharp, 2009: 3)

7. Is there a need for research?
Nationally – to inform policy and legislation?
Locally – to inform provision?
Personally – to inform or improve practice?

8. Research: the ‘fear factor’
Most people associate the word ‘research’ with activities which are substantially removed from day-to-day life and are pursued by outstanding gifted persons with an unusual level of commitment. There is, of course, a good deal of truth in this viewpoint, but we argue that the pursuit is not restricted to this type of person and indeed can prove to be a stimulating and satisfying experience for many people with a trained and enquiring mind.
Howard and Sharp (1983: 6 cited in Bell, 2005: 2)
don’t think you can’t do it?

9. The module
This module looks at the processes, terms and definitions relating to research.
It will consider primary and secondary research
Ethical considerations.
Examine the impact research has on professional practice in Children’s and Young People’s Services.
It is not about actually doing any research but it will lay foundations for future study on the Foundation Degree.

10. Module Learning Outcomes
1.Demonstrate an understanding of primary and secondary research, research methodology, methods and ethics and discuss the impact of research on professional practice.
2. Use a critical reflective approach to the work context to examine current research in relation to your area of work- based practice

11. Assessment. Submission of an assessment (3000 words)
An essay demonstrates understanding of primary and secondary research methodology, methods and ethics and discusses the impact of research on professional practice in Children’s and Young People’s Services (L01). Using a critical reflective approach to the work context write a discussion paper critiquing an article from a research journal of an area of work – based practice, this is presented in a seminar (L02).

12. Dates 1. Essay submission: 12th April 2011
2. Seminar presentation : 8th March 2011
Choose a current research article from a research journal, write an A4 paper on it following the given criteria and in small groups lead a discussion on it. This will involve a critique in groups of the article to consider the impact of the research on their practice. A Feedback sheet from the group will be provided for you to include with your submission in July to show your reflection.
1 and 2 together will total 3000 words.

13. Research or Investigate?
Think about your ‘investigation’ for working with parents.
Why was this an investigation and not research?
What are the differences?

14. Why not simply report experience?
Scenario: ‘I teach in a secondary school in Derbyshire and I have noticed that there are very few women in senior or middle management positions. I have a friend who teaches in a primary school who tells me that although the majority of the staff are women the Head has always been a man. I come to the conclusion that men have greater access to promotional posts than women.’
Think about your ‘investigation’ for working with parents
Why was this an investigation and not research?
What are the differences.

15. You need to know How common this is?
Is there a significant disparity between promotion of the sexes?
Has this been constant?
What might account for the imbalance?
Where do I go from here?
Are there issues of staff development?

16. So now… I have grounds for thinking that there may be a problem
Am I looking at implications for practice.
My assumption is that I will be able to improve /disseminate good practice.

17. The point is To establish a specific research problem
To conduct an enquiry into this
To establish evidence about a situation
To analyse and interpret findings
To explore implications for future practice

18. Research is always Observed and recorded A search for new knowledge
A search for evidence
Seeking to formulate new theories

19. So…. how would you research the strength of Sellotape?
One person in each group to observe how the team decide they would do this.

20. Correlation
Now substitute sellotape for an educational issue such as Use of synthetic phonics to teach reading.
What factors/variables should you consider?

21. Types of research Historical research – ‘studying the past’
Descriptive research – ‘surveying the present’
Correlation research – ‘statistical relationships’
Causal research – ‘causal linkages’
Experimental research – ‘testing variables’
Case study research – ‘in-depth study of 1+’
Ethnographic research – ‘describing events within the life of a group’
Research and development research – ‘interaction between research, product and evaluation’

22. Primary or Secondary Data
Researchers use two types of research to obtain their information;
Primary - this is where they collect data for themselves, it is first hand information and there a many different methods.
Secondary - data is where they use data that already exists.
Under the two headings list as many ways as you can think of.
What are the advantages/disadvantages of each kind.

23. Links www.ceruk.ac.uk http://www.standards.dfes.gov.uk/ntrp/

24. Learning Outcomes
By reflecting on my learning from the taught session I should have:
acquired an overview of the module and know how it is assessed.
know what research is and how it is used in the context of childcare and education.
know the types of data used in research and how to obtain it.