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Below is my proposed title for a dissertation on which I have built three questions that I will want to explore by using the research methods below. During the exploration the research should include in sections:
o Introduction on aims,
o literature review,
o methods,
o ethics,
conclusion
TITLE:-Exploring children?s behaviour in an early year setting schools in London Borough (Local Council) of Newham. NB (All references and emphasis to be on schools in London local Council of Newham)
Three key questions which you would intend to have answered by the end of your project.
How does children?s behaviour affect their learning and development?
What strategies are used to promote children?s positive behaviour?
How the setting works with parents on issue of their behaviour?
Identify where these issues are located within your programme i.e. the theories and academic debates
According to skinner, behaviours are caused by forces outside the person. Bandura argues that behaviours is performed in the absent of external reinforcement and punishment. Healy (2003) argues that behaviour is difficult to define because we bring in different experience, expectation, observation and knowledge to on word. Brownhill et a l (2006) state that major life changes, poor self-esteem, lack of motivation, Tiredness, attitude, attention seeking, media influence, stage of child development and inability to cope with one?s own feelings and emotion is what causes behaviour
State how this project develops from the modules in your programme; refer to specific module code(s).
Can you tell me which module(s) you are taking now that relates to this project? Or, what background do you have that will prepare you for doing this topic?
I have studied (Developing Learning in Early Childhood), which help me to understand how children think and behave. I am currently studying (Challenging Disabilities) which explores children with learning disabilities and societies views
I am currently studying (Social Policy for children and Families) which will help me to prepare me to work on my proposed topic.
AIMS OF THE MODULE
Research Design and Method is a module designed to:
? increase your understanding of research;
? develop the skills required for independent academic research;
? develop the personal skills and ethical qualities required when managing a research project;
? discuss issues of methodology, ethics and the uses of your research;
? identify a project in a chosen field of study;
? improve your written communication.
This module enables you to understand the meaning of research within your discipline. You will critically assess a body of literature in your subject and plan a research design. In designing your research approach, you will examine issues of method, ethics and the uses of research.
Learning outcomes
At the end of this Module you will be able to:
Knowledge
1. Describe aspects of the research process relevant to a chosen field of study.
2. Select and implement appropriate analytical techniques.
Thinking skills
3. Constructively critique the research of others, identifying strengths and
Weaknesses in technique, analysis and conclusions.
Subject-based practical skills
4. Plan a research project appropriate to a field of study.
5. Identify the nature and sources of information and data needed to write a research proposals and reports.
6. Select techniques appropriate for research in a field of study (qualitative,
quantitative or a mixture of both).
Skills for life and work (general skills)
7. Evidence and reflect on the skills acquired in your Personal Development
Plan
General indicators of the standards expected
Area of learning
students are expected to:
Acquiring knowledge, understanding and specialist vocabulary and principles
demonstrate a sound knowledge and critical understanding of established principles and techniques associated with the area of study;
Applying knowledge and understanding
apply knowledge and understanding accurately to a range of questions and issues within the area of study and use established methods and techniques of enquiry to critically select, analyse and contrast information in a range of contexts;
In doing this critically compare the appropriateness of different approaches to issues and problems within the discipline
Communication of ideas and argument; academic writing communicate effectively using the styles and language of the subject and showing some awareness of purpose and audience.
Linking theory with practice; the skills of searching, referencing, making links.
apply skills to identify, search for and use information accurately and critically in the context of specific tasks.
Reflecting on own learning and progress and acting on this
becoming an autonomous learner, using skills of self-reflection with confidence
Marking Feedback Sheet
Student number?????????????Tutor/subject group????????
Content, guidance and suggested word count Comments
Title (approx word count 15):
? This should succinctly encapsulate what your proposed research is about
Purposes and aims (approx word count 385):
? What do you want to find out and why (referenced to literature)?
? Why your proposed research is important (referenced to literature)?
? What has motivated you to undertake this research (may be referenced to, for example, literature, media or government interest) ? personal/professional reasons
? Who might be a potential user of this research?
? What are the specific research questions?
Literature review (approx word count 1100):
You must demonstrate critical engagement with the literature on your proposed topic. You should:
? Treat the literature reviewed as a body rather than itemised individual pieces
? Identify relevant theory and define key terms
? Identify, describe and analyse themes/issues in the literature
? Identify, for example, gaps, weaknesses, strengths, contradictions, and areas of concentration, confusion, agreement, disagreement in the literature
? Show how the existing literature influences your proposed research
Methodology (approx word count 1100):
In this section you need to provide a rationale for your research design choices and discuss issues relating to validity:
? Which research paradigm will you be using ? positivist (quantitative), interpretivist (qualitative) or both. Why?
? Which research approach/strategy (e.g. case study, ethnography, survey) will you be using. Why?
? Which data collection methods will you use in your study. Why?
? How do you intend to ensure that your research is valid?
Your discussion in this section must be supported with relevant literature on research design.
Ethical considerations (approx word count (450):
In this section you need to demonstrate understanding of ethical procedures and, where appropriate, how they will be applied in your proposed study. For example:
? What is informed consent? How will you gain informed consent in your study?
? What is meant by confidentiality and anonymity? How will confidentiality and anonymity be assured in your study?
? What are the benefits of your research? Are there any possible risks?
Your discussion in this section must be supported with relevant literature on ethics.
Reference list:
Should include all items referred to in your assignment
? Wide ranging
? Follows academic conventions (Cite them Right)
Further sources to be consulted:
Here you can identify further sources that you might consult for your research project (specific books, journal articles, websites)
? Follows academic conventions (Cite them Right)
Presentation: academic conventions followed
Layout:
alpha numerical section headings/sub headings, consistent bulleting, use of font/italic for emphasis/ ordering and accurate in-text referencing.
Language:
? clear, succinct, coherent expression, error free
? spelling and grammar accurate and consistent
? correct use of punctuation
Reading List
The key text, which we recommend that you use throughout the module:
Sharp, J. (2009) Success with your Education Research Project. Exeter: Learning Matters.
Essential Reading for this Module:
Bell, J. (1999) Doing Your Research Project 3rd ed. Milton Keynes: Open University Press.
Cr?me, P. and Lea, M. (2003) Writing at University: a Guide for Students. 2nd edn. Maidenhead: Open University Press.
http://www.webspawner.com/users/researchmethods/index.html
http://www.webspawner.com/users/researchmethods2/index.html
Sharp, J. (2009) Success with your Education Research Project. Exeter: Learning Matters.
Indicative Reading for this Module:
Adler, P. and Adler, P. (1998) ?Observational Techniques?, in Denzin, N. and Lincoln, Y. (eds.) Collecting and Interpreting Qualitative Materials, London: Sage.
Avis, J. (1994) ?The Ethnography of Further Education and the Policy-orientated Literature: contrasts?, The Vocational Aspects of Education, 46 (3), 241-256.
Clifford, J. and Marcus, G. (eds.) (1984) Writing Culture: The Poetics and Politics of Ethnography. Berkley: University of California Press.
Bassey, M. (1999) Case Study Research in Educational Settings. Milton Keynes: Open University Press.
Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education. 5th edn. London: Falmer: Routledge.
Costley, C., Elliott, G. & Gibbs, P. (2010) Doing Work Based Research: Approaches to Enquiry for Insider- Researchers London, Sage.
Epstein, D. (1998) ?Are you a girl or are you a teacher?? The ?Least Adult? role in Research about Gender and Sexuality in a Primary School? in Walford, E. (ed.) Doing Research about Education, London: Falmer Press.
Erben, M. (1998) ?Biography and Research Method? in Erben, M. (ed.) Biography and Education: A Reader. London: Falmer Press.
Hammersley, M. (1998) Reading Ethnographic Research: A Critical Guide. 2nd edn. London: Longman.
Hammersley, M. and Atkinson, P. (1996) Ethnography: Principles in Practice. London: Routledge.
Hitchcock, G. and Hughes, D. (1989) Research and the Teacher: A Qualitative Introduction, London: Routledge.
Keeves, J. and Lakomski, G. (eds.) (1999) Issues in Educational Research. Oxford: Pergamon.
McDonough, J. and McDonough, S. (1997) Research Methods for English Language Teachers, London: Arnold
Meagher, N. (1997) ?Classroom Observation in Academic and Vocational Courses Post-16?, in Edwards, T.; Fitz-Gibbon, C.; Hardman, F.; Haywood, R. and Meagher, N. (eds.) Separate but Equal? A Levels and GNVQs, London: Routledge.
Plewis, I. and Preston, J. (2001) Evaluating the Benefits of Lifelong Learning: A Framework. London: Institute of Education.
Preston, J. (2003b) ?White Trash Vocationalism? Formations of Class and Race in an Essex Further Education College?, Journal of Widening Participation and Lifelong Learning, 5 (2), pp.6-17.
Shipman, M (ed.) (1985) Educational Research: Principles, Policies and Practices, Lewes: Falmer.
Skeggs, B. (1988) ?Gender Reproduction and Further Education: Domestic Apprenticeships?, British Journal of Sociology of Education, 9 (2), pp.131-149.
Willis, P. (2000) The Ethnographic Imagination. Oxford: Polity
Wellington, J. (2000) Methods and Issues in Educational Research, London: Continuum
Wray, A, Trott, K. and Bloomer, A. (1998) Projects in Linguistics. London: Arnold.
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