EDED20496 - Teacher as Researcher: Using Student Data to Improve Educational Outcomes
Term 1 - 2017


All details in this unit profile for EDED20496 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

This unit requires you to engage with student data for the purposes of improving student learning and educational outcomes. You will plan and implement a research project, which requires the collection and analysis of data from a 'real world' teaching context during their Internship. A project report will then be presented that documents the collection and analysis of specific data, identifying implications for teaching practice, making recommendations for improved student learning outcomes, and indicating how you would modify learning goals and teaching practices to enhance learning outcomes for students. You will engage with literature associated with the specific teaching and learning issue being investigated. You will also explore ethical considerations when collecting, analysing, evaluating and interpreting student data and investigate issues of working confidentially and professionally within a values-based context.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Co-requisite EDFE20037 Professional Praxis 4: Internship

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Presentation and Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
The course was enjoyable and very well structured. Trend within student feedback Current content and structure will remain the same.
The connection was made between being a teacher and researcher to improve their practice and the learning of their students. I think this was an important connection and makes things clearer in practice. Individual student feedback Focus of the course will continue to be on the teacher as researcher in the classroom.
Preparation of permission letters and approaching potential participants needs to be negotiated early in the course. Tutor feedback Students will be sent an email when they begin their course emphasizing the importance of timely preparation and selection of research site and participants.
On successful completion of this unit, you will be able to:
  1. Engage with student data for the purposes of improving student learning and educational outcomes
  2. Plan a research proposal that requires the collection of student data
  3. Identify and evaluate school level data from a range of sources
  4. Collect, analyse, evaluate and interpret student data ethically
  5. Identify implications for teaching practice based on student data
  6. Make informed recommendations for improved student learning outcomes.

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

3.1 Establish challenging learning goals

3.7 Engage parents/carers in the educative process

4.1 Support student participation

5.2 Provide feedback to students on their learning

5.4 Interpret student data

5.5 Report on student achievement

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

7.3 Engage with the parents/carers

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment        
2 - Presentation and Written Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1. Knowledge
2. Communication
3. Cognitive, technical and creative skills
4. Research
5. Self-management            
6. Ethical and Professional Responsibility  
7. Leadership            

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment    
2 - Presentation and Written Assessment    

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Headphones with microphone
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorTeresa Moore (t.moore@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Topic one: Teacher as researcher

Readings:

Week 2 13-03-2017

Topic two: Teaching and learning issues: what to research

Topic three: Why use data in teaching and learning contexts?

Readings for topic three:

Week 3 20-03-2017

Topic four: Researching teaching and learning issues - research methodology overview

Topic five: What is data?

Readings for topic four:

  • Wahyuni, D (2012) The research design maze: understanding paradigms, cases, methods and methodologies. Journal of Applied Management Accounting Research Vol 10 Issue 1, pp. 69-80.
  • Denscombe, M. (2010). Case Study. In Denscombe, M. The good research guide for small-scale social research projects (4th ed., pp 52-64). New York: Open University Press.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
  • Yin, R. K. (2006). Case study methods. In J. Green, G. Camilli & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 111-122). Mahwah, New Jersey: Lawrence Erlbaum Associates Inc.

Readings for topic five:

  • Chapter 11 by Litchman, M (2013) Learning about others through observations and other techniques. In Qualitative Research in Education, a user's guide (3rd ed.) Thousand Oaks, California.
  • Chapter 8 by by Cresswell (2012) Analysing and interpreting qualitative data. In Educational Research, planning, conducting and evaluating quantitative and qualitative research (4th ed.) Pearson Education: Boston.

Week 4 27-03-2017

Topic six: Data and ethics - privacy and confidentiality

Topic seven: Research proposal

Week 5 03-04-2017

Data collection

Written Assessment - research proposal Due Friday (07 Apr 17) 05:00 PM AEST
Vacation Week 10-04-2017
Week 6 17-04-2017

Data collection

Week 7 24-04-2017

Data collection

Week 8 01-05-2017

Topic eight: Analytical processes - what do I do with the data?

Week 9 08-05-2017

Topic nine: Using data - interpretations and making recommendations

Readings:

  • Bazeley (2013) Developing coherent understanding. In Qualitative Data Analysis - practical strategies. Sage Publications : Thousand Oaks.
Week 10 15-05-2017

Topic ten: Reporting the data - telling others about the research

Week 11 22-05-2017

Course review

Presentation and Written Assessment - poster and written summary Due Friday (26 May 17) 05:00 PM AEST
Week 12 29-05-2017
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

This Unit is delivered intensively for the first half of the Unit. This is to allow time for students to gather data and do any observational activities associated with their small research project.

It would also be useful for students to have already considered possible research participants prior to beginning the Unit. The possible research site and participants can involve previous practicum sites and supervisory teachers. As part of the preparation for this Unit it is suggested that students approach the Principal and supervisory teacher situated at the potential research site to discuss permission and a letter of support to access the classroom and students for the purposes of a small research project as part of this Unit. Permission to conduct research will be required from the Principal, supervisory teacher along with the usual consent forms for the parents of the students in the class as part of the ethical approval process associated with doing research. This will be discussed as part of the Unit topics.

1 Written Assessment

Assessment Title Written Assessment - research proposal
Task Description

Your task is to design a research proposal that enables you to collect both primary and secondary data. Your proposal is to address a concern/problem/issue that can be explained and explored through the analysis of student data. The outcome after collecting and analysing the data (Assessment Task 2) will be to identify implications for teaching practice based on the analysis of the student data and make recommendations for improved student learning outcomes based on your analysis. Therefore you need to select a topic that will allow data analysis to explain future teaching practice.

The following structure will assist in your planning:

  • What is the concern/problem/issue you are addressing?
  • What type/s of data are required to be collected to allow you to explain and explore the concern/problem/issue?
  • What are the most appropriate methods of data collection?
  • What permissions do you need to access the data?
  • How will the data be analysed and presented in order to address the concern/problem/issue?
  • What ethical issues are involved in the evaluation and how will they be addressed?
  • Please use the research proposal template for sections to be included in your proposal document.

Word count: 2000 words (maximum).

Assessment Due Date Week 5 Friday (07-Apr-2017) 05:00 PM AEST
Friday 7th April 2017
Return Date to Students Once moderation is complete
Weighting 50%
Assessment Criteria

Criteria used for this assignment include:

  • Knowledge of topic or problem
  • Methodology and theoretical framing
  • Use of relevant literature
  • Knowledge of ethical approaches with handling data and participant information
  • Research design
  • Written presentation
Referencing Style American Psychological Association (APA)
Submission Online

Please upload assignments and attachments via the moodle site

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Engage with student data for the purposes of improving student learning and educational outcomes

2. Plan a research proposal that requires the collection of student data

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

6. Ethical and Professional Responsibility



2 Presentation and Written Assessment

Assessment Title Presentation and Written Assessment - poster and written summary
Task Description

At the conclusion of this unit you are to present your case study as a poster presentation. Within your poster presentation, you are to (at a minimum):

  • Design a poster that clearly communicates your research project
  • Identify your research context (concern/problem/issue)
  • Briefly outline your research design including participants
  • Briefly outline the data collection process
  • Elaborate on the ethical issues associated with your case study
  • Document your findings and interpretation
You are also required to submit a 1000 word summary - looking specifically at the implications of your research for your teaching practice and role of teacher as researcher. When discussing the implications for practice please identify how you intend to modify learning and teaching practice to enhance the learning outcomes for your participants. In other words, how does your modification or your practice demonstrate a positive impact on student learning. In the conclusion of your summary outline proposed strategies for reporting on the data collection and analysis to all participants involved in your project.
Assessment Due Date Week 11 Friday (26-May-2017) 05:00 PM AEST
Friday 26th May 2017
Return Date to Students Assignments will be returned after the moderation process is completed
Weighting 50%
Assessment Criteria

Criteria for this assessment includes:

  • Knowledge of topic or problem
  • Research design
  • Ethical approaches used with handling of data and participant information
  • Documenting findings and interpretations
  • Summary of the research process
  • Poster presentation
Referencing Style American Psychological Association (APA)
Submission Online

Please submit assignment and attachments via the moodle site

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Engage with student data for the purposes of improving student learning and educational outcomes

3. Identify and evaluate school level data from a range of sources

4. Collect, analyse, evaluate and interpret student data ethically

5. Identify implications for teaching practice based on student data

6. Make informed recommendations for improved student learning outcomes.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

6. Ethical and Professional Responsibility




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