PdF:SZ6006 Research in the Educational Pr - Course Information

SZ6006 Research in the Educational Practice

Extent and Intensity

1/1/0. 4 credit(s). Type of Completion: zk (examination).
Taught in person.

Teacher(s)

doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (lecturer)
Mgr. et Mgr. Jan Mareš, Ph.D. (lecturer)
PhDr. Katarína Zvončáková, Ph.D. (seminar tutor)
Mgr. Martin Fico (seminar tutor)
Mgr. Gabriela Šimková (seminar tutor)
Mgr. Jana Obrovská, Ph.D. (seminar tutor)
Mgr. Oksana Yuriyivna Stupak, Ph.D., DrSc. (seminar tutor)
Mgr. Bc. Jakub Gyönyör (seminar tutor)
Mgr. Oldřiška Buchanan, B.A. (assistant)
Zbyněk Cincibus (assistant)
Mgr. Andrea Měšťanová (assistant)
Mgr. et Mgr. Ondřej Pelech (assistant)
Mgr. Radek Pospíšil, Ph.D. (assistant)
Mgr. Lucie Škarková, Ph.D. (assistant)
doc. Mgr. Jana Kratochvílová, Ph.D. (assistant)
Mgr. Tereza Škubalová, Ph.D. (assistant)
PhDr. Josef Lukas, Ph.D. (assistant)

Guaranteed by

doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D.
Department of Education – Faculty of Education
Contact Person: doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D.
Supplier department: Department of Education – Faculty of Education

Timetable

each odd Wednesday 16:00–17:50 učebna 50

• Timetable of Seminar Groups:

SZ6006/01: each even Monday 14:00–15:50 učebna 2, K. Zvončáková
SZ6006/02: each odd Monday 14:00–15:50 učebna 2, K. Zvončáková
SZ6006/03: each even Monday 16:00–17:50 učebna 58, K. Zvončáková
SZ6006/04: each odd Monday 16:00–17:50 učebna 58, K. Zvončáková
SZ6006/05: each even Wednesday 12:00–13:50 učebna 60, M. Fico, O. Stupak
SZ6006/06: each odd Wednesday 12:00–13:50 učebna 60, M. Fico, O. Stupak
SZ6006/07: each even Tuesday 14:00–15:50 učebna 27, J. Obrovská, G. Šimková
SZ6006/08: each odd Tuesday 14:00–15:50 učebna 27, J. Obrovská, G. Šimková
SZ6006/09: each even Thursday 10:00–11:50 učebna 41, G. Šimková
SZ6006/10: each odd Thursday 10:00–11:50 učebna 41, G. Šimková
SZ6006/11: each even Thursday 12:00–13:50 učebna 39, G. Šimková
SZ6006/12: each odd Thursday 12:00–13:50 učebna 39, O. Stupak
SZ6006/13: each even Thursday 15:00–16:50 učebna 2, M. Fico
SZ6006/14: each odd Thursday 15:00–16:50 učebna 2, M. Fico
SZ6006/15: each even Tuesday 14:00–15:50 učebna 2, K. Vlčková
SZ6006/16: each odd Tuesday 14:00–15:50 učebna 2, J. Gyönyör, K. Vlčková
SZ6006/17: each even Tuesday 16:00–17:50 učebna 56, K. Vlčková
SZ6006/18: each odd Tuesday 16:00–17:50 učebna 56, J. Gyönyör, K. Vlčková
SZ6006/19: each even Wednesday 14:00–15:50 učebna 54, K. Vlčková
SZ6006/20: each even Wednesday 14:00–15:50 učebna 56, M. Fico
SZ6006/21: each odd Wednesday 14:00–15:50 učebna 56, M. Fico
SZ6006/22_ERASMUS: No timetable has been entered into IS. K. Zvončáková

Prerequisites (in Czech)

! NOWANY ( SZ6606 Research in Education )

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.

fields of study / plans the course is directly associated with

there are 60 fields of study the course is directly associated with, display

Course objectives

The objective of this course is to familiarize students with research methodology and implementation of research pertaining to teachers and teaching assistants. Students will acquire fundamental knowledge and skills in research methodology.

Learning outcomes

Students are familiar with basic approaches to investigating education, especially behaviors and attitudes of educational actors, and educational outcomes.
Students can plan, implement, and evaluate a simple research project (particularly action reearch).
- In relation to the research question, students are capable of conducting basic systematic literature review, selecting appropriate data collection methods, choose sampling procedure and sample size, and use data analysis procedures.
- Students can analyze data, interpret the findings, and present them in a clear manner both in written and oral form, following the rules of the APA style guide.

Syllabus

• LECTURE TOPICS
• 1.Educational Research: Basic approaches to investigating education. Research participants. Involvement of schools, classes, and students in research (international, national,…). Research data in schools etc. How research helps improve pedagogical work. Examples of utilizing research findings in everyday pedagogical practice.
• Research Designs and Approaches: Qualitative, quantitative, and mixed methods research. Pedagogical (quasi)experiment. Evaluation (e.g., TIMSS, PISA). Action research: characteristics, phases, and examples of conducted research. Examples of conducted research, e.g. case studies (life stories, multiple school case studies,…), school ethnography.
• Research Project: Research plan: what to investigate (research problem, question, hypotheses, variables, and their operationalization), where and with whom (sampling procedure and sample size), how (choice of data collection instrument based on research design, pilot study, data collection procedure, data analyssis, software), and when (timetable). Validity and reliability.
• Structure of research study (IMRAD). Systematic literature review, information sources, research studies databases. APA7 citation and publication manual. Artificial intelligence in research.
• 2.Data Collection Methods: Interview: interview scheme, rules of conducting, transcription. Observation: categorical systems, video-recording, analysis, observation errors. Collection of documents and products for content analysis. (Quasi)experiments and other data collection methods.
• 3.Qualitative Data Analysis: Research question, data sources, field notes, transcripts, coding, etc.
• 4.Data Collection Methods: Questionnaire: construction principles, item types, administration, response rate,… Rating and scales. Sociometric techniques. Psychosemantic techniques, Q-methodology. Tests: types, construction, item types, analysis (validity/reliability), standardization.
• 5. Descriptive Statistical Analysis: Dataset construction, data control,... Descriptive statistics: frequency tables, mean, median, mode, data distribution, quartiles, etc. Secondary statistics: correlation, hypothesis testing, tests of differences, assumptions of test usage. Statistical software: JASP, SPSS, R, etc. Graphical representation of results: box plots, bar charts, column charts, pie charts, etc. Use of APA7 for table and graph description and report writing (IMRAD). Principles of interpretation, generalization, and extrapolation of results. Research quality and evaluation.
• 6. Example of Conducting Research and Presenting Research Results.
• TOPICS AND STRUCTURE OF SEMINARS
• 1.Educational Research: Examples and discussions of basic approaches to investigating education. Actors involved in educational research. Participation of schools, classes, and students in research. Examples of data in schools. Examples of utilizing research and its results in everyday pedagogical work.
• Research project: research plan – what to investigate (research question, hypotheses, variables), where and with whom (sample selection and size), how (data collection methods, procedures, and analysis), and when (timetable). Validity and reliability.
• Structure of research study (IMRAD). Systematic literature review, sources, research result databases. APA7 citation and publication norms. Artificial intelligence in research.
• Exercise 1: Formulating a research question and literature review (skills in understanding research articles and processing them). Students choose a research topic and formulate a research question. They create an APA annotation, following given criteria, summarizing a selected research studies related to their research topic. The annotation includes the research topic, question, data collection methods, sample selection, analysis methods, information about validity and reliability, main findings, practical recommendations, and APA citation of the research study.
• 2.Interview (interview scheme, questioning techniques, informed consent, data transcription using software, etc.).
• Exercise 2: Interview (skills in creating an interview quide, conducting interviews/data collection, and transcribing data according to transcription rules). Students (e.g., among themselves) conduct a semi-structured interview (max. 15 min.) on a chosen educational topic. They transcribe the interview following transcription rules, possibly using appropriate software. They propose modifications to the interview structure and questions, as well as improvements for conducting future interviews.
• 3.Observation (use and construction of categorical systems, observation recording data sheets, data analysis, video recordings).
• Exercise 3: Observation. Students record interactions in a classroom based on a video recording, using an observation sheet. They calculate inter-rater reliability and suggest improvements to the categorical system. They propose an approach for data analysis and prepare a short research report.
• Qualitative coding and data analysis, qualitative software for data analysis.
• Exercise 4 – Portfolio task: Qualitative data analysis (the skill of qualitative coding and data analysis): Students qualitatively code the transcript of their interview (or part of a teaching lesson) based on their chosen research question. They prepare a coding list, a list of categories, and provide brief interpretations. The task is submitted through the is.muni submission system.
• 4.Questionnaire (design, data collection, creation of a dataset).
• Exercise 5: Questionnaire. Students design a questionnaire for their research question, administer it online, collect data, create a dataset, clean and control it. They suggest improvements for the questionnaire.
• 5.Descriptive Statistical Data Analysis (software, e.g. JASP; frequency tables, mean, data distribution, correlation, box plots, APA7 publication norms, rules for result interpretation).
• Exercise 6: Descriptive statistical analysis (skills in entering data into a dataset, defining variables and their values, error checking, using JASP or other software). Students calculate basic descriptive statistics (median, mode, mean, SD) and create frequency tables. They create box plots and explore relationships between variables (e.g. correlation). They present the results in the form of a conference poster following the IMRAD structure and APA7 publication norms. Students submit their quantitative data analysis report (poster) on their chosen research question to is.muni subbmission system.
• 7.Presentation and Publication Rules for Research Results (IMRAD, APA). Evaluation of research quality.
• Exercise 7: Presentation and evaluation of research results. Students present their findings in groups through posters with quantitative descriptive data analysis. They reflect on quality criteria and provide feedback to each other.

Literature

required literature
• ŠVAŘÍČEK, Roman and Klára ŠEĎOVÁ. Kvalitativní výzkum v pedagogických vědách. Vydání první. Praha: Portál, 2007, 377 stran. ISBN 9788073673130. URL info
• Gavora, P., et al. (2010). Elektronická učebnica pedagogického výskumu. [online]. Bratislava: Univerzita Komenského. Dostupné z~http://www.e-metodologia.fedu.uniba.sk
• Citační a publikační norma APA7: https://pedagogika.phil.muni.cz/studium/citacni-norma-apa
• Mareš, P., Rabušic, L., Soukup, P. (2015). Analýza sociálně vedních dat (nejen) v SPSS. Brno: MU.

recommended literature
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage Publications.
• Hendl, J. (1997). Úvod do kvalitativního výzkumu. Praha: UK.
• Gavora, P. (2002). Úvod do pedagogického výzkumu. Brno: Paido.
• Gall, J. P., Gall, M. D., & Borg, W. R. (1999). Applying educational research. New York: Longman.
• Pelikán, J. (1998). Základy empirického výzkumu pedagogických jevů. Praha: Karolinum.
• Strauss, A., & Corbinová, J. (1999). Základy kvalitativního výzkumu: postupy a techniky metody zakotvené teorie. Boskovice: Albert.
• Yin, R. K. (2013). Case Study Research: Design and Methods. Thousand Oaks: Sage.
• Chvál, M., Procházková, I., & Straková, J. (2015). Hodnocení výsledků vzdělávání didaktickými testy. Praha: ČŠI. Dostupné z: http://www.csicr.cz/cz/Aktuality/Hodnoceni-vysledku-vzdelavani-didaktickymi-testy
• Tomášek, V. et al. (2012). Národní zpráva TIMSS 2011. Praha: ČŠI. Dostupné z: http://www.csicr.cz
• OECD (2014). Výsledky PISA 2012: Kreativní řešení problémů. Schopnosti žáků řešit problémy z~reálného života. Paříž: OECD. Dostupné z: http://www.csicr.cz/html/PISA-KreativRP/html5/index.html?&locale=CSY&pn=3
• Dvořák, D., Starý, K., Urbánek, T., Chvál, M., & Walterová, E. (2011). Česká základní škola. Vícepřípadová studie. Praha: Karolinum.
• Vlčková, K., Lojdová, K., Lukas, J., Mareš, J., Šalamounová, Z., Kohoutek, T., Bradová, J., & Ježek, S. (2015). Z~posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství. Brno: Munipress. Dostupné z: https://munispace.muni.cz/index.php/munis

Teaching methods

Lecture and seminar are scheduled once every 14 days (6 times per semester, with two hours of lecture and two hours of seminar). Seminars include group work, individual projects, discussions, presentations of homework assignments, etc. An interactive syllabus with study materials is available for preparation before classes.

Assessment methods

•Students complete 2 individual exercises, which they submit electronically in an appropriate format according to APA7 standards to the designated folder in the learning materials section in is.muni. The exercises are due before the next seminar. Timely submission of exercises is a requirement for passing the course. One opportunity for resubmission is allowed. Late submission is counted as a resubmission. The deadline for resubmission is January 10th (the task should be uploaded to the resubmission folder).
• Active participation in classes is also necessary to complete the course (preparation for classes - ongoing task preparation, preparatory reading for class sessions, participation in discussions and activities). A maximum of one absence without an excuse in is.muni is allowed.
• To pass the course, successful completion of a knowledge test at the end of the semester is required.

Language of instruction

Czech

Further comments (probably available only in Czech)

Study Materials

Listed among pre-requisites of other courses

• SZ6606 Research in Education
  !NOWANY(SZ6006)  

Teacher's information

The study materials for the course are also available on is.muni. The course is for 4 ECTS credits, which corresponds to 100-120 hours of work: 12 hours of seminars, 12 hours of lectures, and the remaind time is dedicated to assignments and test preparation.

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