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112 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION Recommended Reading Books Barker, T. E., Roger, E. M., & Sopory, P. (1992). Designing health communication campaigns: What works? CA: Sage. (ISBN: 0803943326) Simpson, A., & Heap, B. (2002). Process drama: A way of changing attitudes. Stockholm: Save the Children, Sweden. (ISBN: 9173210579) Downie, R. S., Tannahill, C., & Tannahill, A. (1996). Health promotion: models and values. (2nd Ed.) NY: Oxford University Press. (ISBN: 0192625918) Freund, P. E. S., McGuire, M. B., & Podhurst, L. S. (2003). Health, illness, and the social body: A critical sociology (4th Ed.). NJ: Prentice Hall. (ISBN: 013098230X) Glanz, K., Rimer, B. K., & Lewis, F. M. (Eds.). (2002). Health behaviour and health education: Theory, research, and practice (3 rd Ed.). San Francisco: Jossey-Bass. (ISBN: 0787957151) Morgan, O. (Ed.). (2005). Health issues in the Caribbean. Jamaica: Ian Randle. (ISBN: 9766372136) Weare, K. (2000). Promoting mental, emotional & social health: A whole school approach. London: Routledge. (ISBN: 0415168759) World Bank. (2003). Caribbean youth development: Issues and policy directions. Washington, DC: World Bank. (ISBN: NA) World Health Organization (1997). Promoting health through schools. WHO Technical Report Series, 870. Geneva: WHO. (ISBN: 9241208708) World Health Organization (2001). Evaluation in health promotion: Principles and perspectives. WHO Regional Publications European Series, no. 92. Denmark: WHO. (ISBN: 9289013591) Journals Journal of Adolescent Health American Journal of Public Health Journal of School Health Databases Sociological abstracts (sociofile) (NISC) AIDSearch (MEDLINE AIDS/HIV Subset, AIDSTRIALS & AIDSDRUGS) FREE (NISC) Child Abuse, Child Welfare & Adoption (NISC) Gender Studies Database (NISC) Websites www.who.org www.unaids.org www.who.int/healthpromotion/conferences/previous/ottawa/ en/index.html www.who.int/healthpromotion/conferences/6gchp/bangkok_ charter/en/index.html www.who.int/healthpromotion/en/ www.caricom.org www.unesco.org www.unfpa.org www.unicef.org www.undp.org www.nlm.gov www.cdc.gov www.social-research.org 6.4 Fundamentals of Educational Research 1 and 11 Overview of Courses The two educational research courses provide a general introduction to the philosophical foundations and methodological strategies of research in education. They explore the nature of educational research and the origins and uses of different research methodologies. Specifically, the courses focus on educational research informed by the empirical-analytical and naturalistic traditions. A prominent feature of these courses will be small group, interactive sessions designed to assist students in the identification and formulation of research problems and issues. A guiding principle is that education is an applied discipline and that educational research must be driven by a need to improve education in certain justifiable ways. Thus, the courses will treat with both the technical side of research as well as its ideological dimensions. EDRS 6208 - Fundamentals of Educational Research I (4 credits) OBJECTIVES Participants will be able to: (1) describe the nature of educational research (2) use educational theory in order to select and identify significant research issues (3) formulate research problems (4) design appropriate tools and instruments for investigation (5) use the various statistical forms of data analysis (6) reflect on and analyze issues and dilemmas in educational research (7) develop competence in the interpretation and evaluation of educational research findings CONTENT • The nature of educational research.Education as an applied discipline. The relevance of educational theory to research. • Sourcesofevidenceinresearch.Identifyingandformulating research problems. Selection of methods in educational research. • Research and knowledge utilization. Reporting of educational research. • Designing and implementing research in the empiricalanalytical tradition. Positivist approaches to research : • the research plan: ethical considerations, sampling design, data collection • descriptive research • experimental research • descriptive data analysis • measures of central tendency • measures of variability • measures of relationship – correlations • inferential data analysis • testing statistical significance • non•parametric tests • use of computer software in data analysis • preparing a research proposal
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION ASSESSMENT This course shall be assessed through coursework (40%) and a final examination (60%). REFERENCES Best, J., & Khan, J. (1998). Research in education. Boston: Allyn & Bacon. Borg, W., & Gall, M. (1996). Educational research – an introduction. NY: Longmans. Cohen, L. (1984). Statistics for social scientists. London: Harper and Row. Cohen, L., & Manion, L. (2000). Research methods in education. London: Routledge. Gorard, S. (2001). Quantitative methods in education research. London: Continuum. Keeves, J., & Lakomski, G. (Eds.). (1999). Issues in educational research. Amsterdam: Pergamon. Linn, R. (1990). Quantitative methods. NY: Macmillan. Pring, R. (2000). Philosophy of educational research. London: Continuum. Wellington, J. (2000). Educational research. London: Continuum. EDRS 6210 - FUNDAMENTALS OF EDUCATIONAL RESEARCH II (4 CREDITS) PRE-REQUISITE: FUNDAMENTALS OF EDUCATIONAL RESEARCH I OBJECTIVES Participants will be able to: (1) describe different approaches to educational research (2) discuss research issues emanating from different approaches to educational research (3) select appropriate research approaches in the investigation of specific phenomena (4) design educational research in the naturalistic paradigm (5) analyze qualitative data (6) develop competence in evaluating the varied forms of qualitative research in education CONTENT • the quantitative – qualitative dichotomy. Philosophical underpinnings of the empirical-analytic and naturalistic approaches to research • major research orientations and methodologies in the naturalistic paradigm: • ethnography • grounded theory • case study • critical inquiry • the role of sociological theory in qualitative research e.g. hermeneutics, symbolic interaction, and phenomenology • problem identification and formulation • designing research in the naturalistic tradition: • identifying data sources • data collection • data analysis (use of computer software for qualitative data analysis) • ethical issues ASSESSMENT This course shall be assessed by coursework (40%) and a final examination (60%). Required Readings Belox, M., & Haggerson, N. (Eds.). (1982). Naturalistic research paradigms. Merrut: Anu Books. Cresswell, J. (1998). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks, CA: Sage. Boyatzis, R. (1998). Transforming qualitative information. Thousand Oaks, CA: Sage Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data. Thousand Oaks, CA.: Sage. Kvale, S. (1996). Interviews: an introduction to qualitative research interviewing. Thousand Oaks, CA: Sage Mann, C., & Stewart, F. (2000). Internet communication and qualitative research: a handbook for researching on line. Thousand Oaks, CA: Sage. Swann, J., & Pratt, J. (1999). Improving education – realist approaches to method and research. London: Continuum. Walford, G. (2001). Doing qualitative educational research. London: Cassell. 6.1 HEPR 6005 - Professional Development Electives and Field work (6 credits) Course Overview Academic skills benefit from exposure to real world practices. Moreover, professional disciplines benefit from exposure to the practice of other professions. This course aims to expose participants to the problems of health promotion in applied settings, especially as they relate to the application of the strategies of the Caribbean Charter for Health Promotion. It also aims to encourage cross-fertilization of ideas by exposing participants to the everyday activities of disciplines other than their own. The practical aspects of the course will take place outside of formal teaching blocks and most activities can be undertaken at the participant’s home base, although a wider perspective will be encouraged. The course requires a compulsory 40-hour attachment to a health promoting institution. OBJECTIVES At the end of this course participants will be able to: • Demonstrate an understanding of the importance of widened professional experience, and exposure to alternative approaches • Undertake a critical examination of the activities of other disciplines whose work is relevant to health promotion • Adapt best practices of other disciplines to improve personal and professional practice where applicable • Undertake critical reflection on personal practice and professional growth 113
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Faculty of Humanities and Education (Postgraduate) - The University ...

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