Faculty of Humanities and Education (Postgraduate) - The University ...

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
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