H8CPBP - Capstone ECEC Practice based Project

Module Code: H8CPBP
Long Title Capstone ECEC Practice based Project
Title Capstone ECEC Practice based Project
Module Level: LEVEL 8
EQF Level: 6
EHEA Level: First Cycle
Credits: 25
Module Coordinator: Meera Oke
Module Author: Stephanie Roe
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Design and implement a small-scale action- based research project in a relevant practice- based area.
LO2 Choose and employ specialist technical tools and techniques to support the research process.
LO3 Conduct a review of literature relevant to one's own chosen research inquiry.
LO4 Conduct a critical analysis of data relating to one's own chosen field of study.
LO5 Effectively communicate research findings, adhering to appropriate academic and disciplinary conventions.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
68368 H8EIRM ECEC Inquiry and Research Methods
Co-requisite Modules
68368 H8EIRM ECEC Inquiry and Research Methods
Entry requirements  
 

Module Content & Assessment

Indicative Content
Independent Study
This module comprises a significant amount of independent study as students complete a research inquiry in an area of academic interest. Students will be supported through this process through attendance at seminars focusing on different stages of the research process (analysing data, reporting findings etc.) and by ongoing constructive feedback from supervisors and peers.
Application and Use of Technology for Research
Data capture tools, methods particularly suitable for use with children - Data protection, ethicality in doing research, security and reliability - Data visualisation tools
Analysing Data
Qualitative data analysis (including thematic analysis, coding, conversation analysis, discourse analysis, grounded theory) - Quantitative data analysis (including distribution, central tendency, variation)
Reporting Research Findings
Reporting qualitative and quantitative research findings - Planning and structuring the reporting of findings and critical analysis - Drawing conclusions from research findings - Structuring an argument in academic writing.
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Project % of total: 60
Assessment Date: n/a Outcome addressed: 1,2,3,4,5
Non-Marked: No
Assessment Description:
Research report which adheres fully to appropriate academic conventions.
Assessment Type: Presentation % of total: 40
Assessment Date: Sem 2 End Outcome addressed: 1,2,5
Non-Marked: No
Assessment Description:
Students will be required to develop a poster using technology to present the research design, implementation or evaluation of the action based project.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed
Reassessment Description
Students must pass all components of assessment on the module; a component fail leads to a component repeat.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Lecture 20 Per Semester 1.67
Lecturer Supervised Learning Mentoring 40 Per Semester 3.33
Independent Learning Independent Learning 315 Per Semester 26.25
Workbased learning Workbased learning 250 Per Semester 20.83
Total Weekly Contact Hours 25.83
 

Module Resources

Recommended Book Resources
  • Creswell, J.W. (2005), Qualitative Inquiry and Research Design, Sage, California.
  • Curtis, W. Murphy, M. and Shields, S. (2014), Research and Education, Routledge, London.
  • Flick, U. (2005), Qualitative Research – An Introduction, Sage, Longon.
Supplementary Book Resources
  • Aveyard, H. (2014), Doing a Literature Review in Health and Social Care: a practical guide, Open University Press, Maidenhead.
  • Bell, J. (2010), Doing Your Research Project: a guide for first-time researchers in education, health and social science, 5th ed. Open University Press, Maidenhead.
  • Hart, C. (1998), Doing a Literature Review: releasing the social science research imagination, Sage, London.
  • Mac Naugthton, G. Rolfe, S. and Siraj-Blatchford, I. eds. (2001), Doing Early Childhood Research International Perspectives on Theory and Practice, Open University Press, Berkshire.
  • Murray, Rowena. (2005), Writing for Academic Journals, Open University Press, Maidenhead.
  • Murray, R. and Moore, S. (2006), The Handbook of Academic Writing: a fresh approach, Open University Press, Maidenhead.
This module does not have any article/paper resources
Other Resources
  • [Website], Educational Research Centre,
    http://www.erc.ie/
  • [Journal], The Journal of Educational Research.
  • [Journal], Educational Research.
  • [Journal], International Journal of Educational Research.
Discussion Note: