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Research in Education II

Course developers

Prior knowledge

Peda4046, Research in Education I

Course abstract

During the course of the study students master teacher diagnostic foundations (pedagogical-psychological diagnosis) in connection with a subject teacher and class teacher’s work content in the school environment. Learn how to choose the study methods themselves and develop a methodology in accordance with the purpose of the study (observations, polls, tests etc.). Get acquainted with the rules of professional and pedagogical ethics conducting diagnostics of the students and copyright compliance, choosing the techniques developed by another author.

Learning outcomes and their assessment

Knowledge about the organisation of pedagogical and psychological research in the professional activity of a teacher and obeying the copyright in the research activity – quiz, practical works.
Skills – to be able of choosing research methods, creating techniques or choosing another author’s techniques in accordance with the research goal – practical and independent works.
Competence – the ability to apply the acquired knowledge and skills in the practical activity of a teacher (in practice, bachelor’s thesis, independent work) - practical and independent works, presentation.

Course Content(Calendar)

1. Diagnostics as a part of the professional activity of a teacher.
2. Objectives of the pedagogic and psychological diagnostics in the professional activity of a teacher.
3. Criteria of the scientific character of diagnostic methods and techniques.
4. Terms and categories of diagnostics.
5. Respecting of age peculiarities in pedagogic and psychological diagnostics.
6. Methods of analysing students.
7. Methods and techniques of a teacher’s self-reflection.
8. Obeying the professional ethics in a teacher’s diagnostic activity.
9. Observation and its types.
10. Elaboration of the criteria for observation of students.
11. Polling methods. Negotiations and interviews.
12. The rules of making questionnaires.
13. Elaboration of questionnaires and interviews for a certain research goal.
14. The methods of sociometrics in pedagogy.
15. Tests in pedagogical and psychological diagnostics and the limits of a teacher’s competency.

Requirements for awarding credit points

90% lesson attendance, 2 independent works elaborated, prepared presentation on the theoretical part of the bachelor’s thesis topic, as well successful passing of a quiz.

Description of the organization and tasks of students’ independent work

1. Creation of a survey questionnaire.
2. Elaboration of the criteria for observation of students in accordance with the bachelor’s thesis topic.
3. Preparation of the presentation on the theoretical part of the bachelor’s thesis.

Criteria for Evaluating Learning Outcomes

The assessment of the study course depends on the cumulative evaluation of the quiz, practical works and 3 independent works. The quiz is passed successfully if at least 50% of the questions have been correctly answered.
The independent works and practical works are assessed in accordance with the criteria laid down therein.
The examination mark is the arithmetic mean of the quiz, 3 independent works and practical works assessment.

Compulsory reading

1. Albrehta, Dz. (1998). Pētīšanas metodes pedagoģijā. Rīga: Mācību grāmata.
2. Geske A., Grīnfelds, A. (2006). Izglītības pētniecība. Rīga: Latvijas Universitāte
3. Rutka L. (2012). Pedagoga psiholoģiskā kompetence. Rīga: RaKa.
4. Šteinberga A. (2013). Pedagoģiskā psiholoģija. Rīga: RaKa.
5. Volkinšteine J. (2016). Skolēnu pētnieciskā darbība dabaszinībās. Rīga: RaKa.

Further reading

1. Cullen J. e.a. (2002). Review of Current Pedagogic Research and Practice in the Fields of Post-Compulsory Education and Lifelong Learning. FINAL REPORT Revised Submitted to the Economic and Social Research Council by The Tavistock Institute. [tiešsaiste] (E - book). [skatīts 25.06.2015]. Pieejams http://www.tlrp.org/pub/docs/tavistock.report.final.doc.
2. Čerņajeva S. (2015). Statiskie pamatrādītāji negrupētiem datiem. Rīga: Rīgas tehniskās universitātes Inženiermatemātikas katedra.
3. Mārtinsone K., Pipere A., Kamerāde D. (2016). Pētniecībā: teorija un prakse. Rīga: Raka.
4. Pļaveniece M., Škuškovnika D. (2002). Sociālā psiholoģija pedagogiem. Rīga: RaKa.

Periodicals and other sources

1. International Journal of Educational Research ISSN: 0883-0355
2. Learning and Individual Differences ISSN: 1041-6080
3. Methods in Psychology ISSN: 2590-2601