|Statuss(Aktīvs)||Izdruka||Arhīvs(0)||Studiju plāns Vecais plāns||Kursu katalogs||Vēsture|
|Course title||Research Methodology of Education|
|Total Hours in Course||64|
|Number of hours for lectures||24|
|Number of hours for seminars and practical classes||40|
|Responsible Unit||Institute of Education and Home Economics|
|ValoD001, English for Research Professionals
ValoD002, German for Research Activities
|Students develop systemic understanding on the methodology of education research and its developmental tendencies in the study course. They analyse, assess cognitions of the methodology of education research; discuss, present methodology of a particular study in seminars; prepare results for publishing. The students acquire Doctor’s level knowledge, skills, competence necessary for education problem researches planning, implementation, research data processing, their interpretation, assessment, approbation and publishing as well as supervising of Bachelor and Master theses.|
|Learning outcomes and their assessment|
|•Knowledge: know and understand the theoretical and empirical research methodology of education problems, their topical cognitions, science language and information search opportunities; know the modern research methods in the education science fields and other fields related to it.
•Skills: able to study, choose, adapt and, in cooperation with a scientific supervisor, psychologists and IT specialists, work out education research methods; assess and use them critically; approbate study results in reports, internationally indexed publications and practice; able to work out study literature; able to understand and choose opportunities of professional development and implement independent studies of research methodology. •Competence: able in cooperation with psychologists and IT specialists work out and implement Doctor's level research methodology, supervise responsibly and assess critically implementation of research methodology in Bachelor and Master level investigations and research projects.
|1. Directions of education studies. Ecological approach to their planning and implementation.
2. research design and research planning. Research object, subject, goal, hypothesis, issues, tasks, etc.
3. The science language, terminology, semiotics. Research ethics.
4. Philosophical aspects of research methodology, paradigms and tendencies of their change.
5. Theoretical and empirical studies, their development tendencies.
6. Strategy of the quantitative and qualitative studies and methodological border.
7. Methods of empirical studies, their choice, assessment, adaptation, development and evaluation.
8. Measurement theory. Measurement levels, scales.
9. Data divisions. Parametrical and non-parametrical methods, critical assessment of their application.
10. Descriptive statistics. Compliance of graphic representation types with data acquisition types, its critical assessment.
11. Statistical hypotheses and conclusive statistics.
12. Types and plans of experiments. Scientific strength.
13. Experts’ methods and analysis of hierarchies.
14. ICT application in studies, e-research.
15. Scientific research projects. Supervision of Bachelor and Master Papers. 16. Criteria of research quality. Preparation of publications and research work, reviewing and defence.
|Requirements for awarding credit points|
|Attendance of lectures and presentations in seminars; a written test, presenting the developed research methodology and research outcomes prepared for publication.|
|Description of the organization and tasks of students’ independent work|
|The students’ independent work includes individual and/or cooperative group work, within whose framework the research methodology is worked out, preparation of the research outcomes for approbation and publication has been implemented. The course is finished when an individual presentation has been presented.|
|Criteria for Evaluating Learning Outcomes|
|The grade of the compilation tests consists of the cumulative percentage of the students’ activity during the lessons, independent work and presentation.
Assessed: activity during classes (10%), independent work during the semester (40%), presentation of the research plan and analytically critical literature survey (50%). The knowledge is assessed on the scale of 10 points.
|1.Geske A., Grīnfelds A. Izglītības pētniecība. Rīga: LU Akadēmiskais apgāds, 2006. 261 lpp. 2.Cohen L., Manion L., Morrison K. Research Methods in Education. London; New York: Routledge, 2011. 638 p. 3.Trimer J. Writing with a Purpose. Houghton Mifflin School, 2009. 610 p. 4.Raščevska M. Psiholoģisko testu un aptauju konstruēšana un adaptācija. Rīga, 2005. 281 lpp.|
|1.American Psychological Association. Using American Psychological Association (APA) Format. Updated to 5th Edition. 2010. Purdue University Online Writing Lab. Available: http://owl.english.purdue.edu/handouts/research/r_apa.html. 2.Paura L., Arhipova I. Neparametriskās metodes. SPSS datorprogramma. Jelgava: LLU, 2002. 134 lpp. 3.Briede B., Pēks L. Ekoloģiskā pieeja izglītībā. Jelgava: LLU, 2011. 160 lpp. (CD formātā). Sērija „Izglītības ekoloģija”. 4.Katane I. No ekoloģiskās paradigmas līdz vides modelim izglītības pētniecībā. Jelgava: LLU, 2007. Sērija „Izglītības ekoloģija”. 5.Pētniecība: teorija un prakse. K. Mārtinsones, A. Piperes, D. Kamerādes zin. redakcijā. Rīga: RaKa, 2016. 546 lpp.|
|Periodicals and other sources|
|1.Higher Education. The International Journal of Higher Education Research. Print ISSN: 0018-1560. Online ISSN: 1573-174X 2.Journal of Further and Higher Education. Print ISSN: 0309-877X, Online ISSN: 1469-9486 3.Journal of Teacher Education for Sustainability. Institute of sustainable Education Daugavpils University. Print ISSN: 1691-4147 Online ISSN: 1691-5534|