EUN675 Practitioner Research (Action Research)
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN675 |
|---|---|
| Equivalent(s): | EUZ675 |
| Assumed Knowledge: | Assumed Knowledge: Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $289 |
| Domestic tuition unit fee | $1,608 |
| International unit fee | $2,172 |
Unit Outline: Flexible Period - 03A 2025, Kelvin Grove, Internal (Start Date: 24 Feb 2025)
| Unit code: | EUN675 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ675 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
| Coordinator: | Radha Iyer | radha.iyer@qut.edu.au |
Overview
This unit will introduce the range of genres and approaches identified as practitioner-led or practitioner-engaged. The unit promotes an inquiry stance to research, valuing practitioners as knowers and agents of educational or social change. You will learn about this family of research approaches, including: design-based research; action research, participatory action research; practitioner-as-researcher; self study; and practice research. Dimensions covered include the roles and identities of researchers and practitioners; positive research partnerships; design and methodology; methods and how they are applied; research problems that lend themselves to practitioner-led inquires; and issues of rigor and generalisation.
This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study. This unit may also be studied as a single unit option.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO 1.2)
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2)
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3)
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Content
In this unit, you will learn:
- Commonalities evident in practitioner-engaged inquiry approaches;
- Design, implementation and common critiques of practitioner-engaged inquiry approaches;
- Consideration of practitioner-engaged inquiry approaches and other related ideas such as practice research, professional learning and academic research partnerships;
- Genres of practitioner-engaged inquiry research, e.g. design-based research; action research; teacher/practitioner-as-researcher; and participatory action research.
Learning Approaches
In this unit you will learn in a blended learning environment and will engage in a variety of learning activities including:
- seminar discussions;
- lectures;
- engagement with online study materials;
- discussion forums; and
- guided and independent study and research.
Feedback on Learning and Assessment
You will receive feedback from peers and teachers by participating in the opportunities to meet and discuss via face-to-face or online means. You will have the opportunity to gain formative feedback on your ideas and interpretation by presenting to peers and teachers prior to submission of the assessment task. Summative feedback will be provided on submitted assessment work at the end of the unit.
Assessment
Overview
There will be a single summative assessment item at the end of the unit which will require you to:
- engage with the literature of one practitioner-engaged inquiry approach;
- to interpret data; and
- plan a cycle of inquiry research for implementation in a current practice context such as a classroom.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Description and plan
In this assessment item students will:
- Engage with the literature to produce a description of one common genre of practitioner-engaged inquiry;
- Interpret an existing data set relevant to a current practice context such as a classroom;
- Plan one cycle or phase of a practitioner-engaged inquiry research project.
Students will be required to demonstrate a critical understanding of the strengths and challenges of the selected approach, and present relevant critique about the limitations of your plan in the context and for the purposes you have proposed.
Relates to learning outcomes
CLOs 1.2, 2.2, 2.3, 3.2
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
A range of relevant readings and online materials will be made available to students online via the QUT library
Resource Materials
Recommended text(s)
Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers' College Press.
Risk Assessment Statement
This unit does not pose any specific risks beyond what could expected in engaging in any form of study at university.
Unit Outline: Flexible Period - 03A 2025, Online (Start Date: 24 Feb 2025)
| Unit code: | EUN675 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ675 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
Overview
This unit will introduce the range of genres and approaches identified as practitioner-led or practitioner-engaged. The unit promotes an inquiry stance to research, valuing practitioners as knowers and agents of educational or social change. You will learn about this family of research approaches, including: design-based research; action research, participatory action research; practitioner-as-researcher; self study; and practice research. Dimensions covered include the roles and identities of researchers and practitioners; positive research partnerships; design and methodology; methods and how they are applied; research problems that lend themselves to practitioner-led inquires; and issues of rigor and generalisation.
This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study. This unit may also be studied as a single unit option.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO 1.2)
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2)
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3)
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Content
In this unit, you will learn:
- Commonalities evident in practitioner-engaged inquiry approaches;
- Design, implementation and common critiques of practitioner-engaged inquiry approaches;
- Consideration of practitioner-engaged inquiry approaches and other related ideas such as practice research, professional learning and academic research partnerships;
- Genres of practitioner-engaged inquiry research, e.g. design-based research; action research; teacher/practitioner-as-researcher; and participatory action research.
Learning Approaches
In this unit you will learn in a blended learning environment and will engage in a variety of learning activities including:
- seminar discussions;
- lectures;
- engagement with online study materials;
- discussion forums; and
- guided and independent study and research.
Feedback on Learning and Assessment
You will receive feedback from peers and teachers by participating in the opportunities to meet and discuss via face-to-face or online means. You will have the opportunity to gain formative feedback on your ideas and interpretation by presenting to peers and teachers prior to submission of the assessment task. Summative feedback will be provided on submitted assessment work at the end of the unit.
Assessment
Overview
There will be a single summative assessment item at the end of the unit which will require you to:
- engage with the literature of one practitioner-engaged inquiry approach;
- to interpret data; and
- plan a cycle of inquiry research for implementation in a current practice context such as a classroom.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Description and plan
In this assessment item students will:
- Engage with the literature to produce a description of one common genre of practitioner-engaged inquiry;
- Interpret an existing data set relevant to a current practice context such as a classroom;
- Plan one cycle or phase of a practitioner-engaged inquiry research project.
Students will be required to demonstrate a critical understanding of the strengths and challenges of the selected approach, and present relevant critique about the limitations of your plan in the context and for the purposes you have proposed.
Relates to learning outcomes
CLOs 1.2, 2.2, 2.3, 3.2
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
A range of relevant readings and online materials will be made available to students online via the QUT library
Resource Materials
Recommended text(s)
Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers' College Press.
Risk Assessment Statement
This unit does not pose any specific risks beyond what could expected in engaging in any form of study at university.
Unit Outline: Flexible Period - 10A 2025, Kelvin Grove, Internal (Start Date: 29 Sep 2025)
| Unit code: | EUN675 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ675 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
| Coordinator: | Radha Iyer | radha.iyer@qut.edu.au |
Overview
This unit will introduce the range of genres and approaches identified as practitioner-led or practitioner-engaged. The unit promotes an inquiry stance to research, valuing practitioners as knowers and agents of educational or social change. You will learn about this family of research approaches, including: design-based research; action research, participatory action research; practitioner-as-researcher; self study; and practice research. Dimensions covered include the roles and identities of researchers and practitioners; positive research partnerships; design and methodology; methods and how they are applied; research problems that lend themselves to practitioner-led inquires; and issues of rigor and generalisation.
This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study. This unit may also be studied as a single unit option.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO 1.2)
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2)
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3)
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Content
In this unit, you will learn:
- Commonalities evident in practitioner-engaged inquiry approaches;
- Design, implementation and common critiques of practitioner-engaged inquiry approaches;
- Consideration of practitioner-engaged inquiry approaches and other related ideas such as practice research, professional learning and academic research partnerships;
- Genres of practitioner-engaged inquiry research, e.g. design-based research; action research; teacher/practitioner-as-researcher; and participatory action research.
Learning Approaches
In this unit you will learn in a blended learning environment and will engage in a variety of learning activities including:
- seminar discussions;
- lectures;
- engagement with online study materials;
- discussion forums; and
- guided and independent study and research.
Feedback on Learning and Assessment
You will receive feedback from peers and teachers by participating in the opportunities to meet and discuss via face-to-face or online means. You will have the opportunity to gain formative feedback on your ideas and interpretation by presenting to peers and teachers prior to submission of the assessment task. Summative feedback will be provided on submitted assessment work at the end of the unit.
Assessment
Overview
There will be a single summative assessment item at the end of the unit which will require you to:
- engage with the literature of one practitioner-engaged inquiry approach;
- to interpret data; and
- plan a cycle of inquiry research for implementation in a current practice context such as a classroom.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Description and plan
In this assessment item students will:
- Engage with the literature to produce a description of one common genre of practitioner-engaged inquiry;
- Interpret an existing data set relevant to a current practice context such as a classroom;
- Plan one cycle or phase of a practitioner-engaged inquiry research project.
Students will be required to demonstrate a critical understanding of the strengths and challenges of the selected approach, and present relevant critique about the limitations of your plan in the context and for the purposes you have proposed.
Relates to learning outcomes
CLOs 1.2, 2.2, 2.3, 3.2
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
A range of relevant readings and online materials will be made available to students online via the QUT library
Resource Materials
Recommended text(s)
Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers' College Press.
Risk Assessment Statement
This unit does not pose any specific risks beyond what could expected in engaging in any form of study at university.
Unit Outline: Flexible Period - 10A 2025, Online (Start Date: 29 Sep 2025)
| Unit code: | EUN675 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ675 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
Overview
This unit will introduce the range of genres and approaches identified as practitioner-led or practitioner-engaged. The unit promotes an inquiry stance to research, valuing practitioners as knowers and agents of educational or social change. You will learn about this family of research approaches, including: design-based research; action research, participatory action research; practitioner-as-researcher; self study; and practice research. Dimensions covered include the roles and identities of researchers and practitioners; positive research partnerships; design and methodology; methods and how they are applied; research problems that lend themselves to practitioner-led inquires; and issues of rigor and generalisation.
This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study. This unit may also be studied as a single unit option.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO 1.2)
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2)
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3)
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Content
In this unit, you will learn:
- Commonalities evident in practitioner-engaged inquiry approaches;
- Design, implementation and common critiques of practitioner-engaged inquiry approaches;
- Consideration of practitioner-engaged inquiry approaches and other related ideas such as practice research, professional learning and academic research partnerships;
- Genres of practitioner-engaged inquiry research, e.g. design-based research; action research; teacher/practitioner-as-researcher; and participatory action research.
Learning Approaches
In this unit you will learn in a blended learning environment and will engage in a variety of learning activities including:
- seminar discussions;
- lectures;
- engagement with online study materials;
- discussion forums; and
- guided and independent study and research.
Feedback on Learning and Assessment
You will receive feedback from peers and teachers by participating in the opportunities to meet and discuss via face-to-face or online means. You will have the opportunity to gain formative feedback on your ideas and interpretation by presenting to peers and teachers prior to submission of the assessment task. Summative feedback will be provided on submitted assessment work at the end of the unit.
Assessment
Overview
There will be a single summative assessment item at the end of the unit which will require you to:
- engage with the literature of one practitioner-engaged inquiry approach;
- to interpret data; and
- plan a cycle of inquiry research for implementation in a current practice context such as a classroom.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Description and plan
In this assessment item students will:
- Engage with the literature to produce a description of one common genre of practitioner-engaged inquiry;
- Interpret an existing data set relevant to a current practice context such as a classroom;
- Plan one cycle or phase of a practitioner-engaged inquiry research project.
Students will be required to demonstrate a critical understanding of the strengths and challenges of the selected approach, and present relevant critique about the limitations of your plan in the context and for the purposes you have proposed.
Relates to learning outcomes
CLOs 1.2, 2.2, 2.3, 3.2
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
A range of relevant readings and online materials will be made available to students online via the QUT library
Resource Materials
Recommended text(s)
Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers' College Press.
Risk Assessment Statement
This unit does not pose any specific risks beyond what could expected in engaging in any form of study at university.