EUB402 Early Childhood Research and Evaluation

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

This unit focusses on research and evaluation for diverse early childhood education settings. Research and evaluation knowledge and skills are important for educators as they enable them to take a scholarly approach to researching topics of interest in the field. This also enhances contemporary early childhood professional practice in the area of evaluating and improving teaching and learning programs. These skills and knowledge allows educators to use rigorous data collection and analysis approaches, high level research literacy skills, and ethical approaches to answer questions such as 'what works, for whom, and how?' This unit is at the mastery level of the course and draws on research literacy skills and critical and evaluative thinking introduced and developed earlier in the course. This unit will support you with knowledge and skills needed for your QTPA.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Retrieve, evaluate and present appropriate research evidence as a source of professional learning to improve practice. (Relates to CLO 2, 9; APST 3.6, 6.2)
2. Demonstrate knowledge and understanding of research paradigms and strategies that can be used to evaluate teaching programs / education approaches or investigate relevant educational topics. (Relates to CLO 1, 2; APST 3.6)
3. Plan, conduct and report on early childhood research or evaluation of a teaching program / approach in collaboration with colleagues and/or external collaborators to broaden professional knowledge and enhance practice. (Relates to CLO 5, 6, 9; APST 3.6, 6.2, 7.1, 7.4; NQS 1 )

Content

Learning Approaches

In this unit you will learn through engaging in the following:

• Recorded keynote lecturettes;
• Weekly readings;
• Online activities including discussion forums and quizzes;
• Professional conversations with guest speakers;
• Individual and small group workshop activities related to application of the skills needed for assessment and the unit learning outcomes;
• Large-group discussion;
• Collaborative research group journal clubs and discussions; and
• Individual and group consultations with academic staff related to assessment.

Feedback on Learning and Assessment

Feedback in this unit is provided regularly at both formative and summative levels including:

• Formative self-assessment through online quizzes with automated feedback;
• Verbal and written peer and lecturer feedback on formative tasks leading to summative assessment items;
• Detailed comments from the lecturer on Assessment 1 which directly relates to and informs your work for Assessment 2; and

Assessment

Overview

In this unit, you will select a topic, practice, or program of interest to be the focus of your assessment. There are two assessment pieces in this unit including: 1) Research Project Plan (including a  Literature Review); 2) Research / Evaluation Report. The two assessment pieces are related and allow for a sequential development of research and evaluation skills to be applied and demonstrated. Assessment 1 is a literature review and research / evaluation plan to support the investigation of your chosen topic. Feedback on Assessment 1 will support the implementation of the research / evaluation plan. You will then enact the plan and prepare a final research report for Assessment 2. Both assessment tasks are authentic practices undertaken by educational professionals and researchers in the field.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Project (research)

Research Project Plan, including a Literature Review 
You will select a research a topic of interest and relevance to early childhood education and care and early years settings. This topic will be the focus for both Assessment 1 and 2.

Your Assessment 1 research project plan will include two sections (parts A & B): 

A) A literature review of existing research evidence in your topic of interest, which will provide the background knowledge required for Assessment 2; and
B) A research / evaluation plan for addressing the topic which will set out the strategies you will apply to research / evaluate a teaching program or educational topic.

This task will assess your:

1. Knowledge and application of skills in locating, evaluating, interpreting, and synthesising appropriate research evidence.
2. Knowledge of research/evaluation designs and methodologies.
3. Ability to develop research questions and appropriately aligned research designs and methods to address the research questions.
4. Written professional communication and report writing conventions.

Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 9

This is an assignment for the purposes of an extension.

Assessment: Research Paper

This task involves conducting a small research / evaluation project with data relevant to the topic identified for Assessment 1. You will present a research / evaluation report detailing the project findings and discussion for a relevant educational / industry audience. 

This task will assess your:

1. Ability to analyse, and report on educational research / evaluation data.
2. Ability to address a research question that aligns with a research / evaluation need in the field.
3. Professional communication.

Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 5, 6, 9

This is an assignment for the purposes of an extension.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

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.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Prescribed text(s)

Palmer, R.J. & Thompson, D.L. (2022). Conducting undergraduate research in education: A guide for students in Teacher Education Programs. Routledge

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Australian Professional Standards for Teachers

3 Professional Practice: Plan for and implement effective teaching and learning

1. Evaluate and improve teaching programs
   Relates to: Project (research), Research Paper

6 Professional Engagement: Engage in professional learning

1. Engage in professional learning and improve practice
   Relates to: Project (research), Research Paper

7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community

1. Meet professional ethics and responsibilities
   Relates to: Research Paper
2. Engage with professional teaching networks and broader communities
   Relates to: Research Paper

Course Learning Outcomes

ED39 Bachelor of Education (Early Childhood)

1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
   Relates to: ULO2, Project (research), Research Paper
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO1, ULO2, Project (research), Research Paper
3. Innovative: Lead and create innovative future-focused learning.
   Relates to: ULO3, Research Paper
4. Collegial: Collaborate and connect with professional networks and the wider community.
   Relates to: ULO3, Research Paper
5. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO1, ULO3, Project (research), Research Paper