Study-Unit Description

Study-Unit Description


CODE RSE5035

 
TITLE Research Methods in Resilience in Education

 
UM LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
MQF LEVEL 7

 
ECTS CREDITS 10

 
DEPARTMENT Centre for Resilience and Socio-Emotional Health

 
DESCRIPTION This study-unit seeks to reinforce the practitioners' critical inquiry skills so as to enhance their practice in resilience interventions and research.

This study-unit is divided into three parts:
Topic 1 will enable participants, as reflective practitioners, to become more informed research users, critically examine research available that may support their practices, integrate relevant research within their practices, and use quantitative and qualitative research methods in their evidence based practice. There will be a discussion of the different paradigms of quantitative and qualitative research, as well as the ethical aspects necessary to conduct research in social sciences and education and with vulnerable and marginalised children.
Topic 2 will provide skills for engaging in quantitative research, with a focus on procedures to choose and to carry out the appropriate statistical analysis. Statistical methodologies within different research designs, using examples from resilience research, will provide the opportunity to report and analyse statistical findings. An additional feature of this study-unit will involve the ability to use SPSS statistical program. This topic provides also an overview of available measures for the assessment of resilience by age group (from pre‐school to adolescents/young adults). The conceptual categories of resilience measures will be analysed, namely the individual attributes, family relationships, external supports and the purpose for which such measures were created (screening, assessing for intervention, and monitoring/measuring change).
Topic 3 will focus on qualitative research methods. An account will first be given of the search for rigour in qualitative research and the different ways of establishing validity and generalisability. The following main methodologies will be explored: Action research, Grounded theory, Case Study, Discourse analysis, Thematic analysis, Interpretative Phenomenological Analysis (IPA), Narrative Enquiry, and Ethnography. Data collection and analysis processes will be explored, including observation and naturalistic audio and video recording, semi-structured and unstructured interviews, and focus groups.

The study-unit will explore:

A) Practitioner-based inquiry and research ethics
CONCEPTUALISING EDUCATIONAL RESEARCH.
- Models to characterise, contextualise, legitimise and represent research in education and related contexts for children and young people;
- Core debates about the adequacy of traditions, paradigms, designs, practices, truths and ‘lived experiences’ associated with resilience research;
- Strategies for practitioners' involvement in research-an inquiry-based design;
- Advantages and disadvantages of quantitative and qualitative research methods; selecting appropriate research methods for specific problems/questions;
- Systemic vision: experimental and control groups, parental and community involvement.
THE SCIENTIFIC METHOD
- General philosophical approaches and the types of knowledge science aims to find; the empirical cycle and causality;
- Steps of the scientific method - The empirical cycle: 1. A possible inquiry, 2. Literature review, 3. Problem identification, 4. The hypothesis, 5. Plan and design the research, 6. Data collection, 7. Representativeness, sample size, power and data analysis, 8. Discussion of results/evaluation.
ETHICS IN RESEARCH:
- The codes of ethics and crucial issue of ethics in research;
- Informed consent: why and how use it?

B) Quantitative research methods: data collection and analysis, use of instruments
BASICS OF QUANTITATIVE RESEARCH
- Research Design: different types of problems and different research strategies;
- Theory of measurement: types of variables;
- Quantitative analysis strategies.
DATA COLLECTION/DATA ANALYSIS
- SPSS basics: Using Statistical Functions, Data Analysis Procedures; SPSS outputs;
- Descriptive Statistics: measures of central tendency, relative position of data, dispersion, frequencies and graphical representation of results;
- Inferential Statistics: normality, variability, confidence level and hypothesis testing (formulating hypotheses, decision rule);
- The T-test;
- Analysis of variance;
- Correlational Statistics;
- Non-parametric tests.
USE OF INSTRUMENTS
- Overview of measures that assess resilience by age group (from pre‐school to adolescence/young people), by the conceptual category of resilience measured (individual attributes, family relationships/cohesion, external supports) and the purpose(s) for which the instrument has been created and evaluated (screening, profiling/assessing to plan for intervention, monitoring/measuring change);
- Selecting, administering and scoring resilience scales.

C) Qualitative research methodologies, data collection and analysis strategies
- Types of data and methodologies (observation, interviews and focus groups);
- How to collect data and analysis processes;
- Qualitative research software (NVIVO step by step);
- Visual analysis;
- Action research;
- Grounded theory;
- Case Study;
- Discourse analysis;
- Thematic analysis;
- Interpretative Phenomenological Analysis (IPA);
- Narrative Inquiry;
- Ethnography.

Study-Unit Aims:

This study-unit aims to enable course participants to develop a critical understanding of concepts and issues related to resilience research and the relevant skills for evaluating and conducting such research. It will enable participants to construct research questions related to resilience education and distinguish those requiring a quantitative, a qualitative or a mixed method design, to design relevant investigations using the appropriate methodology and data collection and analysis strategies, while addressing validity and generalisability issues, and following ethical research standards.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:

- Demonstrate an understanding of the practitioner-based inquiry, its’ theoretical framework under resilience education research;
- Recognise the relevance of research and evidence-based practice in resilience education;
- Distinguish between research questions requiring a quantative, or qualitative, or mixed methodology design;
- Distinguish between the different ways in which validity and generalisability are ensured in quantitative and qualitative research;
- Critically discuss ethical issues affecting resilience research;
- Describe and examine critically quantitative research methods in resilience research;
- Describe and examine critically qualitative research methods in resilience research;
- Demonstrate the ability to critically discuss measurement issues affecting resilience research;
- Demonstrate the ability to discriminate between different instruments, identifying the most useful in relation to the variables.

2. Skills:

By the end of the study-unit the student will be able to:

- Make critical evaluations regarding resilience research that may influence his/her practice;
- Search, evaluate and critically decide on evidence-based practices in resilience interventions;
- Integrate research within a professional practice;
- Demonstrate the ability to identify a research question, conceptualize it and critically review the literature on the relevant area of resilience education;
- Develop and implement an appropriate quantitative research design, instrument selection and application, data collection procedures and analysis, and reporting of quantitative resilience research;
- Use, develop and implement an appropriate qualitative research design, select an appropriate qualitative methodology, and use appropriate strategies for data collection procedures and analysis, and reporting of qualitative resilience research;
- Demonstrate scientific rigour, and ability to ensure validity and generalisability in the research design and conduction of research;
- Demonstrate an appropriate application of ethical standards and procedures in the pursuit of research.

Main Text/s and any supplementary readings:

Main Texts:

- Abbott, M.L. (2017). Using statistics in the social and health sciences with SPSS® and Excel®. Hoboken, New Jersey: John Wiley & Sons, Inc.
- Delamont S., Jones, A. (2012). Handbook of Qualitative Research in Education. Edwar Elgar Publishing.
-Kvernbekk, K. (2016). Evidence-based Practice in Education: Functions of evidence and causal Presuppositions. Oxon: Routledge.
- Windle, G., Bennett, K. M., & Noyes, J. (2011). A methodological review of resilience measurement scales. Health and Quality of Life Outcomes, 9, 8-8. doi: 10.1186/1477-7525-9-8

Supplementary Readings:

- Ahern, N. R., Kiehl, E. M., Sole, M. L., & Byers, J. (2006). A review of instruments measuring resilience. Issues Compr Pediatr Nurs, 29(2), 103-125. doi: 10.1080/01460860600677643
- Arthur, M. W., Hawkins, J. D., Pollard, J. A., Catalano, R. F., & Baglioni, A. J. (2002). Measuring risk and protective factors for substance use, delinquency, and other adolescent problem behaviours. Evaluation Review, 26(6), 575–601.
- Babbie, E. (2013). The Practice of Social Research. 10th ed. Belmont, CA: Wadsworth.
- Bar‐On, R. & Parker, J.D.A. (2000). Bar‐On emotional quotient inventory. Youth version (Technical Manual). New York: Multi‐Health Systems.
- Baruth, K.E., & Caroll, J.J. (2002). A formal assessment of resilience: The Baruth Protective Factors. Journal of Individual Psychology, 58, 235‐244.
- Battistich, V. (2003). Effects of a school‐based program to enhance prosocial development on children’s peer relations and social adjustment. Journal of Research in Character Education, 1(1), 1–17.
- Cohen, L., Manion, L. and Morrison, K. (2007). Research Methods in Education. Sixth edition. Routledge’s Taylor & Francis.
- Epstein, M. (1999). The development and validation of a scale to assess the emotional and behavioral strengths of children and adolescents. Remedial and Special Education, 20, 5, 258‐262.
- Foreman-Peck, L. & Winch, C. (2010). Using Educational Research to Inform Practice A practical guide to practitioner research in universities and colleges. Oxon: Routledge.
- Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581‐86.
- Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System (SSRS). Bloomington, MN: Pearson Assessments.
- Halle, T. G., & Darling-Churchill, K. E. (2016). Review of measures of social and emotional development. Journal of Applied Developmental Psychology, 45, 8-18. doi: http://dx.doi.org/10.1016/j.appdev.2016.02.003
- Hurtes, K.P., & Allen, L.R. (2001). Measuring resiliency in youth: The Resiliency Attitudes and Skills Profile. Therapeutic Recreation Journal, 35 (4), 333‐347.
- Jew, C.J., Green, K.E., & Kroger, J. (1999). Development and validation of a measure of resilience. Measurement and Evaluation in Counseling and Development, 32, 75‐89.
- Klein, J. D., Sabaratnam, P., Auerbach, M. M., Smith, S. M., Kodjo, C., Lewis, C., Ryan, S., & Dandino, C. (2006). Development and factor structure of a brief instrument to assess the impact of community programs on positive youth development: The Rochester evaluation of asset development for youth (READY) tool. Journal of Adolescent Health, 39, 252–260.
- Mertens, D. (2009). Research and Evaluation in Education and Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods. London: Sage.
- Miles, M.B., Huberman, A.M., Saldana, J. (2014). Qualitative data analysis: a methods sourcebook. Third Edition. SAGE Publications, Inc.
- Mishler, E. G. (1996). Qualitative research design: An interpretive design. Cambridge: Harvard University Press.
- Price, J. H., Dake, J. A., & Kucharewski, R. (2002). Assessing assets in racially diverse, inner‐city youths: Psychometric properties of the Search Institute asset questionnaire. Family and Community Health, 25, 1–9.
- Prince-Embury, S. & Saklofske, D. (2013) Resilience in Children, Adolescents, and Adults Translating Research into Practice. Dordrecht: Springer.
- Prince‐Embury, S. (2008). The Resiliency Scales for Children and Adolescents, Psychological Symptoms, and Clinical Status in Adolescents, Canadian Journal of School Psychology, 23, 41‐56.
- Reid, A., Hart, P., Peters, A. (2014). A Companion to Research in Education. London: Springer.
- Riding, R., Rayner, S., Morris, S., Grimley, M. & Adams, D. (2002). Emotional and Behavioral Development Scales. Birmingham, UK: Assessment Research Unit, School of Education, University of Birmingham.
- Thomas, G., Pring, R. (2004). Evidence-Based Practice in Education. Berkshire: Open University Press.
- Ungar, M. & Liebenberg, L. (2009). Cross‐cultural consultation leading to the development of a valid measure of youth resilience: the international resilience project. Studia Psychologica, 51 (2‐3), 259‐269.

 
STUDY-UNIT TYPE Lecture

 
METHOD OF ASSESSMENT
Assessment Component/s Sept. Asst Session Weighting
Practical 30%
Practical 30%
Report 40%

 
LECTURER/S

 

 
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