Research Methods in Education II

N/A

In this course unit it is intended that students develop practical skills in scientific research, either by appreciating research carried out by others, or by organizing their own research. In this sense, there should be ample space for carrying out exercises – individual and in groups – and for discussion and sharing of different perspectives. However, it is also essential to reserve some space for the presentation of some content, resorting, whenever necessary, to expository methodologies. The assessment will be carried out continuously. Periodically, tasks will be proposed – inside or outside the classroom – that will allow to assess their mastery of the different points of the program and that will contribute to the construction of a final work that should be a pre-research project. This should include the definition of a problem, the review of the literature, the selection of the method, the description of a plan, the description of procedures.

At the end of this UC, master’s students should be able to:
1. Describe the focus and research approaches in the field of Special Education;
2. Formulate a research problem, basing it on their experience and on the literature review;
3. Select the research paradigm best suited to their starting question, problem or objective;
4. Select the most suitable instruments, devices or techniques for the collection, processing and analysis of data, building or adapting the instruments that may be necessary;
5. Reflect on the results obtained, translating them into a scientific discourse and articulating them with the theoretical foundation

1. Problematization in Special Education;
2. Political, legislative and contextual factors and their influence on the definition of the Research Problem;
3. The literature review in the formulation of the research problem;
4. Operationalization of the Research Problem;
5. Quantitative Methods:
A. Experimental, correlational and differential methods
B. Single Case Studies (Single-case Research)
6. Qualitative Methods in Education:
The. Qualitative Methods and Strategies for Data Collection;
B. Critical analysis of qualitative data
7. Mixed Models:
A. Characterization of mixed models of research in Special Education
B. Parallel and sequential forms in mixed studies
8. The design of a research pre-project Intervention

• - Research Project (in all its phases) - 100.0%

NAO

Bursztyn, A. M. (Ed.) (2007). The Praeger Handbook of Special Education. CO: Praeger
Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education. Routledge Falmer
Florian, L. (Ed.) (2007). The SAGE Handbook of Special Education – Section III Knowledge Production. SAGE
Gliner, J. A. & Morgan, G. A. (2000). Research Methods in Applied Settings: An Integrated Approach to Design and Analysis. Lawrence Erlbaum
Mertens, D. M. & McLaughlin, J. A. (2004). Research and Evaluation Methods in Special Education. Thousand Oaks, CA: CEC & Corwin Press
Rodrigues, D (org.). (2007). Investigação em Educação Inclusiva. Lisboa: Fórum de Estudos de Educação Inclusiva
Stake, R. E. (1995). A Arte da Investigação com Estudos de Caso. Lisboa: Fundação Calouste Gulbenkian
Thomas, R. M. (1998). Conducting Educational Research. Westport, CO: Bergin & Garvey