1. Preparing for your research report
By Dominic Brockway

2. Aims
To provide a scaffolding structure for the module assessment tasks.

3. Objectives
All learners to: -Listen to and respond (where relevant) to class discussion and engage in higher level thinking skills. Some learners will: -Ask questions for clarification purposes -Share their research ideas with the rest of the group to stimulate class discussion.

4. What is a report?
A report is a systematic, well organised document which defines and analyses a subject or problem. This will include the evaluation of the facts, or results of your research, discussion and conclusions and recommendations. Reports must always be: Accurate Concise Clear Well structured

5. Where do I begin?
You will be following the approximate stages of a research cycle. (A diagram of the research cycle is shown on the next slide for your information)

6. The research process above is outlined by John Creswell, in Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd Edition)

7. What is research?
Research is a process of problem solving. Once a problem or question has been identified, research is the system of answering that question. Many educators regularly conduct research, whether formally for a specific end, or informally as part of their daily practice. Conducting research can give others proof that a policy needs to be changed, a grant is deserved, or a problem needs to be addressed. Many teachers are involved in their own anecdotal, largely undocumented, research regarding students and best practices, but this module provides an opportunity to formalise this experience.

8. Report Assessment Outcomes:
Critique a range of theories and models relevant to teaching, learning and assessment in multiple settings across the education and training sector. (KU2)
Critically evaluate a variety of learning theories derived from educational psychology to enact solutions to a practice problem. (KU4)
Critically interpret empirical data related to the psychology of teaching, learning and assessment to arrive at research-informed recommendations for practice. (C1)
Adhere to ethical constraints when engaging in data collection in situations of varying complexity and predictability. (PP1)
Reflect systematically on performance to further develop learning. (T1)
Demonstrate a realistic match between career aspirations and personal aptitudes, interests and motivations. (T2)
Use a range of specialist software appropriate to the discipline. (T6)

9. Report Headings 1) Title Page 2) An Introduction
Your introduction should include the aim, scope and limitations of your report and the background or context.
3) Literature review
The literature review should give relevant context to the problem and previous research findings. Here you will provide evidence for learning for (KU2): Critique a range of theories and models relevant to teaching, learning and assessment in multiple settings across the education and training sector. AND (KU4): Critically evaluate a variety of learning theories derived from educational psychology to enact solutions to a practice problem.

10. Report Headings continued….
4) Methods and Findings An explanation of the information gathering process and your interpretation of your findings. Here you will provide evidence for learning outcome C1: Critically interpret empirical data related to the psychology of teaching, learning and assessment to arrive at research-informed recommendations for practice. (C1) AND (PP1): Adhere to ethical constraints when engaging in data collection in situations of varying complexity and predictability. (PP1) 5) Conclusions Your conclusion should remind the reader of your key position/s and evaluate possible solutions. A reference list must be provided using the Harvard Referencing convention and you must include references to a range of literature (including a recent journal article).

11. The response to these outcomes should be met within each of the sections of the report:
Reflect systematically on performance to further develop learning. (T1) Demonstrate a realistic match between career aspirations and personal aptitudes, interests and motivations. (T2) Use a range of specialist software appropriate to the discipline. (T6)

12. What ethical issues might arise?
It is important to remember that researchers have a duty to respect the rights and dignity of research participants. This means that they must abide by certain moral principles and rules of conduct. Examples of issues might include, for example, how participants are approached, issues regarding confidentiality and how to approach controversial topics and consent to research involvement. You should explain relevant ethical considerations in your report.

13. Core Critical thinking skills needed for your Poster and Report
New Charter University (n.d.). new.edu | CM365: Developing Critical Thinking Skills. Retrieved  September 25, 2013 from

14. But what area might I research?
Some examples of research report titles:
Socratic questioning used to re-frame perspectives with A-level maths students
Developing an internal locus of control with level one bricklaying students
Using Weiner’s attribution theory with year 10 students in the science classroom.
Transactional Analysis used to transform
Positive interactions with level 3 IT students using Berne’s model of transactional analysis
Using scaffolding for teaching and assessing L2 hairdressing students
Exploring the Zone of Proximal development in a level 2 Beauty therapy class
Developing metacognition with L2 English literature students
Helping Sugar-craft students become self-regulated learners.

15. Further Reading
Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd Edition) by John W. Creswell.