The essay title is;

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The essay title is;

How we use literature in educational research? An understanding of the key concepts of literature and research

This is a suggested essay plan that may help you. You do not have to set your work out this way, however, please ensure you meet the required criteria to pass this assignment.

You must ensure your work is informed and supported by academic references. Use the texts (books and journal articles that you have been signposted to in class and on Blackboard as well as the university library)

Alongside the generic level 7 grading criteria, you will be assessed against the following assessment criteria:

reflected on, and critiqued, the literature-search strategy produced at the formative assessment stage;

proposed, evaluated and justified an approach to a literature review in their chosen area of knowledge or practice;

reviewed the place and value of the literature in educational research;

compared and contrasted primary and secondary research, in particular in terms of their respective basic principles;

highlighted and justified the potential value of secondary research, in relation to the area of education that they are likely to investigate;

explained how library resources can be used efficiently when undertaking educational research;

reflected on some of the skills that they will need when undertaking educational research

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Page 11

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Introduction: what is your essay about? Literature What is literature in a research context? 3

Reflect on the process of searching for literature for using in research 1

(Refer to doing your annotated bibliography) 6

7

Discuss how the researcher: Finds/ selects the 'right' literature (with reference to libraries and online sources) Critically analyses literature Ensures academic integrity when using literature Use your annotated bibliography as an example (attached in the appendix). Your reference list demonstrates this learning in practice. Your essay demonstrates that you understand how to review literature and its value for research. Educational research 3

What is educational research? 4

Why do we do educational research? Include a discussion on primary and secondary research You can refer to a glossary of terms attached in the appendix. Your essay compares types of research and demonstrated an understanding of the basic principles. Literature Review 2

What is a literature review and what is its role in the research process? 3

What literature do we use in a literature review? Include a consideration of appropriate literature in your chosen topic Your essay demonstrates that you understand how to review literature and its value for research. Secondary research 5

How does secondary research 'use' literature and what literature do we use? 6

Discuss types of secondary research models and how we select the right literature for a secondary research project? There is justification for the value of secondary research in particular research

contexts. Page 12

Summary of researcher skills Reflect on the skills required to successfully use literature and complete research 7

There is evidence that you have reflected on the skills required to undertake

educational research. Conclusion This should be a reflection on your main points and how literature should be used to good effect to ensure a rigorous and trustworthy research project Appendix Annotated Bibliography

Glossary of key terms in research Page 13

75455275656679Teesside University Level-7 Assessment Criteria

90-100 %

An excellent, critical and complete demonstration of understanding in all key areas of knowledge relevant to the work and demonstrating an innovative and creative approach. Evidence throughout the work of a sustained ability to synthesise and interpret complex concepts, to make inferences and to provide an original and/or compelling argument and discussion. Excellent structure and immaculate presentation, with cogent use of academic language and grounded in a pertinent and substantial selection of source materials.

Excellent use of appropriate analytical and research methods and addresses ethical considerations in an informed and perceptive manner. Exceptional ability to link and critically analyse theory and practice where appropriate.

80-89 %

An excellent, critical and systematic demonstration of understanding in all key areas of knowledge relevant to the work. Evidence throughout of the ability to synthesise and interpret complex concepts to provide a compelling argument and discussion. Very good structure and presentation, with confident use of academic language and grounded in a relevant and extensive selection of source materials. Excellent use of appropriate analytical and research methods and fully addresses ethical considerations. Excellent ability to link and critically analyse theory and practice where appropriate.

70-79 %

An excellent, critical and organised demonstration of understanding in all key areas of knowledge relevant to the work. Evidence throughout of the ability to synthesise and interpret diverse concepts to provide a sound argument and discussion. Good structure and presentation, with fluent use of academic language and grounded in an appropriate and comprehensive selection of source materials. Very effective use of appropriate analytical and research methods and consideration of ethical implications. Very good ability to link and critically analyse theory and practice where appropriate.

60-69 %

A proficient, clearly stated and analytical demonstration of understanding in all key areas of knowledge relevant to the work. Evidence of the ability to integrate and analyse diverse concepts in a rational and logical argument and discussion. Well-structured and clearly presented work, with fluent use of academic language and utilising a relevant and extensive range of source materials. Effective use of appropriate analytical and research methods and consideration of ethical issues. Good ability to link and critically analyse theory and practice where appropriate.

50-59 %

An acceptable and substantiated demonstration of understanding in all key areas of knowledge relevant to the work. Evidence of the ability to integrate and analyse diverse concepts in a reasoned and valid argument and discussion. Adequately structured and presented work, with clear use of academic language and reference to a sufficient range of relevant source materials. Adequate use of appropriate analytical and research methods and does address ethical considerations. Effective linking of theory and practice where appropriate.

751806490769767545527856579

40-49 %

A limited, insufficient and/or inaccurate understanding in key areas of knowledge relevant to the work. Insufficient evidence of ability to integrate and analyse concepts to provide a valid discussion. Unacceptably structured and presented work, with insufficient use of academic language and conventions. A limited range of source materials is used. Limited or ineffective use of analytical and research methods and limited coverage of ethical considerations. Inadequate linking of theory and practice where applicable.

30-39 %

A descriptive and/or narrative account, with little critical and/or flawed understanding of key areas of knowledge relevant to the work. Insufficient evidence of ability to discuss fundamental concepts. Unclear and/or unevidenced argument and discussion. Poorly structured and presented work, with little use of academic language and conventions. A narrow and/or inappropriate range of source materials and analytical and research methods is used. Failure to identify ethical considerations and to link theory and practice where applicable.

20-29 %

A weakly descriptive and/or narrative account, with no analytical content and/or significant inaccuracies in understanding of key areas of knowledge relevant to the work. Little or no evidence of research and the ability to discuss fundamental concepts. No awareness of ethical issues. Unclear and unsourced arguments and discussion. Flawed structure and presentation, with negligible attention to academic language or conventions. Some or all source materials are unreferenced and/or irrelevant. Failure to link theory and practice where applicable. To obtain a mark of 20% the work must show evidence of a genuine attempt to demonstrate some knowledge of the subject.

0-19 %

The work is almost entirely derivative and therefore lacks analysis or reflection and shows little or no knowledge or understanding of key areas relevant to the work. No evidence of research and the ability to discuss fundamental concepts. The presentation and referencing do not conform to the standards required.