Module Details
| Module Code: |
EDUC8029 |
| Title: |
Montessori Research Skills
|
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Long Title:
|
Montessori Research Skills
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| NFQ Level: |
Advanced |
| Valid From: |
Semester 1 - 2023/24 ( September 2023 ) |
| Field of Study: |
1420 - Education Studies
|
| Module Description: |
Montessori philosophy applied to research design. Appling Montessori principles to research approach and implementation.
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| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Create a research proposal that synthesises Montessori philosophy with research in the Humanities. |
| LO2 |
Design research tools in keeping with the Montessori perspective. |
| LO3 |
Consider ethical issues relating to research in the humanities. |
| LO4 |
Apply sampling theory to proposed population selection. |
| LO5 |
Select and apply relevant quantitative and qualitative software packages for data collection and analysis purposes. |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
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| No incompatible modules listed |
Co-requisite Modules
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| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
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| No requirements listed |
| Indicative Content |
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Montessori Philosophy + Research Theory
Review research methodologies. Research areas - consider different aspects of Montessori philosophy including the learning environment, teaching techniques/training etc. Explore both quantitative and qualitative styles of research. Develop and refine age-sensitive research methods. Sampling methods, validity/reliability, and generalisation. Sampling methods, validity/reliability, and generalisation.
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Montessori Principles + Research Skills
Apply Montessori principles to research design and implementation. Identifying and refining research aims and objectives. Project and time management. Key principals of research ethics including issues relating to research that involves children and young people. Research sampling.
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Research Tools
Quantitative and qualitative data analysis and interpretation. Distribution of data; descriptive statistics; tabulation, correlation, & graphical representation.
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Module Content & Assessment
|
| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lab |
Contact |
Montessori design research and compilation |
Every Week |
2.00 |
2 |
| Lab |
Contact |
Data analysis, statistical & graphical interpretation in addition to descriptive and inferential statistics. |
Every Week |
1.00 |
1 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Independent and Directed Learning |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lab |
Contact |
Montessori design research and compilation |
Every Week |
2.00 |
2 |
| Lab |
Contact |
Data analysis, statistical & graphical interpretation in addition to descriptive and inferential statistics. |
Every Week |
1.00 |
1 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Independent and Directed Learning |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
|
Module Resources
|
| Recommended Book Resources |
|---|
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Montessori, M.. (2017), The Discovery of the Child, Montessori-Pierson Publishing Company, Amsterdam, [ISBN: 9789079506385].
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Montessori, M.. (2019), The Secret of Childhood, Martino Fine Books, USA, [ISBN: 9781684223824].
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Montessori, M.. (2012), The Absorbent Mind, Barnes and Noble, New York, [ISBN: 9781607965053].
| | Supplementary Book Resources |
|---|
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Punch, K.F. & Oancea, A.. (2020), Introduction to Research methods in Education, 3rd. Sage, London, [ISBN: 9781446260746].
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Mukherji, Penny; Albon Deborah. (2018), Research Methods in Early Childhood : An Introductory Guide, 3rd. Sage Publications Ltd., London: UK, [ISBN: 9781526423719].
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Creswell, J.W. (2018), Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th. Sage, London, [ISBN: 9781452226101].
| | Recommended Article/Paper Resources |
|---|
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Culclasure, B.T., Daoust, J.C., Cote,
S.M. and Zoll, S.. (2019), Designing a Logic Model to Inform
Montessori Research, Journal of Montessori Research, Vol 5, issue 1, p.15,
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Patrick R. Frierson. (2014), Maria Montessori's Epistemology, British Journal for the History of
Philosophy, 22:4, p.767, [ISSN: 960794],
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Horgan, Deirdre. (2016), Child participatory research methods:
Attempts to go ‘deeper’, Childhood, [ISSN: 0907-5682],
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Hyvönena P., Kronqvistb E.-L., Järveläa
S., Määttäa E., Mykkänena A., Kurkia K.. (2014), Interactive and Child-Centred Research
Methods for Investigating Efficacious
Agency of Children, Varhaiskasvatuksen Tiedelehti Journal of
Early Childhood Education Research, 3(1): 82–107.
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Zweig, J., Irwin, C.W., Kook, J.F., and
Cox, J.. (2015), Data collection and use in early
childhood education programs: Evidence
from the Northeast Region, Education
Development Center, Inc., April, 46
https://ies.ed.gov/ncee/edlabs/regions//
/pdf/REL_2015084., Education Development Center, Inc., April, p.46,
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Selda Ala, Reyhan Midilli Sari, Nimet
Candas Kahya. (2012), A different perspective on education:
Montessori and Montessori school
architecture, Procedia, 46,
| | Other Resources |
|---|
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Website, The Conversation. (2021), How to design appropriate methods for
research involving children,
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Website, Children's Rights Alliance. (2020), What are Children's Rights?,
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Website, NSPCC Learning. (2020), Research with children: ethics, safety
and avoiding harm,
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Website, Swire, B.. (2020), How a Kid's Perspective Improves Design
Research
https://www.ideo.com/blog/how-a-kids-per
spective-improves-design-research,
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Website, Erikson Institute. (2022), Big Ideas of Data Analysis,
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Website, Owen, K. and Barnes, C.. (2020), Conducting Research with Young Children,
Time to consider the participants of
early childhood research and modernise
the methodology,
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Website, Cite This For Me. (2020), Cite This For Me,
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Website, DES. (2020), The Education System,
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Website, DYCA. (2020), Government Policies,
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Website, iJEM. (2020), International Journal of Educational
Methodology,
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Website, TÚSLA. (2020), Research Ethics,
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