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Trudi Bromwell 9916573

Module 7

Research

Proposal




Introduction

T he research will be conducted within an all through Academy. T he agerange of the pupils is 3 to 16. T here is also a children·s centreattached to the academy. T here is currently 1900 pupils on role.

T he academy has been established since September 2009 it replaced alocal authorit y communit y school.

T he researcher has been employed in the setting since 2000, and since

the academy started has been employed as an unqualifiedmathematics teacher.T he field of research has been chosen with the transition between the

two t ypes of school in mind, there appeared to be an improvement in the behaviour within the setting, the research will try to establish ifthere is a positive correlation between two identified variables.

T he year nine group is in the middle of the secondary phase of theacademy thereby having had two years at the communit y school andthen two terms in the academy.

T he research should enhance the researchers professional development by giving a greater understanding of the development of pupils thusbeing able to build positive relationships with children and youngpeople.




H ypothesis

IF there are major changesto a school behaviour policywill this T HEN ameliorate

stronger moral development in year nine boys.




Research question

Can moral development bestrengthened when thereare changes made to a

behaviour policy?




T wo Variables

Behaviour policy

Moral development




Moral developmentPiagetPiaget·s (1932) argues that his theory of moral development is split into 2

areas, Heteron ymous Moralit y and Autonomous Moralit y. He theorizesthat egocentric feelings and imminent justice are the bases of this stage,meaning that the child is unable to think beyond themselves; imminent justice means that if the child was misbehaving and breaks the rules theywould be punished. T he next stage, Autonomous Moralit y is the point at which the child begins to build own set of moral principles.

KohlbergKohlberg (1976) Moral stage theorySuggest that moral development of a child takes place at both cognitive and

affective levels, involving elements of both cognition and empathy.

Kohlberg suggests that there are 3 levels of moral development pre-conventional, conventional and post conventional. Within the three levelsthere are six stages. We can see that there are man y similaritiesbetween Piaget and Kohlberg's theories of children's development.

In cognitive terms a child·s understanding of right and wrong goes throughdifferent stages as the grow into maturit y




Behaviour policy

(behaviour management)

In 1997, the Education Act required all state schools tohave a policy on the promotion of good behaviour anddiscipline including developing self-discipline and proper

regard for authorit y among all pupils.

´For learners to engage effectively with their learningit is necessary for there to be a level of cooperation and compliance on their part.µ (Oxford Dictionary ofEducation)



Theory of behaviour (cont)

Rogers (1990) stated that reference should be made keyconcepts such as the children¶s rights and fairnessand their responsibilities within the behaviour policy.

³Approach all discipline from the perspective of jointrights, rules and responsibilities. This means thefocus of discipline is not merely the teacher¶s relativepower and authority (earned rather than imposed) butthe joint rights of all members of the class. [«] It is animportant feature of positive discipline that teachersseek to direct students to responsibility for their ownbehaviour«by using language that emphasizes thestudent¶s choice rather than the teacher¶s threat.¶(Rogers 1990:14 &15).



Methodology

Triangulation involves the practice of viewingthings from more than one perspective. T his

can mean the use of different methods,different sources of data or even different researchers within the study. T he principlebehind this is that the researcher can get a

better understanding of the thing that isbeing investigated if he/she views it fromdifferent positions. (Denscombe 2007 :143)




Research Instruments

Questionnaires (pupil)

Questionnaires (teacher)

Interviews




Questionnaires (teacher)

Advantages

T he responses are gathered in a standardised way

Questionnaires are economical,in the sense that they can supply a considerable amount of research data for arelatively low cost in terms ofmaterials, money and time.

Pre-coded answers, (answersthat fit into a range of optionsoffered by the researcher.)

Disadvantages

Questionnaires arestandardised so it is not possible to explain an y

points in the questions that participants might misinterpret.

Respondents may answersuperficially especially if

the questionnaire takes along time to complete

Low response rates orinaccurate responses




Questionnaires (pupil)

Advantages

Eliminate effect ofpersonal interaction with

researcher.

provide quantitative datathey are regarded as moreefficient for theidentification of underlyingpatterns than morequalitative and ethnographicmethods

Anon ymit y may encouragehonest y

Disadvantages

Peer pressure orembarrassment may cause

pupils to not want to answercertain questions.

May restrict freedom ofresponse.

Require time and skill todevelop




Interviews

Advantages

Allows for clarification of

answers.

may elicit key topics not expected

Builds involvement andsupport

On-the-spot sharing andsynthesis of different views

Disadvantages

May be difficult to analyzeand quantify results

May make intervieweesself-conscious

Require interviewing skills




Ethics

What do we mean by research ethics?

An ¶ethic· is a moral principle or a code of conduct which « governs what people do. It is concernedwith the way people act or behave. T he term¶ethics· usually refers to the moral principles,

guiding conduct, which are held by a group or even aprofession (though there is no logical reason whyindividuals should not have their own ethical code)µ(Wellington, 2000: 54)

Consent for the research was sought and obtainedfrom the setting. T he setting has no policy on researching within the Academy but each proposalis considered on merit.




Key Ethical implicationsPrinciples

Respect for persons ± participants should be treated

and protected as autonomous agents

Beneficence ± the obligation to maximize possiblebenefits (and non-maleficence ± the obligation to do

no harm or to minimize harm)

Justice ± addressing who ought to receive the

benefits of research and bear its burdens.

(Farrell 2005 : 13)




T he British Educational Research

Association (BERA, 2004)

BERA considers that ´all educational research should beconducted within an ethic of respect for:

T he Person

Knowledge

Democratic ValuesT he Qualit y of Educational Research

Academic Freedom

T he underpinning aim of the guidelines is to enableeducational researchers to weigh up all aspects of the

process of conducting educational research within an ygiven context (from student research projects tolarge-scale funded projects) and to reach an ethicallyacceptable position in which their actions areconsidered justifiable and sound.µ (BERA 2004, p.3)




Legislation (ethics cont.)

National Legislation Confidentialit y Act 1991 Data Protection Act 1998 Children's Act 1989-2004 Freedom of information Act 2000 Every Child Matters 2003 Childcare Act 2006

International Legislation

Nuremberg Code 1949 United Nations Children's Rights 1989-1991 Article 10 European Convention of Freedom of Expression 1996 Article

12




Research Plan

Timeline matrix

Nov Dec Jan Feb March April

Beginning Generalreading

Review ofliterature

Writingproposal

Review ofliterature

Refinequestionnair

es

Give out questionnair

es

Collate

Data

Analyse data

Writeresearchfindings

Middle Choosinghypothesis

Review ofliterature

Methodologyselection

Presentation Collect questionnaires

Submit findings

End Review ofliterature

draft

Study day

Definevariables

Review ofliterature

Submit researchproposal

Feedback fromsupervisor

Conduct interviews




Bibliography

Bell, J. (2005) Doing Your Research Project : A Guide for First-Time Researchers inEducation, Health and Social Science (4th Edition).Berkshire, McGraw-HillEducation,

BERA , 2004, Revised Ethical Guidelines for Educational Researchwww.bera.ac.uk/publications/guides.php

Denscombe,M. Good Research Guide.Buckingham, (2007) Open University Press.

Dunne, M; J,Pryor ; P,Yates. (2005) Becoming a Researcher. Berkshire, McGraw-HillEducation.

Farrell, A. (2005) Ethical Research with Children.Berkshire, McGraw-Hill Education,

Hallam S; Rogers, L (2008) Improving Behaviour and Attendance at School. Buckingham,Open University Press.

Meadows, S. (1986) Understanding Child Development. Florence, KY, USA: Routledge,

Wallace, S. (2008) Oxford Dictionary of Education, Oxford, Oxford UniversityPress

Wellington, J (2000), Educational Research: contemporary issues and practicalapproaches, London: Continuum

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