Masters of Arts Leadership In Education

7517ELED Research Project

(Dissertation) 26 August 2022
Email: eman@esbfedu.com
 The structure of the research
1 • Introduction to topic/creating context

2 • Developing research aim/ question/objectives

3 • Literature review

4 • Methodology

5 • Findings of the research

6 • Critical analysis/argumentation/synthesis

7 • Conclusion/Recommendations

8 • References/Appendix
Learning Outcomes
LO1 Critically analyse research methodologies and methods suited to educational research

LO2 Examine the ethical dimensions of research practice

LO3 Critically reflect upon the intellectual and physical resource implications of effective
research design

LO4 Critically explore the relevance of existing theory and evidence base to research design

Assessment: Dissertation (max. 15000 Words)

 Outcomes For the Day
1. Define sampling in quantitative research and how to use random and
nonrandom sampling techniques to obtain an appropriate sample.
2. Define sampling in qualitative research and how to use purposive sampling
approaches to obtain an appropriate sample.
3. Distinguish among categories of variables (e.g., categorical and
quantitative; dependent and independent) and the scales to measure them (e.g.,
nominal, ordinal, interval, and ratio).
4. Describe the characteristics of measuring instruments used to collect data
in qualitative and quantitative research studies.
5. Describe the types of measuring instruments used to collect data in
qualitative and quantitative studies.
6. Describe the criteria for identifying good measuring instruments.
 Introduction to Approvals
(5 minutes)
Get the University approval letter.
Contact ADEK through the following
email
External.research@adek.gov.ae
Sending documents.
Getting the approval.
Start collecting the data.
 Task 1
(5 minutes)
Describe an instrument appropriate
for collecting data pertinent to your
study. In the description of each
instrument, including the following:
1. Name, and publisher.
2. A brief description of the purpose
of the instrument.
3. The group for whom the
instrument is intended.
 Introduction to Research Method

In general, the method section includes a description of:

• The research participants,
• measuring instruments,
• design,
• procedure,
Although the specific method used in your study will
affect the format and content.
 Selecting a Sample
1- SAMPLING IN QUANTITATIVE RESEARCH
• Defining a Population.
• Selecting a Random Sample.
Simple Random Sampling.
Stratified Sampling.
Cluster Sampling.
Systematic Sampling.
Sample size.
• Selecting a Nonrandom Sample.
Convenience Sampling.
Purposive Sampling.
Quota Sampling.
Sample Size.
Task ( 5 minutes)
Random Numbers
Procedure
for selecting
a stratified
sample based
on IQ for a
study
designed to
compare two
methods (A
and B) of
mathematics
instruction
Nonrandom sampling types
 2- SAMPLING IN QUALITATIVE
RESEARCH
Selecting
Research
Participants:
• purposive
Sampling
Approaches.
• Determining
Sample Size.
 Selecting Measuring Instruments

• Constructs.
• Variables. (Task).
• Measurement Scales
and Variables.
• Quantitative and
Qualitative Variables.
 Task (5 minutes)

Identify the variables in the following research

topics:
1. Is there a relation between middle-school students’ grades and their
self-confidence in science and math?
2. What do high school principals consider to be the most pressing
administrative problems they face?
3. Do students learn more from a new social studies program than from
the previous one?
Characteristics of Measuring Instruments.

There are three major ways to collect

research data:
1. Administer a standardized instrument.
2. Administer a self-developed
instrument.
3. Record naturally occurring or already
available data (e.g., make observations in
a classroom or record existing grade
point averages).
Test, assessment, and measurement.
 Interpreting Instrument Data
Ways of interpreting performance on tests and
measures:

• Norm-referenced scoring.
• Criterion- referenced scoring.
• Self-referenced scoring approaches.
TYPES OF MEASURING INSTRUMENTS

Achievement
Cognitive
Aptitude

Attitude
Measuring Scales
Instruments
Interest
Affective
Inventories

Projective Values test

CRITERIA FOR GOOD MEASURING INSTRUMENTS

If researchers’ interpretations of data are to be valuable,

the measuring instruments used to collect those data
must be both valid and reliable.
1. Validity of Measuring Instruments.
• Factors That Threaten Validity.
2. Reliability of Measuring Instruments.
 Task
Select a topic that is related to your research, and describe the
sample. Include the following in your description:
1. A description of the population from which the sample would
be drawn
2. The procedural technique for selecting the sample and,
assigning participants to groups.
3. Expected sample size.
4. Possible sources of sampling bias.
 TEST SELECTION, CONSTRUCTION,
AND ADMINISTRATION

• Selecting a Test.
• Sources of Test Information (Mental Measurements
Yearbook).
• Tests in Print.
• Writing Your Own Paper-and-Pencil Test Items.
• Test Administration.
 Assignment
Write your research methodology chapter of at least 2000 words for your dissertation.
Due: 31st August 2022.
Paper format: 2000 +words; 1.5 spacing; Time Romans 12, including page numbers; in-
text citations and works cited in Harvard form.
Submission Format: Word document.
Email to: eman@esbfedu.com
Use the title “Dissertation Methodology”.
The research process and plan are worth 30% of the overall grade.
Recommended Reading: Educational research, 10th edition, Chapter 7, 8 pages 184 –
236.
 References
• Atkinson, M. (2013). Educational leadership and management in an international school context.
Retrieved 18 June 2022, from https://www.researchgate.net/publication/256303007.
• Charles, P. (1997). 12th Mental Measurements Yearbook (Book), Journal of Personality
Assessment, 68:3, 717-719, DOI: 10.1207/s15327752jpa6803_17
• Kristensen, L., 2014. Educational research "Qualitative, Quantitative, and mixed approaches". 5th
ed. USA: SAGE publications, Inc., pp.175 - 188.
• Kwesi, A., 2019. Research Design and Methods.
• Mills, G., & Gay, L. Educational research (10th ed.). New Jersey: Pearson Education.
• Morrison, A., 2013. Educational leadership and change: structural challenges in the
implementation of a shifting paradigm. School Leadership & Management, 33(4), pp.412-
424.
• Pardede, P. (2018). Identifying and Formulating the Research Problem. Retrieved October 2018,
from https://www.researchgate.net/publication/329179630
• Robinson, V., Lloyd, C., & Rowe, K. (2008). The Impact of Leadership on Student Outcomes: An
Analysis of the Differential Effects of Leadership Types. Educational Administration
Quarterly, 44(5), 635-674. DOI: 10.1177/0013161x08321509.
• Writing A Dissertation. (2022). Presentation, Bolton.