授業の目的 【日本語】
Goals of the Course(JPN) | | |
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授業の目的 【英語】
Goals of the Course | | This research seminar aims at helping students, develop analytical skills, decide research areas and topics, and write thesis, especially in the area of quantitative reserach analysis.
M1 students will read and discuss on the literatures of wide range of research areas as well as relevant research methodologies on educational development.
Through understanding the various research areas and methodologies, the students will decide their own research areas and gradually formulate research questions, methodologies and brief analytical framework.
After reviewing the basic academic reserach skills and methodologies, the students learn basic quantitative reserach methods (statistical analysis) by receving lectures and using statistical software (planning to use excel, stata or any other statistical software) for data analysis.
Students may be further able to start collecting secondary data and analyze the data to seek preliminary findings of the research questions. |
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到達目標 【日本語】
Objectives of the Course(JPN) | | |
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到達目標 【英語】
Objectives of the Course | | | By the end of this seminar, students are expected to equip basic knwoledge of reserach methodologies, paradigm, approach and basic skills of quantitative research methods, complete each student's own research design and literature review for the master thesis (students can take either or both qualitative or/and quantitative methods) and start collecting necessary data for conducting analysis. |
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授業の内容や構成
Course Content / Plan | | This seminar mainly consists of M1 students’ presentations on the general concept of international educational development, as well as on the introduction of academic research design and methodology. Although this seminar covers some qulitative methods/concept, it covers more on quantitative methods for the beginner's level.
This seminar mainly covers the following structure.
Introduction of the research interests of new M1 students.
- Seminar members (M1 students) make initial presentation and introduce themselves and their interests in reserach (initial research proposal).
Understanding what are research paradigm, epistemology, ontology, methodology and what are the reserach approarches
- Seminar members read documents/textbooks and receive lectures on the basic concept of academic research.
Understanding how to conduct academic reserach.
- Seminar members read documents/textbooks and receive lectures on the basic steps to conduct academic research.
- Seminar members read documents/textbooks and receive lectures on the academic research design including how the research objective, research questions, research frameworks are constructed.
- Seminar members read documents/textbooks and receive lectures on what the literature review is, how to write reference list, and citation, etc.
Understanding the quantitative research method (Statistical analysis)
- Seminar members read documents/textbooks and receive lectures on the basic method of statistical analysis.
- Seminar members read documents/textbooks and receive lectures on the analytical model in the quantitative methods.
- Seminar members work with a provided data and practice series of statistical analysis with excel or statistical software.
Implementing a small reserach project by students using quantitative research method
- Seminar members make individual or team for the project.
- Seminar members decide any simple reserach questions, cleaning/modifying the quantitative data for the analysis.
- Seminar members conduct quantitative anlaysis using excel or statistical software package.
- Seminar members summarize the analysis results and interpret the meaning of the results in a short report. |
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履修条件・関連する科目
Course Prerequisites and Related Courses | | | There is no precondition to take this course. |
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成績評価の方法と基準
Course Evaluation Method and Criteria | | Grades are based on class participation (50%), presentation on research in progress (50%),
Credit is given to C- (C if applicable) or higher grade for each criterion. |
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教科書・参考書
Textbook/Reference Book | | Textbooks: No specific textbook will be used in this course. Lecture materials will be provided in each session if necessary.
References:
- Robert K. Yin, 2016. Qualitative research from start to finish. New York
John W. Creswell and J.David Creswell, 2018. Research Design Qualitative, Quantitative and Mixed Methods Approaches, SAGE
- Sharon M. Ravitch, Nicole Mittenfelner Carl, 2016, Qualitative research : bridging the conceptual, theoretical, and methodological, SAGE
- Daniel Muijs, 2011. Doing Quantitative Research in Education with SPSS. SAGE
Eileen Kane, 1995. Seeing for Yourself: Research Handobook for Girls’ Education in Africa, World Bank.
- George Psacharopoulos, 1987. Economics of Education Research and Studies, Pargamon Press.
IIEP, World Bank and UNICEF, 2014. Education Sector Analysis Methodological Guidelines: Volume 1 Sector-Wide Analysis, with Emphasis on Primary and Secondary Education,
IIEP, World Bank and UNICEF, 2014. Education Sector Analysis Methodological Guidelines: Volume 2 Sub-Sector Specific Analysis
- Mingat, A., Tan, J.P. and Sosale, S. 2003. Tools for Education Policy Analysis. Washington DC: World Bank. |
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課外学習等（授業時間外学習の指示）
Study Load(Self-directed Learning Outside Course Hours) | | | Preparation for individual presentations, review of the lectures on the data analysis, individual practice of the learnt quantitative analysis, conduct the individual quantitative analysis and short report making will be requested. |
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注意事項
Notice for Students | | | Active participation in discussion and activities during each session is highly expected. |
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使用言語
Language(s) for Instruction & Discussion | | | -Lectures and discussion will be conducted in English. |
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授業開講形態等
Lecture format, etc. | | 原則として対面で行う。例外的に、遠隔授業（同時双方向）を行う。
遠隔授業は Teams、Zoom等で⾏う。
※履修登録後に授業形態等に変更がある場合には、NUCＴの授業サイトで案内します。
In principle, lecture and seminar course subjects are offered in-person.
Online participation in classes (interactive communication classes via Teams, Zoom, etc.) may be permitted by the instructor under exceptional circumstances.
*Guidance will be posted on NUCT if there are any changes in the class format, etc. after registration. |
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遠隔授業（オンデマンド型）で行う場合の追加措置
Additional measures for remote class (on-demand class) | | |
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